Title: How Does the Structure of DNA Determine the

Structure of the Proteins in our Cells?

John Agostino
Sarah Barrick
Elizabeth Par
Grade: 9-12
Overall Goal: Everything in the world has DNA, and DNA leads to the production of proteins. The
goal for this lesson plan is to understand the role that DNA plays in the formation of proteins.
To start, students will do the edpuzzle to build a basic knowledge of the subject. The next day,
the students will come in and watch the Jurassic Park video, as a way to grab their attention.
When the video is over, we will discuss inaccuracies or things that the students learned.

This will lead into the powerpoint. This powerpoint is going to be shown in class and the students
should take notes on the lesson. Questions by students are encouraged and make sure that the
students do understand what you are teaching.
Then, the Paul Andersen video and worksheet will be handed out to do as homework for the next
class.
After this, the other worksheets will be given out and it will be an in class work day. They can use
their notes and their resources to finish these worksheets, and they can work with other people
to understand the information further.

On the last day, students should turn in their worksheets and then they will be put into groups of
3-4. Each group will build their own protein, and then share with other groups. The students will
check each others work and find inaccuracies in proteins, and give recommendations on how to
fix them
These proteins will then be checked by the instructor, and the groups will be given credit based
on the job that they did building the protein.

Standards Learning Objective Assessment

B.4.2 1) Students should be able to Describe here, or

explain the structure of DNA reference your
2) Students should be able to rubric(s) below
explain the structure of a
protein
3) Students should also be able
to explain how the shape of
 the protein affects the
function
4) Students should be able to
explain the effect that DNA
has on the structure of
proteins

Key Terms & Definitions:

Central Dogma: DNA transcribes to RNA which translates to a protein
Deoxyribose Nucleic Acid (DNA): A type of molecule that contains all the genetic
information an organism needs to live
Messenger RIbose Nucleic Acid (mRNA): A copy of information from DNA that contains
the code for a protein
Transcription: Making mRNA from DNA
Translation: Making a protein from the RNA code
Enzyme: A type of protein that speeds up a chemical reaction
Ribosome: An enzyme that reads mRNA and produces a corresponding protein
Protein: Large molecules with diverse functions made of amino acids
Amino Acids: The building blocks of proteins. There are 20 of them in our bodies
Transfer RNA (tRNA): A molecule similar to mRNA that brings amino acids into the
ribosome and aligns with a specific code from the mRNA
RNA Polymerase: An enzyme that reads DNA and produces corresponding mRNA
Double Helix: The way that DNA is structured that protects itself from being easily
damaged and allows it to become so compact.
DNA Bases: There are 4 different bases that make up DNA: Cytosine (C), Guanine (G),
Adnenine (A), and Thymine (T)
RNA Bases: There are 4 different bases that make up RNA:Cytosine (C), Guanine (G),
Adnenine (A), and Uracil (U) (instead of Thymine (T))

Lesson Introduction (Hook, Grabber):

Prior to class, the student will be asked to complete the EdPuzzle video.

Hook: Jurassic Park DNA intro: https://www.youtube.com/watch?v=qUaFYzFFbBU

Point out factual inaccuracies in video. Transition into slideshow for notes.

Lesson Main:
Day one:
Students will be assigned the edpuzzle to go home and do. This is just a basic overview of
protein folding, and it will prepare them for the information that they will be learning over the next
couple of days.
Day Two:
Students will watch the Jurassic Park video in class and then we will discuss things that they
learned, or incorrect information that they heard in the video.
After going thru disclaimers about the Jurassic Park video, we will go straight into the powerpoint
slideshow, where the students will be asked to take notes. During the slideshow, any questions
from the edpuzzle will be sure to be addressed.
After the slideshow, we will show a brief video showing the history of DNA and how its structure
was discovered.
We will then pass out the first worksheets which will be due by tomorrows class. We will give
them the worksheet and the video, which goes along with the worksheet.
Day three:
The rest of the worksheets will be passed out this day, and it will be an in class work day so that
the students have the opportunity to work with each other and the opportunity to ask questions
to the instructor, if need be.

Lesson Ending:
Day Four:
The end of this lesson will be the students showcasing their knowledge of the information they
just learned by doing the DNA worksheet. The next class period will be devoted to building each
groups protein from a modelling kit and then presenting their proteins to the class.
By doing this, students are showing that they know the way that proteins fold, and the
importance of protein folding. They can share their proteins that theyve built with other groups,
and they can check each others work, correcting each other if anything they see doesnt match
or look correct.

Assessment Rubric: Edpuzzle

Great (3pts) Average(2pts) Poor(1pts)

Completion Answer all questions Answer 1 No answer but

and turns in on time questions and complete
turns in on time watching the
video and turns
in on time

Correction Answers both Answer 1 Attempt

questions correctly questions answers even
 correctly though they are
wrong

Mini Essay Response to the Response to the Response to the

video in at least 500 video in 300 to video in less
words. 500 words. than 300 words

Questions Come up with three Come up with Come up with

questions regarding two questions one questions
the video. regarding the regarding the
video. video.

TOTAL: -/12

Resources / Artifacts:

Ed puzzle with video on transcription and translation due before class: (John)
https://edpuzzle.com/media/59c675644dc6a7402eb10006
Powerpoint Presentation on Central Dogma: (John and Elizabeth)
https://docs.google.com/presentation/d/1e-01PTgq5gjjbDXElxauEfhUJkTJU-
kFpEIx7Q4QrQg/edit?usp=sharing
Video on history of DNA:
https://www.youtube.com/watch?v=VegLVn_1oCE
Paul Andersen: Transcription and translation- Sarah
https://www.youtube.com/watch?v=h3b9ArupXZg&t=4s
Worksheet (Sarah)
https://docs.google.com/document/d/1P-00HUMLh0s4WNBOiny4KEmOWnv-
LgyfairfKeW0JC4/edit?usp=sharing
Translate and transcribe a gene:
http://learn.genetics.utah.edu/content/basics/transcribe/
Build your own protein from DNA code for homework and presentation in next class
(John)
https://docs.google.com/document/d/1giW37Ye9eTRkai2F539Ea1zuXHP2A_T58v
uDmIfA9sY/edit?usp=sharing

Differentiation:
This section should describe how you could to differentiate your lesson for learners with diverse
needs. Some ideas would be to offer differentiated solutions for English Language Learners,
students with mobility challenges, students on the autism spectrum, students with emotional or
behavioral challenges, students with auditory or visual impairments, gifted students, etc. You
should address

1. Differentiation for ability levels

High ability learners, low ability learners
Break the kids up into groups to work on the worksheet together. This way, the
higher ability kids can work together and help each other, while the teacher can
focus more on helping the lower ability learners if they need more attention.

2. Differentiation for demographics

Gender, race, culture, and/or sexual identity
This shouldnt be a problem, DNA affects everyone the same way.
Make sure to address Rosalind Franklins crucial role in discovering DNAs double
helix and her struggle for recognition as a woman.
3. Differentiation for languages
ESL, EFL, ENL
As someone who has learned Spanish it shouldnt be too difficult to help in this
matter. However, a large problem with science is that it is primarily in english. We
will try to explain it as best we can. If there is a language that we are not familiar
with then we may have to use a tool such as google translate to assist in teaching.

4. Differentiation for access & resources

Computers, Internet connection, and/or Wifi access
many of our resources are very computer- and internet-dependent, so not having
access to those would be challenging but a whiteboard/chalkboard would still
make teaching the lesson possible

Anticipated Difficulties:

With any technical difficulties, most of the lecture can be taught via whiteboard or chalkboard
with the outline of the notes.

1. bozemanbiology. Transcription and Translation. YouTube, YouTube, 7 Apr. 2012,

www.youtube.com/watch?v=h3b9ArupXZg&t=4s.
2. Transcribe and Translate a Gene, learn.genetics.utah.edu/content/basics/transcribe/.
3. bavajose. DNA Double Helix Structure. YouTube, YouTube, 25 Feb. 2013,
www.youtube.com/watch?v=VegLVn_1oCE.