Name:                            Robin L. Lewis/Jamie Wilcox

Subject:                         Biology I-Genetics (Lesson 3)

Period:                           2^nd

Approximate Time:       50 minutes

Objectives:

The student will…

1.    Summarize the process translation.  (MSF Biology I 5a)

2.    Restate the processes of replication, transcription, and translation.  (MSF Biology I 5a)

Materials:

White board, dry erase markers, eraser, pens, pencils, lined paper, textbook, representations of mRNA (1), tRNA (3), and a ribosome

Set:

Hola, me llamo Sra. Wilcox. Can someone tell me what I just said? Hi, my name is Miss Wilcox. What did you just do? Translate. Ask what translation is? Converting from one language to another.  Yesterday, we learned that DNA used transcription to write RNA a message.  Today, we will focus on translation. Our objectives for today are to summarize the process of translation and to restate the processes of replication, transcription, and translation. What is DNA and RNA composed of? Nucleic Acids. What are proteins composed of? Amino acids. We could say that DNA/RNA and proteins are different languages, like Spanish and English. Translation in the cell is converting the information that the mRNA carries from DNA to proteins.

Procedures:

1.    Bellwork: Quiz on DNA/RNA comparison and the process of transcription.

2.    Collect papers and review answers to the bellwork quiz.

3.    Begin set.

4.    Say, “Like we have words that have meaning as a group, so does mRNA have codons that convey meaning. Every three nucleotides on mRNA is a codon.  Codons represent a specific amino acid. Amino acids are the building blocks of what organic molecule? (proteins) How do we go from mRNA to proteins?” tRNA

5.    Give tRNA notes. tRNA…

a.    is like a bridge between the nucleic acid and amino acid languages. Why? It has both nucleic acid and amino acid components. 

b.    tRNA has a special part of its structure made up of three nucleotides that is called an anticodon. Have students speculate what is an anticodon by breaking down the word.

c.    tRNA carries amino acids that are floating freely in the cytoplasm to the ribosomes. The type of amino acid it carries depends on its anticodon.

d.    tRNA pairs with a mRNA codon.

6.    Have student prepare a dramatization of the process of translation: Ask students to be mRNA, 3 tRNAs, and a ribosome (with rRNA).

a.    ribosome student takes mRNA from student, holds.

b.    tRNA students match their anticodons to the codons.

c.    ribosome/rRNA student connects the protein part of the tRNA together to form peptide bonds.

d.    stop codon stops translation and protein is released. 

7.    Have students return to their seats and then ask students to summarize translation on a sheet of paper.

8.    Have students read their responses aloud and make corrections where necessary, having students correct their papers as well.

9.    Now that we’ve seen how the information in DNA is used to make proteins.  Let’s review DNA replication, transcription, and translation.

10. Ask students to give the steps and the purpose of DNA replication, transcription and translation.

Closure:

Today we summarized the process of translation, and then we restated the processes of DNA replication, transcription, and translation.  Question students about base pairing rules and about the different types of RNA.  Ask students to tell the purpose of each process.  Tell students their homework is to review their notes for genetics and to have a great weekend.  On Monday, we will discuss what happens when DNA replication goes wrong!

Assessment/Evaluation:

Informally, the teacher will listen and critique student responses to questions posed throughout the lesson (M).  Formally, the teacher will give a quiz (M) at the end of the period on Monday concerning the process of replication, transcription, and translation (C).  This assignment will be recorded in the gradebook (D).

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