Peter Nelson   Biology I     50 minutes

Objective:

The student will utilize the main concepts and steps involved in translation to determine specific proteins based on DNA, mRNA, or tRNA codons (Biology, 5.a DOK 2)

Materials:

Writing utensil, blank paper, overhead, whiteboard, pre-made overheads on translation, review worksheet, translation chart.

Bell work:

Review the material from the last couple of days (DNA structure and replication, transcription)

Set:

How many of you have ever had to work together with a group of others in order to get what you wanted, or what you both wanted. Take 5 minutes to think about, and write down a time when you did. Give the example of looking for a date in junior high (want a date but need the help of others --> DNA wants certain proteins but needs the help of RNA and ribosomes) (A little bit of stretch but it might work). Listen to their answers. Today we will be talking about a process similar to what you have been talking about. We all know that DNA has the instructions for life, but what does that mean? There is a certain process that must be performed before those proteins can be made. Today we will be talking about the last step of that process: translation.

Procedure:

1. Review the processes talked about up to this point. Transcription, how it is split (helicases) how the mRNA strand is made (RNA polymerase). Where is this all happening? The nucleus. We are now moving out of the nucleus and into the cytoplasm.

2. On overhead. Go over initial terms and steps 1-3. After introducing codon and anticodon, go over a list of either DNA or RNA and ask them to determine which amino acids they code for. After you pass out the sheet, explain how to use it and draw their attention to start and stop codons. (Tell the ribosome when to start and stop translating). Do one as a class. Next, pass out the genetic code practice worksheet. (should take about 10-15 minutes). Go over the worksheet.

3. Go back to the overhead and review the steps and continue explaining the rest of he steps of translation. Try to relate back to their examples when you can.

4. Go through the steps one more time. Review some of the vocabulary as well.

5. Give a brief overview of the entire process of protein synthesis, relating back to the examples given at the beginning of class.

6. Pass out review worksheet. This worksheet will be handed in for credit.

7. If there is time, go over the worksheet.

Closure:

Great job today. We have now gotten all the way through protein synthesis. Ask some questions about protein synthesis (especially translation). Preview the next day’s lesson.

Assessment/Evaluation:

Objective:

The student will utilize the main concepts and steps involved in translation to determine specific proteins based on DNA, mRNA, or tRNA codons (Biology, 5.a DOK 2)

Informal: The teacher will monitor student participation (M) and progress on the concepts and steps of translation (C)

Formal: The student will fill out a comprehensive worksheet (M) on protein synthesis and the structure of DNA (C). The worksheet will be graded and recorded in the grade book (D)

 Create your own educational wiki!HelpPublic, not yet premium Privacy Policy RSS