Download Protein Car Synthesis

Primary Type: Lesson Plan
Status: Published
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Resource ID#: 127779
Protein Car Synthesis
Students will use this hands on activity to work their way through Transcription and Translation. Students can work in small groups to first construct
a complete code of mRNA, and then construct a protein by finding corresponding Anticodons from tRNA. The accurate Base Pairing will result in the
accumulation of Amino Acids. Amino Acids will be represented with automobile parts. For the completion of this activity, students will be able to piece
together a fully formed automobile (or protein). This activity is accompanied by a written analogy of Transcription and Translation using a library
and a mechanic.
Subject(s): Science
Grade Level(s): 9, 10
Intended Audience: Educators
Instructional Time: 50 Minute(s)
Resource supports reading in content area: Yes
Keywords: codon, anticodon, exon, intron, polypeptide, protein synthesis, gene regulation, gene expression,
gene, tRNA, mRNA, RNA Polymerase, Ribosome, protein, synthesis, DNA, RNA, Nucleus, Cytoplasm, enzyme,
genetic disease, genetic disorders, missence, deletion
Resource Collection: FCR-STEMLearn Diversity and Ecology
ATTACHMENTS
Student Directions.docx
Analogy of Transcription and Translation.docx
Bellringer Protein Car Synthesis.docx
Protein Car Synthesis Worksheet.docx
Automobiles.docx
mRNAtRNA.DOCX
ProteinCarSynthesisWorksheetAnswerKey.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to:
describe how a gene is expressed using the processes of Transcription and Translation.
define both Transcription and Translation.
distinguish between Transcription and Translation.
link Anticodons with corresponding Codons to code for Amino Acids in the construction of proteins.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students need to already know:
DNA is the transformation factor and is housed in the nucleus of cells.
DNA is genetic material.
page 1 of 4 DNA is made of Nucleotides.
Nucleotides are made of a phosphate group, a sugar ring, and a Nitrogenous Base.
Nitrogenous Bases pair up Adenine to Thymine and Guanine to Cytosine. In the case of RNA, Uracil replaces Thymine.
The Central Dogma of Biology consists of how DNA codes for RNA, which guides the making of proteins.
The function of mRNA, rRNA, and tRNA.
Definitions of: Gene, Introns, Exons, Codon, Anticodon, Amino Acid, Polypeptides, and Mutations.
The role of a Ribosome is to facilitate the translation of mRNA using tRNA into chains of Amino Acids (proteins synthesis).
The function of the RNA Polymerase enzyme is to transcribe DNA code into a corresponding chain of RNA.
One Gene codes for one polypeptide chain (protein).
Cells use gene regulation to control which genes are expressed when and in what quantity.
Mutations may or may not result in genetic disorders.
Guiding Questions: What are the guiding questions for this lesson?
How do genes get expressed?
Why and how do individuals regulate gene expression?
Why might this information be important if you are a geneticist?
How might a mutation change the process of Transcription?...of Translation?
Teaching Phase: How will the teacher present the concept or skill to students?
1. The teacher will arrange the class into groups of 2-4 students. Give each group a copy of the attached Bellringer (class opener/warm-up) worksheet, have the
groups put their names on this sheet and either label a diagram of Transcription and Translation using the Analogy or have the groups develop a novel question
related to the topic of Protein Synthesis or Gene Regulation. Both options are on the one-paged attachment, so if time is available, the teacher can have the class do
both parts. Another option is to have some groups do part 1 and other groups do part 2, because they will discuss it all as a group anyway.
2. Using the Bellringer to start the discussion, review with the class the process of Transcription and Translation. Guide this review with the student presenting their
questions and having other groups answer their questions. Encourage students to review their notes and textbook for answers. (This can take between 10 and 15
minutes.) (Teacher can choose to give students extra credit opportunities for coming up with great questions to ask as well as coming up with great answers to any
questions presented.)
3. Once questions have been worked through and students are comfortably immersed in the topic, have a student read the Analogy aloud to the class. Have a brief
discuss to insure students understand the Analogy. This will lead them into their Guided Practice Activity. (This should take about 5 or 10 minutes. Through out
these outlined 20 minutes, the teacher can determine student understanding of the concepts by listening to their questions, responses to questions and discussion.
The teacher can work during this time to correct any misunderstandings or misconceptions and give other feedback to students about their understanding of the
concepts.)
4. Have the groups pull out the Instruction Sheet. Have the class read the Instructions aloud and discuss any misunderstandings about the exercise they are about to
complete. (This should take 3-5 minutes.)
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. Students will empty their envelopes labeled "Gene Code". (Each envelope contains 12 index cards each with a 3 letter codon on it, and the word Intron or Exon.
These cards will represent mRNA. Each envelop will have 12 cards.)
2. The students' first task is to remove and set aside all of the index cards labeled "Intron". (Intron cards will not be used to make the final mRNA code. Only Exon
cards are used to make the final mRNA code.)
3. Next, each Codon must me matched to the appropriate Anticodon using the rules of Complementary Base Pairing System. (The Anticodon index cards can be found
on the Amino Acid boards/tables. There are 12 Anticodon cards for each group.)
4. When students find the corresponding Anticodons, they are to remove each card from the board and turn them over. If the students are correct with all of their
code/Anticodon matches, on the back of each tRNA card, there will be a part to an automobile. The goal is to construct a complete automobile. (The Amino Acid
board contains index cards with Anticodon codes on the front. On the back side of some Anticodon cards will be car parts. The car parts represent Amino Acids.)
5. Students are to place the car parts together to construct a fully formed automobile. (If a fully formed automobile is constructed, students can skip to step 7.)
6. If students do not construct a fully formed automobile or have repeat or mismatched parts, they will need to repeat each step starting with step 1 until their
automobile is complete.
7. Groups must show the teacher their completed automobile in order to receive their independent practice assignment. (This portion of the activity can take between
10 and 20 minutes. With more movement through the classroom, more time will be needed. If this activity is constructed to be stationary, it will require less time.)
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Each student in each group will receive a worksheet after completing the Protein Car Synthesis Activity. This worksheet can be completed in class or for homework
and handed in for a grade. This is attached as Protein Car Synthesis Worksheet and Answer key.
This worksheet should not take more than 10 minutes to complete.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
To close this activity, the teacher can have students return their codes to their envelopes. They can then compare automobiles as they bring them and the
Anticodon Cards back to a centralized location for returned Anticodon Cards. This will be a good opportunity to discuss the one gene for one Polypeptide Rule. Open a
discussion with students about errors in coding and what problems they saw in their miscoded automobiles. Remind students to complete their worksheets and hand
them in or remind students to complete the worksheet for homework.
This should be short, no more than 10 minutes.
Summative Assessment
Teacher can observe the proper assembly of an automobile. Each envelope includes the code to make one complete automobile.
At the completion of the activity each team should be able to show the teacher a completely assembled automobile.
page 2 of 4 Each student can fill out a worksheet on his or her own. This worksheet will be handed in for grading. This worksheet can be completed at the end of class or at
home for homework.
Formative Assessment
The teacher can walk about the room, taking note of the progress that each team is making on the assembly of their mRNA strand as well as their automobiles. The
index cards are labeled "Intron" or "Exon". Only "Exon" cards should make up the mRNA code. Teachers can watch for any "Intron" cards in the mRNA line-up of index
cards. In order to insure progress with each step of Protein Synthesis, teachers can watch for repeated automobile parts, wrong type of automobile parts, or color
coordination if each automobile is printed on different colored paper during the Translation part of the activity. Each automobile will need to be printed on colored
paper for color coordination; otherwise, the teacher can watch team progress by looking for parts to different types of cars.
Feedback to Students
Students can be given feedback during the completion of the Transcription phase as well as during the completion of the Translation phase. During the Transcription
phase, all index cards should read "Exon". The teacher can discuss Introns and Exons with a team that has included any introns in their mRNA strand of index cards.
During the Translation phase, all car parts should coordinate. Each envelope codes for one type of automobile. When the teacher notices parts to 2 or more different
types of automobile for one team, or notices repeat parts to the same automobile, the teacher can give the students feedback about their Protein Synthesis
(automobile construction). The teacher can discuss with the students how complementary base pairs are made between Codons and Anticodons.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
If mobility is or is not ideal, these activities can be done sitting at a desk or moving about the room.
The font on the index cards should be large and bold for easy visibility.
Extensions:
Envelopes can be created to demonstrate instances of DNA mutations.
Each team should get an envelope containing a gene code with a mutated code.
Each envelope will demonstrate a different kind of mutation.
The resulting protein/automobiles will have extra, missing, or duplicated parts.
The function of the vehicles may or may not be hindered or improved as a result of a mutation.
A new worksheet can be used to discuss types of mutations and types of results of mutations.
Special Materials Needed:
Colored Paper can be used when printing each automobile. This will allow for easy observation of wrong Complimentary Base Pairing.
If each part is laminated, this activity can be reused.
Large envelopes can be used to contain all of the different codes.
Velcro or tape to temporarily adhere to the back of the cards.
Further Recommendations:
Before starting the activity:
1. Each attachment must be printed, cut out (and cut apart), and laminated. The tires, hood, trunk, windshield, and doors need to all be cut away from each other.
2. It is ideal to use colored paper.
The automobiles should have a different color from each other.
mRNA Codons should be printed using a different color paper from tRNA Anticodons.
3. Envelopes need to be assembled for each of 6 Genes. (I have included a charter bus as an EXTRA automobile if another group is required for any reason or a group
finishes early.) There will be 12 Codon Cards in each envelope, as well as an instruction sheet, and an analogy sheet.
4. Correctly corresponding Anticodons need to have corresponding Automobile Part attached to the back of the card using Velcro or tape for easy removal. Refer to
the teacher's Answer Key attachment for correct Anticodon: car-part pairing.
5. An Anticodon board/area needs to be constructed before the start of this activity. To save time and resources on the setup, Anticodon cards can be placed on top of
the Amino Acid car parts on a tabletop. Be sure students cannot see the car parts beneath the Anticodon cards.
SOURCE AND ACCESS INFORMATION
Contributed by: Alex Mattheus
Name of Author/Source: Alex Mattheus
District/Organization of Contributor(s): Leon
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
page 3 of 4 Name
SC.912.L.16.5:
Description
Explain the basic processes of transcription and translation, and how they result in the expression of genes.
page 4 of 4