Download Transcription and Translation Made Easy

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Status: Published
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Resource ID#: 75969
Transcription and Translation Made Easy
"Transcription and Translation Made Easy" is an interactive whole-class activity that follows the transfer of information from the DNA to protein
formation. The activity uses letters as parts of words as an analogy for amino acids as parts of proteins to allow the students to observe the type
of mutations that may occur and the level of damage that each can cause.
Subject(s): Science
Grade Level(s): 9, 10, 11, 12
Intended Audience: Educators
Instructional Time: 1 Hour(s) 30 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: transcription, translation, codon, anticodon, mRNA, tRNA, amino acid, polypeptide, point mutation,
deletion, addition, frame-shift mutation, RNA polymerase
Resource Collection: FCR-STEMLearn Diversity and Ecology
ATTACHMENTS
Board set up for codes.jpg
Post Quiz.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?
The student will be able to differentiate between the mechanisms of transcription and translation and apply the concepts of both mechanisms to explain the
importance of these processes in the production of a properly functioning protein.
Students will also be able to differentiate between different types of gene mutations and explain what these mutations can do to the development of a protein.
Prior Knowledge: What prior knowledge should students have for this lesson?
SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes
located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another.
Students should also be familiar with the mechanism of DNA replication and its associated terms and how to use the Amino Acid Translation Chart. This information is
part of the DNA unit just prior to transcription and translation.
Vocabulary terms that student should know - Nitrogenous base, DNA replication, Transcription, Translation, Messenger RNA, Transfer RNA, Ribosomal RNA, Codon,
Anticodon, RNA Polymerase, Mutagen, Mutation, Point mutation, Frame-shift mutation, Addition, Deletion, Amino Acid Translation Chart, Start Codon, Stop codon
Guiding Questions: What are the guiding questions for this lesson?
What are the differences between transcription and translation, and what is the importance of each to the development of a protein?
What type of gene mutation is more detrimental to protein production?
page 1 of 4 Teaching Phase: How will the teacher present the concept or skill to students?
This assignment is designed to allow students to see the importance of proper DNA-RNA-Protein sequencing. It uses words and sentence form to replace Amino Acid
and Protein so that the students can understand how detrimental each level of gene mutation can be.
1. Prior to the day of the lesson, the teacher should cover DNA, DNA replication, and introduce the Amino Acid Translation Chart. For homework the teacher should
assign the First word - Last word using the D,N,A,R,N,A,P,R,O,T,E,I,N.
2. Before the students arrive in the room, the teacher needs to set up the DNA on the board as shown on the Board set-up attachment.
3. As a bell ringer for the period, write several amino acids on the board and have the students use an Amino Acid Translation Chart to find all of the possible RNA
combinations for each.
4. The teacher needs to start the lesson by revisiting the DNA lesson from the day before. Discuss the mechanisms of DNA replication including the DNA polymerase
and free-floating DNA and explain that RNA is going to be formed in a similar manner. Make sure the students understand the interaction of the RNA and AA
translation through the use of codons and anticodons.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
The students, under the teacher's supervision, are going to build a giant 2D model on the board expressing the proper techniques of transcription and translation.
DNA-RNA-Protein Activity
1. Randomly distribute the mRNA circles and the tRNA squares throughout the room. Tell the students that the circles are the free-floating RNA nucleotides inside the
nucleus and the squares are the available amino acids outside of the nucleus.
2. Explain why the DNA must transcribe to RNA to leave the nucleus and move to the ribosomes.
3. Begin the process of transcription by explaining that it is similar to DNA replication except it uses RNA polymerase and RNA nucleotides. Tell the students that you
(the Teacher) will be acting as the RNA polymerase. Explain that after the RNA polymerase opens the DNA, it moves along the open strand and signals the freefloating nucleotides to align with their corresponding complements. Tell the students that you are going to start the process and that as you move along the strand and
touch a DNA nucleotide anyone holding a complement can place their RNA, but only one can take the spot. Continue moving down the DNA until the RNA complement
is complete.
4. Once the RNA is complete, discuss what happens to the DNA after the RNA separates and moves out of the nucleus.
5. Now the teacher needs to discuss Translation and the role of tRNA. Explain to the students that the square cards that are scattered around the room are
representative tRNA, but the Amino Acids have been replaced with letters so that the students can see the detriment of improper translation. Tell the students that if
everything goes correctly that the translation process should build words and a sentence to represent the protein.
6. Tell the students that now you (the Teacher), are going to represent the ribosome and they will follow the same procedure as they did during the transcription
process. Be sure that you start at the "Start" end of the strand and slowly move to the other end. When complete, the letters associated with the tRNA strand should
read "Start THIS-IS-EASY. Stop"
Discuss that the message represents a protein.
7. Now that the message (protein) is complete, you can start asking the kids about different interactions that may affect the meaning of the message Function of the
protein. The teacher needs to go to the board and replace the second red circle in the mRNA chain with a white circle (this will be the red mRNA circle under the
word "THIS"). Once the change is made, ask the students what needs to be done with the tRNA translation. Ask the student in class who has the new AA card to come
up and put it in place. Ask the students what kind of mutation has just taken place. Ask the students if there is still a sentence present and if so, has the meaning of
that sentence changed (Function of the protein). Have the students look at the Amino Acid Translation Chart and ask if a point mutation is always going to cause a
protein mutation.
8. After discussing the point mutation set up in #7, remove the green mRNA from under the letter "T" and ask the students what needs to be done to the translation.
Ask how this "Deletion" is going to affect the overall sentence (Protein) structure. Explain that a deletion and addition both form a frameshift mutation. Ask the
student which is most detrimental to the production of protein a point or frameshift.
9. Answer any questions that students may have and assign the First word - Last word assignment for homework.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
1. Students can repeat the First word - Last word assignment.
OR
2. Give the students an Amino Acid Translation Chart with a letter assigned to each of the amino acids. Have each of the students create a DNA strand to send a coded
sentence of three to four words to another student. The teacher can randomize the DNA codes and hand them out to the class as part of the DNA unit review.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Hold a class discussion on some of the post First word - Last word to get peer interaction to assist in verifying student understanding.
Address the Guiding Questions using a strategy that pairs students to discuss the guiding questions, or asks students to individually write the answers to the guiding
questions.
Summative Assessment
The teacher can use the First word - Last word assignment after the activity as a gauge for student learning.
A post-quiz (see Attachments) combining the expected vocabulary information in combination with the specific questions that the teacher chooses to use during the
activity.
Formative Assessment
page 2 of 4 Pre-Assessment: Before introduction to the lesson, the students will complete a First word - Last word. Students will use a loose leaf sheet of paper and write the
letters D,N,A,R,N,A,P,R,O,T,E,I,N down the left side of the page and then using the letter as the first letter of each statement, write a full sentence about what they
understand about the subject.
Throughout the activity: Fact First questioning can be used to check the students' ability think beyond the simple facts and concepts.
Example questions:
Transcription is the synthesis of RNA from a DNA template.
1. How many of the DNA strands are used in the production of the RNA? one
2. Why must DNA be transcribed? The DNA is to large to pass out of the nuclear membrane to the protein production sites.
3. What happens to the DNA after the RNA detaches? It zips closed and resumes its shape.
4. Which base is different between the DNA and RNA?DNA has thymine and the RNA has uracil.
5. What is the function of RNA polymerase during the process of transcription?The RNA polymerase is responsible for preparing the DNA and joining
the RNA nucleotides to form the mRNA.
Translation is the process in which a specific organelle synthesizes a protein using the mRNA created during transcription.
1. What is the organelle in which the mRNA is decoded into a specific protein? Ribosome
2. How many bases make up an individual unit of the code used in translation?3RNA's
3. What are the names of the coded units for mRNA and tRNA? mRNA - codons, tRNA - anticodons
4.What structure is attached to the tRNA and carried to the ribosomes for processing? Amino acids
5. As the ribosome moves down the mRNA, what type of chemical reaction binds the amino acids together to form a polypeptide? Dehydration synthesis
Feedback to Students
1. The First word- Last word can be used to circumvent initial misconceptions.
2. Guiding questions will need to be asked and answered throughout the entire activity in order to keep the students moving toward the expected results.
What is transcription? Transcription is the process of making an RNA copy of the gene sequence from the DNA.
Why must the DNA be transcribed? The DNA is too large to leave the nucleus for processing into proteins.
What protein is responsible for bringing the RNA nucleotides to the DNA in transcription? RNA polymerase
What is translation? Translation is the process of translating the sequence of a messenger RNA (mRNA) molecule to a sequence of amino
acids during protein synthesis.
Where does translation take place? Ribosomes
How many bases make up a codon? 3
What is the name of the of the tRNA that complements the mRNA codon? Anticodon
What type of mutation has occurred if a single base has been replaced? point mutation
Do all point mutations cause disruption to the protein? Explain your answer. No, because there may be several base combinations that create the
same amino acid.
When DNA is added or deleted, what happens to each of the codes on the mRNA strand and what is this type of mutation called? According to if it is an
addition or a deletion, the entire strand's code is shifted one way or the other and all codons change. This is known as a frame-shift
mutation.
What type of gene mutation is presumably more detrimental to protein production? The frame-shift is more detrimental because it usually deforms
the entire protein where a point mutation may only alter the function or cause no change at all.
3. As the students are moving through the activity, the teacher needs to be sure that each student is placing all mRNA's and AA's in the proper spots according to the
lesson outline. See attachments for board configuration.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
For remediation students may need to do both independent practices.
Students with mobility or visual impairments, may use a blank template of the transcription/translation process and color it appropriately as other students come to the
board with their "code."
Extensions:
Student may research and/or do a presentation on the different types of gene mutations.
Special Materials Needed:
DNA Model Kits, Card Stalk, Markers, Magnetic Tape, Amino Acid Translation Charts
Before beginning instruction, the teacher will need to prepare the DNA, mRNA, and tRNA models.
1. The teacher needs to cut out 115 - 2 inch circles and color them according to following
page 3 of 4 Uracil - white................ 10
Adenine - gray.............. 25
Cytosine - green........... 30
Thymine - blue............. 20
Guanine - red............... 30
2. Cut out 16 - 6 inch x 6inch squares and set them up like the board demonstration attachment.
3. Put enough magnetic tape on the back of the circles and squares to hold each on the board.
Further Recommendations:
If a magnetic white board is unavailable, then template could be projected and students could color in with markers.
Additional Information/Instructions
By Author/Submitter
This is intended for advanced 7th grade life science or at the high school general or honors biology.
SOURCE AND ACCESS INFORMATION
Contributed by: Nick Lupton
Name of Author/Source: Nick Lupton
District/Organization of Contributor(s): Escambia
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.912.L.16.4:
SC.912.L.16.5:
Description
Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in
gametes may result in phenotypic changes in offspring.
Explain the basic processes of transcription and translation, and how they result in the expression of genes.
page 4 of 4