Download Modeling Transcription and Translation

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Resource ID#: 129070
Modeling Transcription and Translation
This lesson plan consists mostly of student-centered activities that involve learning and mastering the steps in DNA replication, transcription, and
translation.
Subject(s): Science
Grade Level(s): 9, 10, 11, 12
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Computers for Students,
Internet Connection, Interactive Whiteboard, LCD
Projector, Overhead Projector, Microphones, Microsoft
Office
Instructional Time: 5 Hour(s)
Keywords: transcription, translation, DNA replication, nitrogenous bases, nucleotide, base pairing rule, messenger
RNA, transfer RNA, ribosomal RNA, codon, anticodon, RNA Polymerase, amino acid, protein, gene, translation chart,
start codon, stop codon
Resource Collection: FCR-STEMLearn Cell Biology
ATTACHMENTS
PrePostTestTranscriptionandTranslation.docx
PrePostTestTranscriptionandTranslationKey.docx
ActivityBasesforDNAandRNA.doc
KeyTermsVISTable.doc
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?
Compare and contrast transcription and translation.
Identify the three types of RNA and explain their functions.
Explain the steps in transcription and translation.
Model the steps in DNA replication, transcription, and translation.
Create a 3D model of DNA replication, transcription, and translation and illustrate how they result in gene expression.
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 know the bases present in DNA and RNA.
Students should previously have a basic understanding of the base pairing in DNA and RNA.
Students should also be familiar with the mechanism of DNA replication.
Students should know the following vocabulary terms:
page 1 of 5 Nitrogenous base
Nucleotide
Base pairing rules
DNA replication
Transcription
Translation
Messenger RNA
Transfer RNA
Ribosomal RNA
Codon
Anticodon
RNA Polymerase
Amino Acid
Protein
Gene
Translation Chart
Start Codon
Stop codon
Guiding Questions: What are the guiding questions for this lesson?
Explain why a cell needs both mRNA and tRNA in order to synthesize a protein.
Explain the function of mRNA, the function of tRNA, and how tRNA and mRNA work together to put the right amino acids in the right sequence as the protein is
synthesized.
What part of translation depends on the base-pairing rules?
The proteins in biological organisms include 20 different kinds of amino acids. What is the minimum number of different types of tRNA molecules that must exist in
the cell? Explain your reasoning.
Explain why it makes sense to use the word translation to describe protein synthesis and why it would not make sense to use the word translation to describe mRNA
synthesis.
Why does a cell need to carry out transcription before translation?
Describe what you have learned about replication, transcription, and translation.
Explain how an mRNA molecule directs the synthesis of a protein.
Teaching Phase: How will the teacher present the concept or skill to students?
Activate Prior Knowledge (APK) Activities: Day 1/2
APK stands for "Activate Prior Knowledge." The purpose of these activities are to assess the prior knowledge of students. These activities should be performed after
the pre-test and before you start the lesson.
Activity #1 - Identifying Bases in DNA and RNA:
The teacher will create a set of cards (printing paper or index cards) for each student with the bases present in DNA and RNA.
Place students in groups of four and provide each student with a set of cards.
Ask students to identify the bases in DNA by placing the cards in front of them (individually). The teacher will walk around the room to identify and record which
students are correct and incorrect.
Next, the teacher will ask the students to discuss DNA bases with a partner and make corrections if necessary.
Lastly, the teacher will ask the students to discuss their choices as a group and make corrections if necessary. The teacher will walk around the room to identify and
record which students are correct and incorrect.
The teacher will repeat the previous steps with bases in RNA.
Activity #2 - Base pairing in DNA and RNA:
The teacher will create a set of cards (printing paper or index cards) with the bases present in DNA and RNA for each student.
Place students in groups of four and provide each student with a set of cards.
Ask students to identify the bases that pair in DNA by placing the cards in front of them (individually). The teacher will walk around the room to identify and record
which students are correct and incorrect.
Next, the teacher will ask the students to discuss with a partner about base paring in DNA and make corrections if necessary.
Lastly, the teacher will ask the students to discuss their choices as a group and make corrections if necessary. The teacher will walk around the room to identify and
record which students are correct and incorrect.
The teacher will repeat the previous steps with base pairing in RNA.
Activity #3 - Identifying Processes:
The teacher will provide students with three sticky notes. Instruct them to write "DNA replication," "Transcription," and "Translation" on the sticky notes separately
with their initials.
Create a location for Poster or Animation 1, 2, and 3. As the students view the posters or animations, they will note which poster or animation illustrated the
process by writing the number of the poster or animation on the sticky note.
The teacher will show pictures or animations of DNA replication, transcription, and translation. After the students view all of the posters or animations, then give
them 1-2 minutes to match the number on the sticky notes with the previously created locations for poster or animation #1, #2, and #3.
After two minutes, show the posters or animations again. Then have students analyze and discuss each poster or animation as a group.
Lastly, give the students an additional 1-2 minutes to change their answers. After two minutes, show posters or animations and reveal the correct answers. Make
sure you record the students' results.
Note: If you choose to show the animations, make sure you project the animation in full screen and without sound for the first two showings. The person talking in
the animation reveals the process that is show. I recommend that you unmute the sound for the last viewing of each animation to reveal the answer and brief
information about the process.
page 2 of 5 The following websites contain the pictures to create the posters for the processes your students will investigate:
DNA Replication Poster: "DNA III: The Replication of DNA" by Nathan H Lents, Ph.D. on Visionlearning; scroll down to Figure 1, "Schematic of DNA replication
according to the rules of Watson-Crick base-pairing"
Transcription Poster: "RNA Transcription 2" from Goldie's Room On-Line
Translation Poster: "Translation" from BioNinja
Students will investigate the following animations from BioInteractive:
"DNA Replication" (1 min 7 sec)
"DNA Transcription" (1 min 55 sec)
"Translation" (2 min 6 sec)
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Assignment #1: Key Terms VIS Table – Day 3
The teacher will provide students with a prepared table format in Google Docs to complete the Key-Terms VIS Table. If you are not familiar with Google Docs, then
watch the YouTube video "Google Docs How To Tutorial 2012" by Anson Alexander. This video will explain how to upload and share the "Key Terms VIS" document
for your students to complete as a class collaboration.
If you don't have computers, then you can have the students to create a Key Terms VIS Table on an empty wall in your room. You can use printing or construction
paper, colored pencils, and markers. The table should be similar to the format provided in the attached document.
Pair up students and assign one or more key term(s) for the students to complete. Each pair will locate the science meaning of the term, identify a clue (word
phrase) to remember the meaning of the term, create a sentence that reflects the meaning of the term, and locate a picture that illustrates the term.
Allow students 15-20 minutes to complete this activity. Then review the terms as a class. Each pair will present their term(s) orally.
Assignment #2: Jig-Saw PowerPoint Presentation - Day 4-5
The teacher will place students into groups of three or four. Once students are placed in groups, each student will take on a role (Director, Writer, Photographer,
and Producer).
Each group will be given an objective to research and present to the class. Each person in the group will be responsible for finding information (resources) about
the objective and reporting or submitting it to the Director of the group. The resource must be approved by the Director and the teacher.
The Director will assist the Writer with composing the information to be inserted on the slides.
The Photographer will locate pictures that relate to the objective and answers provided by group.
The Producer will be responsible for typing the information provided by the Director and Writer and inserting the pictures found by the photographer into the
group's PowerPoint presentation.
The final draft of the presentation must be checked thoroughly by the Director and then submitted to the teacher for approval.
The teacher can use the following objectives and/or create your own (if you have a large class, you can give the same objective to more than one group.):
Describe the steps in DNA replication.
Identify the three types of RNA and explain their functions.
Explain the steps in transcription.
Explain the steps in and translation.
Compare/contrast the difference between transcription and translation.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Assignment #3: 3D Model - Day 6-8
Students will work in groups of three or four to create a 3D model that shows DNA replication, transcription, and translation. These models will be built with LEGOs.
Students will attach index cards throughout the model to explain the steps in each process.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Assignment #4: Modeling Processes - Day 8-10
Students will create and use props (visuals) to model the steps of DNA replication, transcription, and translation.
The teacher will divide the class into three groups. The first group will use props to model DNA replication, the second group will use props to model transcription,
and the third group will use props (visuals) to model translation.
After the props are made, each group will model their process separately. If the group makes a mistake, the teacher will ask and discuss the errors made and
corrections needed with the other two groups that are not modeling. Each group must continue to develop their model until they reach perfection, with no errors!
Once all of the groups have developed their props and model, have each group perform their processes one at a time, but without stopping. For example, the DNA
replication group will perform first. When the DNA replication group is finished, the transcription group will start immediately. After the transcription group is
finished, the translation group will continue until a protein is made.
All groups should know when they are supposed to start and stop their process. Advise the students that it should reflect a chain of reactions taking place. Students
should repeat this process until they reach perfection.
I recommend recording this activity so that it's easier to review as a group.
Summative Assessment
The teacher will assess students daily with a Ticket-to-Leave question. The questions can be created by teacher or one of the Guiding Questions provided in this
lesson.
The teacher will assess students on final draft of the following assignments: Key-Terms VIS Table, Jig-Saw PowerPoint Presentation, 3D Model of DNA replication,
transcription, and translation, and modeling processes
On Day 10, the teacher will assess students with the attached Transcription and Translation Post-Test. (30 minutes)
Formative Assessment
The teacher will assess students with the Transcription and Translation Pre-Test on Day 1 of lesson. (30 minutes)
The teacher will record and analyze student results from APK activities.
page 3 of 5 The teacher will ask the guiding questions during each activity and assignment.
Feedback to Students
Students will discuss their initial responses with a table partner, then make a final response as group.
Students will be given a chance to revise or leave answers.
The teacher will discuss and reveal the correct answers for the APK activities with the class.
The teacher will provide feedback to students during the following activities: Key Terms VIS Table, Jig-Saw Power Point Presentation, 3D Model of DNA Replication,
Transcription, and Translation, and Modeling Processes. Note: Do not provide the students with the answers! Instead, lead the students in the right direction to
arrive at the correct answers.
The teacher will ask students the following questions during the preparation of PowerPoint presentation:
How does DNA unzip? (The hydrogen bonds between the base pairs break.)
How do the new strands compare with the template strands (Each new strand is the complement of its template strand.)
How many molecules of DNA result from the replication process? (two)
How do they compare with each other? (They are identical.) How do they compare to the original DNA molecule? (They are identical.)
How much of each new molecule was part of the original DNA molecule? (Half of it)
How much is new? (Half of it)
Why is it important for the cell to correct any errors that occur during replication? (If errors were not corrected, one of the new cells that form during cell
division would have DNA with incorrect genetic information.)
How much of the cell's DNA is copied during replication? (all of it; in humans, all 46 chromosomes are copied during each round of replication)
Why must the DNA strands unwind and separate before transcription can take place? (The bases must be exposed so that free nucleotides can pair with them.)
How does the base sequence of the RNA transcript compare with the sequence on the template strand? (It is complementary.)
What happens to the double-stranded DNA as the RNA polymerase moves from left to right? (The DNA unwinds to expose more of the gene.)
How much of the DNA strand is copied during transcription? (One gene)
What happens to the RNA transcript after it separates from the DNA? (It is processed and leaves the nucleus.)
Which steps of transcription are similar to replication? (both are catalyzed by a polymerase, either DNA or RNA, both strands unwind, and a complementary
strand of nucleotides is produced.)
How are replication and transcription different? (The polymerase in replication is DNA polymerase and in transcription the polymerase is RNA. Also, only one
gene is copied in transcription with the end result being a single nucleotide sequence, while the entire genome is copied in during replication with the end result
being two identical sets of chromosomes.)
What is the function of mRNA? (provides a copy of the genetic code)
What is the function of tRNA? (brings amino acids to the ribosome, in the proper order)
What is the function of ribosomes? (The ribosome positions mRNA so that is can be read by tRNA. It breaks the bonds between the tRNAs and their attached
amino acids, and forms peptide bonds between amino acids, assembling the protein coded for in a gene.)
What is the amino acid coded by GCA? (glycine) by UGG? (tryptophan) by ACU, ACC, ACA, ACG? (threonine)
What happens when a ribosome reads the codon AUG? (produces methionine; which is also the start of a codon) UGA? (Translation stops)
What do the letters of the codons represent? (the bases)
Does each codon code for a different amino acid? (no, several code for the same amino acid)
Generally, how are the codons that code for the same amino acid similar to each other? The first two letters are the same)
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Instructions are to be given verbally as well as printed.
The text can be read aloud to students if needed.
Student can work with peers.
Extensions:
Students can perform research on DNA mutations.
Suggested Technology: Document Camera, Computer for Presenter, Computers for Students, Internet Connection, Interactive Whiteboard, LCD Projector, Overhead
Projector, Microphones, Microsoft Office
Special Materials Needed:
Construction and/or printing paper
Colored pencils and/or markers
Card stock
LEGOs
Further Recommendations:
Students can practice DNA replication, transcription, and translation with the activities from Learn Genetics.
SOURCE AND ACCESS INFORMATION
Contributed by: Melody Johnson
Name of Author/Source: Melody Johnson
District/Organization of Contributor(s): Broward
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
page 4 of 5 Related Standards
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 5 of 5