Download Protein Synthesis Math Relays!

Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 128909
Protein Synthesis Math Relays!
While working in cooperative groups, students will gain practice acting out DNA replication, transcription and translation! Instead of students creating
a protein as their final piece, they will need to solve a math problem and supply the correct answer as their "protein"!
Subject(s): Science
Grade Level(s): 9, 10
Intended Audience: Educators
Suggested Technology: Internet Connection, Basic
Calculators, Overhead Projector, Microsoft Office
Instructional Time: 50 Minute(s)
Keywords: Protein Synthesis, Replication, Mutation, Codon, Anticodon, Transcription, Translation, Amino Acid
Resource Collection: FCR-STEMLearn Diversity and Ecology
ATTACHMENTS
RelayWorksheet.pdf
AminoAcidCards.pdf
AminoAcidValues.pdf
ProteinSynthesisRelayAnswerKey.pdf
DNASequences.pdf
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 accurately model the process of protein synthesis by replicating a DNA strand, transcribing the DNA to mRNA, and translating the mRNA into an
animo acid sequence.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students need to have a good understanding of the organelles inside eukaryotic and prokaryotic cells.
Students need to have a good understanding of the cell cycle, including when and why DNA replicates.
Students need to have a basic understanding of protein synthesis: what it is, where each step occurs, and knowledge of the relationship between nucleotide bases,
codons and anti-codons, codons and amino acids, amino acids and protein expression.
Keywords for this lesson:
Amino Acid
Anti-Codon
Codon
DNA
Genetics
Mutation
page 1 of 4 Nucleus
Protein
Replication
Ribosome
RNA
Transcription
Translation
Guiding Questions: What are the guiding questions for this lesson?
1. What macromolecules are involved in these processes?
DNA is composed of nucleotides (monomer) which combine to make nucleic acids (polymer).
RNA is composed of nucleotides (monomer) which combine to make nucleic acids (polymer).
Each codon sequence codes for a specific amino acid (monomer) which combine to make proteins (polymer).
2. How can errors within the codon sequence affect protein expression?
Many types of errors, or mutation, can occur during the process of DNA replication and protein synthesis. If an error occurs and is uncorrected, the genome
sequence may code for a different amino acid which can create an incorrect protein. A mutation isn't always expressed phenotypically and may go unnoticed.
3. Are errors within the genome always harmful?
Errors/mutations are not always harmful:
Malaria resistance due to the crescent-like shape of red blood cells
Lactase persistence (the ability to create lactase past the age of weaning from milk, about 4 years old)
Humans having higher bone density compared to our ancestors
Some mutations in the genetic code are harmful:
Progeria (accelerated aging)
Hypertrichosis (excessive facial/body hair: Werewolf Syndrome)
Ectodactyly (lobster-claw-like appendages)
4. How do nucleotides and nucleic acids relate to amino acids and proteins?
Nucleotides (adenine,thymine, guanine, cytosine, uracil) are the building blocks (monomers) for nucleic acids (DNA, RNA) (polymers).
Amino acids (there are 20) are the building blocks for proteins.
The DNA code specifies the order and type of amino acid depending on what protein is needed to be made.
Teaching Phase: How will the teacher present the concept or skill to students?
Students are always intrigued by human physical abnormalities as well as the the movie X-Men. I start by introducing students to the idea of mutations before I
actually teach about how it happens. Start with an intriguing video clip to grab their attention!
Emory University has multiple videos on YouTube regarding biotechnology, genetics, mutations, and ethics.
X-men: The Real Origins
X-Men: Science Can Build Them, But is it Ethical?
Marvel: Blurring the Lines Between Science and Fiction
I Want to be an X-Man, is it Possible?
This activity is meant for practice and reinforcement after protein synthesis has been introduced.
Prior to the activity, the teacher should:
Print Relay worksheet: 1 per group (attached)
Print Amino Acids card (front to back) and cut them. I place mine in alphabetical order in my lab area. Students have to locate them. (attached)
Print and cut DNA Sequences: 1 per group. Can be reused throughout the day in not damaged (attached).
Determine where the "nucleus" will be in your classroom.
Print out an Amino Acid Codon Wheel: 1 per each student
Review instructions and print out Protein Synthesis Relay Answer Key (attached).
Print out Amino Acid values for a quick reference.
If supplying calculators ensure 1 calculator per group.
On the day of activity, the teacher should:
Begin with a simple example of replication, transcription, and translation for bellwork. Example:
Given the following DNA strand, replicate, transcribe and translate the code into amino acids.
ATG ATA GGT AAA GCT GGA TGA
This should not be the first time students are attempting this. Ensure that guided practice takes place when notes are given (prior to this activity).
Randomly (or with purpose) place students in groups of no more than 5.
Review instructions with all students to ensure understanding.
Discuss answer for the fill-in-the-blanks within the directions.
Completely model one entire relay process: Replication at the "nucleus," transcription in the nulceus, translation at the ribosome, identify correct amino acids in the
lab area (cytoplasm area) and model how to put the values for each amino acid in the correct order on their math problem.
Work out a 10 step/ multi-operational problem.
Students will all begin with DNA strand 1, then DNA strand 2, etc.
After the first relay is completed Student A will do the job of student B, Student B will do the job of student C, etc.
page 2 of 4 The teacher can modify the activity so that the "winner" must complete just one DNA strand, or the first group to complete all 5!
Many students will try matching up the amino acid based off of the anti-codons. Remind students that there is a specific start sequence and if they are not starting with
the same amino acid each time, there is a mistake somewhere.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Practice for protein synthesis should be completed on a previous day after protein synthesis has been taught and there has been ample use and practice of content
vocabulary.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
There are 5 students in each group and 5 different tasks for each DNA strand. Each student in the group will have a specific job relating to replication or protein
synthesis.
There are 5 different DNA sequences to complete. After each relay is completed students change roles. By the end of the activity each student will have practiced each
step in DNA replication and protein synthesis.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Exit ticket: $30 Summary (30 words worth $1/word -- do not require a word count for struggling students)
Prompt: How is calculating a wrong answer in this activity related to making the wrong protein in our cells? What do we call it when your body creates an incorrect
protein? (You must use 30 words.)
Students should strive to use 30 words to answer this prompt (hence "$30 Summary" where each word is worth $1).
The student should be able to relate an incorrect calculation based off of wrong amino acids to creating incorrect proteins based off of wrong amino acids. They
should mention mutations within their response and that it is caused by random changes in the genetic code.
Summative Assessment
Each student will complete each task at least once to ensure practice. The summative assessment is the final numerical value after the students have determined what
amino acid to use, input the specific amino acid value in the correct order, and correctly solved the mathematical expression.
Formative Assessment
This activity is meant to be modeled by the students in their assigned groups. Each student is assigned a specific task for the synthesizing of proteins. The teacher
should be monitoring group work continuously. Prior to students solving for their final answers, teachers can fomatively assess students' understanding by checking for
correct translated amino acid.
The teacher will know who within the group is struggling by checking for their initials next to each process they completed.
(Prior to assisting struggling students, encourage them to to problem solve within their groups).
Each student will have a chance to practice every step in DNA replication/protein synthesis.
Feedback to Students
Students should receive immediate feedback as soon as they complete their first round of "synthesizing proteins." Given that their final answer should be a
mathematical value, the teacher can immediately see if there was a mistake. If the student gives an incorrect value, the teacher should encourage the students to
problem solve: look back at their steps to identifying where the error lies. If students are still having difficulty working backwards, the teacher should then show the
students where the mistake is and coach them for how to correct it.
Each student will have to perform each task at least once so the teacher and the student can see what part of protein synthesis they are deficient (or proficient) in.
If any group has made a mistake, prompt them to remember what can happen in our cells if mistakes are made (mutations). Connect calculating a wrong answer
(because you had a wrong value) with producing the wrong protein (because you had the wrong amino acid).
Tasks: DNA replication, mRNA transcription, tRNA translation, identifying correct amino acids, solving math problems
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
To increase rigor for higher-level students, try changing the values for each amino acid to decimals and fractions! You can also add in harder mathematical operations
depending on math level.
To accommodate lower-level students, try simplifying the mathematical expressions or change the values to smaller whole numbers that aren't negative.
Extensions:
As an extension assignment, students will create their own 21-base DNA strand (they must use at least each nucleotide twice).
Next they will trade with their should partner. Their partner will replicate the strand, transcribe the DNA to mRNA, translate the mRNA codons to anti-codons, and
lastly choose the correct amino acids in the correct order from their original strand.
Suggested Technology: Internet Connection, Basic Calculators, Overhead Projector, Microsoft Office
Special Materials Needed:
All attachments are needed for this activity (see teaching phase)
page 3 of 4 SOURCE AND ACCESS INFORMATION
Contributed by: katelyn turner
Name of Author/Source: katelyn turner
District/Organization of Contributor(s): Brevard
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
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 4 of 4