Download Transcription and Translation Title: The Central Dogma: By Humans

Transcription and Translation
Title: The Central Dogma: By Humans
Grade Level: 9-12
Subject/Content: Science/Biology
Summary of Lesson: Students will physically act out the processes of transcription and
translation as similar to reality as possible. Students will then use this knowledge to write a
summary of the actions that take place in transcription and translation.
Focus Question: How does a DNA code get converted into protein?
Resource: Science in Context
Procedures:
Steps/Activities by the Teacher:
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Lead a class discussion describing how DNA transcribes into mRNA which
translates into protein. Give students a general overview of the central dogma.
Direct students to research and take notes on the steps of transcription and
translation using the CLiC Biology ‘Transcription and Translation’ resource page.
Create a giant cell membrane and nuclear membrane by taping the floor in a
large open space.
Start the activity by having one student assigned to the nucleus to represent the
DNA. There is only one student with the notecard that contains the DNA code.
This student can work together with multiple students representing mRNA in
order to translate the code. An example code may be as follows:
o DNA: TAC TGC CCA ATG TTA CTC ACT
o RNA: AUG ACG GGU UAC AAU GAG UGA
For added complexity, assign a student to represent RNA polymerase and have
that student’s only job be transcribing the DNA into mRNA.
Direct the students representing mRNA to take their mRNA code through the
nuclear membrane and out of the nucleus (the DNA and RNA polymerase cannot
follow).
Assign additional students to represent ribosomes. These students should be
equipped with codon tables so that they can translate the mRNA into an amino
acid sequence. The ribosome sequence for the example code is as follows:
o start(Met)-Thr-Gly-Tyr-Asp-GlA-stop
For added complexity, assign a few students to be ‘chaperones’ which fold the
proteins into their final shape.
After demonstrating this process once, direct students to try to complete this
process a few more times without teacher assistance. Provide a few more DNA
sequences and approve the final proteins. If the protein is incorrect, reject the
protein and have the students start the process over from the beginning.
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When students clearly understand the process of transcription and translation
have them summarize what they have learned in a descriptive paragraph that
describes the processes of transcription and translation.
For added complexity, have students also transcribe and translate a sequence of
DNA on their own.
Steps/Activities by Student(s):
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Access CLiC Biology and locate the ‘Transcription and Translation’ topic page.
Research and take notes on the processes of transcription and translation.
Listen and walk through an example of the activity as directed by your teacher.
You will be assigned one of the following roles:
o DNA: You hold the only DNA code. You must stay in the nucleus and
wait for an RNA polymerase to come and transcribe your code. You may
have your code transcribed many times.
o RNA polymerase: You transcribe the DNA code into the mRNA code. You
must stay in the nucleus. You may transcribe as many times as you
would like.
o mRNA: You take the DNA message in the form of RNA from the nucleus
to the cytoplasm. There you will find a ribosome to help you translate
your code.
o Ribosome: You translate the mRNA code into an amino acid sequence
using your codon table. When you reach a ‘stop’ codon, release your
amino acid sequence into the cytoplasm.
o Chaperone: When you detect that there is an unfolded amino acid
sequence nearby you will take that sequence and fold it into its final
structure (as directed by your teacher). You have made a working
protein!
After you have completed this task a few times as directed by your teacher, you
will write a summary paragraph that describes the processes of transcription and
translation in as much detail as possible.
Extension: Your teacher will inform you if you also need to transcribe and
translate a sequence of DNA into protein individually on your paper.
Outcome: Students will understand the processes of both transcription and translation.
Students will be able to visually transcribe and translate a specific code of DNA into a
protein.
Related Activities:
Government and Economics
 Research the process of genetic cloning. Have a discussion with students
about what laws should be put into place pertaining to human cloning or
creating designer babies.
Chemistry
 Research the polymerase chain reaction (PCR) method of DNA polymerization.
What chemical reactions and steps must be completed in order for PCR to work
correctly?
Learning Expectation: Students will use their research skills to find relevant information
about the transcription and translation process. Students will collaborate to transcribe and
translate their DNA sequence into protein.
Standards Alignment
Next Generation Science Standards
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA
determines the structure of proteins which carry out the essential functions of life through
systems of specialized cells.
LS1.A:2. All cells contain genetic information in the form of DNA molecules. Genes are
regions in the DNA that contain the instructions that code for the formation of proteins,
which carry out most of the work of cells. (HS-LS1-1) (Note: This Disciplinary Core Idea is
also addressed by HS-LS3-1.)
LS1.A:1. All cells contain genetic information in the form of DNA molecules. Genes are
regions in the DNA that contain the instructions that code for the formation of proteins.
(secondary to HS-LS3-1) (Note: This Disciplinary Core Idea is also addressed by HS-LS1-1.)
Standard Source: Next Generation Science Standards (2013)
Common Core State Standards
Grades 9-10
CCSS.ELA-Literacy.RST.9-10.2
Determine the central ideas or conclusions of a text;
trace the text's explanation or depiction of a complex process, phenomenon, or concept;
provide an accurate summary of the text.
CCSS.ELA-Literacy.RST.9-10.3
Follow precisely a complex multistep procedure when
carrying out experiments, taking measurements, or performing technical tasks attending to
special cases or exceptions defined in the text.
CCSS.ELA-Literacy.RST.9-10.4
Determine the meaning of symbols, key terms, and
other domain-specific words and phrases as they are used in a specific scientific or technical
context relevant to grades 9-10 texts and topics.
CCSS.ELA-Literacy.RST.9-10.5
Analyze the structure of the relationships among
concepts in a text, including relationships among key terms (e.g., force, friction, reaction
force, energy).
CCSS.ELA-Literacy.RST.9-10.10
By the end of grade 10, read and comprehend
science/technical texts in the grades 9-10 text complexity band independently and
proficiently.
CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
Grades 11-12
CCSS.ELA-Literacy.RST.11-12.2
Determine the central ideas or conclusions of a text;
summarize complex concepts, processes, or information presented in a text by paraphrasing
them in simpler but still accurate terms.
CCSS.ELA-Literacy.RST.11-12.3
Follow precisely a complex multistep procedure when
carrying out experiments, taking measurements, or performing technical tasks; analyze the
specific results based on explanations in the text.
CCSS.ELA-Literacy.RST.11-12.4
Determine the meaning of symbols, key terms, and
other domain-specific words and phrases as they are used in a specific scientific or technical
context relevant to grades 11-12 texts and topics.
CCSS.ELA-Literacy.RST.11-12.10 By the end of grade 12, read and comprehend
science/technical texts in the grades 11-12 text complexity band independently and
proficiently.
CCSS.ELA-Literacy.WHST.11-12.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
Standard Source: Common Core State Standards Initiative (2010)