Download 11.6B Translation Please - Texarkana Independent School District

Focus Plan
Texarkana Independent School District
GRADING
PERIOD:
WRITER:
Biology – 2nd – 4th, Chemistry – 3rd
PLAN CODE:
L. Petty
COURSE/SUBJECT:
11th grade science
GRADE(S):
11th
TIME ALLOTTED
FOR INSTRUCTION:
1½ hours
TITLE:
Translation Please
LESSON TOPIC:
Protein synthesis and the roles of DNA, mRNA, tRNA and amino acids.
TAKS OBJECTIVE:
Objective 2
The student uses scientific methods during field and laboratory investigations.
FOCUS TEKS AND STUDENT
EXPECTATION:
11.6 The student knows the structures and functions of nucleic acids in the
mechanisms of genetics. The student is expected to:
(b) explain replication, transcription, and translation using models of
DNA and ribonucleic acid (RNA)
Objective 1: The student will demonstrate an understanding of the nature of
science.
11.1 The student, for at least 40% of instructional time, conducts field and
laboratory investigations using safe, environmentally appropriate, and
ethical practices. The student is expected to:
(A) demonstrate safe practices during field and laboratory investigations
11.2 The student uses scientific methods during field and laboratory
investigations. The student is expected to:
(A) plan and implement investigative procedures including asking
questions, formulating testable hypotheses, and selecting equipment
and technology
(B) collect data and make measurements with precision
(C) organize, analyze, evaluate, make inferences, and predict trends from
data
(D) communicate valid conclusions
SUPPORTING TEKS AND
STUDENT EXPECTATIONS:
CONCEPTS
Proteins
ENDURING UNDERSTANDINGS/GENERALIZATIONS/PRINCIPLES
The student will understand that
Proteins are one of the materials all life needs to survive.
mRNA
The pattern for every protein needed by an organism originates with the organism’s
DNA.
Messenger RNA carries the protein pattern from the nucleus to the ribosomes.
Ribosomes
Proteins are manufactured at the ribosomes with the help of tRNA.
tRNA
Transfer RNA brings amino acids to the ribosomes so they can be assembled into
the necessary protein.
DNA
I.
SEQUENCE OF ACTIVITIES (INSTRUCTIONAL STRATEGIES)
A.
Focus/connections/anticipatory set
Have the following DNA template strand on the board when students come in with instructions to make the
complementary mRNA and tRNA sections.
B.
DNA strand –
CGGATTCGTAACGTA
mRNA tRNA -
GCCUAAGCAUUGCAU
CGGAUUCGUAACGUA
Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art,
music, modeling, discussion, reading, listening, viewing, etc.)
1.
Lecture
Go over Transparency master – vocabulary
C.
Guided activity or strategy
After assigning jobs to each member of the teams and designating which desks are the “ribosomes”, call each
mRNA student to the teacher desk (nucleus) and give them their first DNA template. Inform the class that the
students need to come to the nucleus because the DNA is too large to fit through the semi-permeable nuclear
membrane. Instruct the mRNA members to begin the transcription process (loud enough for all students to
hear the terminology) on their first DNA template and instruct them to stay at the desk until every student is
done. When transcription is complete, instruct mRNA to return to the ribosome. Instruct the ribosome that
tRNA needs to be made and wait until everyone is done. Instruct the tRNA to go to the wall and find their
first anti-codon. Once they find their amino acid “word”, they need to return to the ribosome and give the
ribosome the word. Instruct students that they will then continue this process until the sentence is finished.
Instruct teams in how many sentences they need to complete.
D.
Accommodations/modifications
Students requiring accommodations may be given a copy of the Transparency master – vocabulary.
E.
Enrichment
None needed.
II.
STUDENT PERFORMANCE
A.
Description
Complete Lab Worksheet – Translation Please
B.
Accommodations/modifications
Students requiring accommodations should be paired with a peer tutor. If students requiring
accommodations have difficulty with protein synthesis, they should be assigned the easiest job in the group
which is searching for the cards with the anti-codon.
C.
Enrichment
Students requiring enrichment should serve as peer tutors. They may be assigned to either transcribe the
DNA (mRNA) or write the anti-codon sequence (ribosome).
III.
ASSESSMENT OF ACTIVITIES
A.
Description
Students should be assigned a minimum of 10 sentences to complete and may run up to 20 if time permits.
Final sentences should be written on the Lab Worksheet – Translation Please and turned in.
B.
Rubrics/grading criteria
Points should be deducted for every mutation (sentence not completed correctly due to incorrect transcription
or translation). Give students 2 four-word sentences, 2 five-word sentences, 3 six-word sentences and 3
seven-word sentences. Deduct 2 points for each incorrect word.
C.
Accommodations/modifications
None needed since they are working with a peer tutor.
D.
Enrichment
Should work with students who require accommodations.
E.
Sample discussion questions
Once student labs are turned in, go over the steps of protein synthesis.
Body needs protein  mRNA is transcribed using the required segment of the DNA  mRNA leaves the
nucleus (since it is single-stranded) and travels through the cytoplasm to the ribosome  mRNA codons are
transpated beginning at AUG, the start codon  the ribosome attracts tRNA anticodons that bring amino
acids to match up with the mRNA  protein is assembled amino acid by amino acid and joined together by
the ribosome
IV.
TAKS PREPARATION
A.
Transition to TAKS context
1. Which cellular function does this model represent?
(a) Respiration
(b) Protein synthesis
(c) DNA replication
(d) Photosynthesis
2. A student examines a classroom model that represents the process of DNA replication.
She quickly understood the function of DNA polymerase. It moves along strands of DNA during
replication to ____.
(a) break hydrogen bonds that link complementary bases.
(b) add nucleotides to exposed bases according to base-pairing rules.
(c) form a replication fork that adds nucleotides to exposed bases according to base-pairing rules.
(d) form molecules of tRNA by adding nucleotides to exposed bases.
B.
Sample TAKS questions
Spring 2003
1. If the template of a strand of DNA is 5’ AGATGCATC3’, the complementary strand will be ____.
(a) 3’TCTACGTAB5’
(b) 5’CTACGTAGA3’
(c) 3’AGATGCATC5’
(d) 5’AGACGTCTA3’
2. If a cat has 38 chromosomes in each of its body cells, how many chromosomes will be in each daughter
cell after mitosis?
(a) 11
(b) 19
(c) 38
(d) 76
Spring 2004
3. Which of these represents the DNA segment from which this section of mRNA was transcribed?
(a) ACTAAG
(b) TCUTTG
(c) GAAUCU
(d) UCCTGA
V.
KEY VOCABULARY
Anti-codon
Codon
Transcription
Translation
DNA
mRNA
tRNA
ribosome
nucleus
VI.
RESOURCES
A.
Textbook - None needed
B.
Supplementary materials/equipment
Lab Instructions – Translation Please (teacher copy only)
Lab Worksheet – Translation Please
Transparency master – vocabulary
DNA Template cards
DNA Template master list
tRNA cards and words
Translation Please Sentences
Master rRNA Card list with words
C.
VII.
Technology
FOLLOW UP ACTIVITIES
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
A. Reteaching
Go over lab questions and summarize the steps of protein synthesis.
B. Next lesson in sequence
Biology 6C – identify and illustrate how changes in DNA cause mutations and evaluate the significance of these
changes
VIII.
TEACHER NOTES
Before lab:
1) Run off a copy of the Lab Worksheet for each student.
2) Run off a copy of the Lab Instructions for each group.
3) Possibly make a sign for “ribosome” desks.
4) Run off the DNA templates on card stock and have them laminated for continued use.
5) The tRNA cards and words should be run on card stock, folded so the word is behind the anti-codon sequence and
laminated. The cards are designed so that, if they are taped to the wall at the top, the students can flip the card up
and see the word right-side up. These cards should be taped to the wall at or below eye level on the day of the
lab.
6) Make a transparency of the Transparency master and go over with students before lab.
7) Set up teams of 3 students and assign them their jobs based on need for accommodations and enrichment as
discussed in the IIB section on this focus plan.
During lab:
8) Stay at the teacher desk to check student sentences and turn over new templates. Make sure students do not get
the same sentence twice.
9) Inform students that the lab questions should be answered on their own.