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The Code of Life
Resource ID#: 128039
Primary Type: Lesson Plan
This document was generated on CPALMS - www.cpalms.org
This is a basic lesson on DNA transcription, one of the two primary steps in protein synthesis.
Students will learn about the role of messenger RNA (mRNA) in transcription and translation
through teacher- and student-led activities.
Subject(s): Science
Grade Level(s): 9, 10, 11, 12
Intended Audience: Educators
Suggested Technology: Document Camera, Internet Connection, Interactive Whiteboard,
Speakers/Headphones, Microsoft Office
Instructional Time: 50 Minute(s)
Keywords: RNA, Transcription., mRNA, adenine, cytosine, uracil, DNA, RNA polymerase,
thymine, guanine, codon
Instructional Component Type(s): Lesson Plan, Worksheet, Presentation/Slideshow
Resource Collection: FCR-STEMLearn Cell Biology
ATTACHMENTS
Background Information.docx
Comparing Base Pairing in DNA to Base Pairing in RNA.docx
Think Pair Share.docx
Activity 3 part 1.docx
Activity 3 part 2.docx
Transcription anticipation guide.docx
DNA to mRNA exam.docx
Video Follow-up Questions.docx
Protein Synthesis.pptx
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:
1.
2.

Identify the role of messenger RNA.
Describe the process of transcription.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should have a basic understanding of nucleic acids as a biological macromolecule composed of a
sugar-phosphate backbone and nitrogenous bases as well as that the DNA double helix contains genes that
code for proteins.
The following are a list of terms students should be familiar with:
o
o
o
o

Guiding Questions: What are the guiding questions for this lesson?
0.
1.

DNA replication
nitrogenous bases
base pairing
DNA polymerase
What is the importance of transcription for the production of a protein?
What is the function of RNA polymerase during the process of transcription?
Teaching Phase: How will the teacher present the concept or skill to students?
This lesson is designed to be presented as a 3E model, which includes engagement, exploration, and the
explanation.
Engagement:
Have the students watch the TED-Ed video "The Twisting Tale of DNA" to engage them about DNA. This
can be done as a large group or small groups of 3-4 students if space and computers are available.
These follow-up questions from the video clip will help engage the students with the material presented:
0.
1.
2.
What dictates the difference between man and mushroom?
What is the identical backbone molecule that attached each of the four bases?
Why does the narrator describe DNA as a library of information?
A handout listing the follow-up questions is attached.
Explore:
To provide a foundation for the activities associated with this lesson plan, the teacher will present the
attached PowerPoint "Protein Synthesis" to the whole class.
Activity #1:
o
Using information from the attached document "Background Information," have the students
complete the chart in the attached handout "Comparing Base Pairing in DNA to Base Pairing in
RNA." This will help them apply the rules of base pairing for both DNA and RNA.
Activity #2: Think Pair Share
o
o
This is an opportunity to apply what students have learned about transcription and translation in
the process of protein synthesis: students will decode a DNA sequence into amino acids for a
protein.
Have students read the instructions and complete the table in the attached "Think Pair Share"
handout.
Explain:
Activity #3:
Students will complete the two-part activity independently. In the two attached handouts, students will
6.
7.

order the steps of RNA synthesis and transcription in "Activity 3 part 1," and
transcribe a short sequence in "Activity 3 part 2."
Guided Practice: What activities or exercises will the students complete with teacher
guidance?
The teacher will present and lead the students in watching the Ted Ed video to engage their interest in DNA
transcription. Then the teacher will present the PowerPoint "Protien Synthesis."

Independent Practice: What activities or exercises will students complete to reinforce
the concepts and skills developed in the lesson?
The students will be working independently or in groups on Activities 1, 2, and 3.

Closure: How will the teacher assist students in organizing the knowledge gained in the
lesson?
The teacher will review with the class the Transcription Anticipation Guide that was used prior to the
lesson to establish the students' knowledge of RNA and transcription.

Summative Assessment
Students will complete the "DNA to mRNA exam" as a post test to demonstrate their understanding of the
process of transcription.

Formative Assessment
o
o

To start the Code of Life Lesson Plan, students will complete the Transcription Anticipation Guide
at the beginning of the class.
Once students complete the exercise, they will share their answers with the person sitting next
them for approximately 5 minutes. The teacher will walk around and assess the general level of
understanding during the sharing. The Guide should not be graded. This document will be used
again at the end of the lesson.
Feedback to Students
Teachers will revisit and discuss the results from the anticipation guide at the appropriate parts of the
lesson. The correct answers are as follows:
o
o
o
o
o
DNA polymerase is the enzyme involved in transcription (Disagree; RNA polymerase)
The goal of transcription is to make a mRNA molecule (Agree)
thymine is replaced by Uracil in RNA (Disagree; Uracil is replaced by thymine in RNA)
Transcription is the process by which DNA is copied to a strand of RNA (Agree)
Cytosine is base paired with guanine (Agree)
Students will be given the opportunity to revise their answer if they need to.
ACCOMMODATIONS & RECOMMENDATIONS

Accommodations:
o
o

Students with special needs should be provided that will serve as their support system (peer tutor).
Students should also be given extra time for processing of information. Also, provide a copy of the
steps included in the teaching phase.
Extensions:
Transcription is the first step in protein synthesis so therefore this lesson can be extended by focusing on
translation and the genetic code. The process of translation will give the students thorough understanding
for the role of tRNA and rRNA in protein development.

Suggested Technology: Document Camera, Internet Connection, Interactive Whiteboard,
Speakers/Headphones, Microsoft Office

Further Recommendations:
This lesson should be followed by a lesson on translation.
Additional Information/Instructions
By Author/Submitter
Please note: This lesson only covers a very basic portion of the standard it is aligned to, which is
an introduction to transcription. Hence it will be well suited for ELL/ESOL students or Level 1
reading students.
SOURCE AND ACCESS INFORMATION
Contributed by: Brandon Johnson
Name of Author/Source: Brandon Johnson
District/Organization of Contributor(s): Gadsden
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.