Download Lesson 4 - Translation

Translation
Topic: Translation: RNA to Proteins
Standards:
VA SOL: Bio 6 f
NSES: Standard C The Molecular Basis of Heredity
AAAS: 5C/H4a
Instructional Objectives:
Students will understand that:
- genetic information is encoded in DNA, this code is virtually the same for all
organisms
- DNA provides the instructions for protein synthesis and allows for genetic
information to be passed from one generation to the next.
Students will know that:
- The process and location of transcription and translation
Students will be able to:
- Describe the processes of transcription and translation
Materials and Resources:
Codon Bingo cards and game pieces
Exit cards
Engage:
The students will begin this lesson with a discussion of why is DNA and RNA important?
What does it do for us? What would happen if we suddenly lost all of our DNA?
Explore:
The students will explore translation by extending the analogy the discussed in the
previous lesson. In this lesson the analogy will focus on how the contractor uses
blueprints to construct the building, like how the ribosome must use the information
encoded in the RNA sequence to build proteins. The analogy: The contractor reads the
information off of the blueprints and then instructs his workers on what materials need to
go where and how they are to be put together to create a functional building. Inside the
cell the ribosome uses the instructions encoded in the RNA sequence to build new
proteins from amino acids. The students while working in small groups will be asked to
brainstorm a list of how a contractor takes the information provided in blueprints and
turns it into a completed building.
Explain:
After the students' brainstorm and share there ideas the teacher will share the analogy
with the class. Then students will brainstorm ideas about the cells equivalent to the way
the contractor transforms blueprints into a completed building. Using the ideas that the
students share the teacher will describe the process of translation, referring to the analogy
to enhance the understanding of the process and the importance of creating proteins. The
teacher will also refer back to previous class discussions. To ensure a solid understanding
of translation and to combat any misconception that may have developed during the
discussion the students will take a short set of notes on translation/protein synthesis.
Students will also learn descipher codons and read a codon chart.
Extend:
Students will practice the skills of transcribing and translating, including using a codon
chart by playing codon bingo. Students will work individually. Each student will receive
a codon chart and a blank bingo card and instructed to write the name of all 20 amino
acids on the card. Then the teacher will draw a codon card and reads the RNA sequence,
the students then have to use the codon chart to figure out which amino acid the codon
encodes for. The process is repeated until there is a winner, after completing a round as
above the game can be made more challenging by reading off the DNA sequence on each
card. The students then have to transcribe the DNA sequence to the complementary RNA
sequence before they can use the codon chart to determine the amino acid. Through this
game the students get to practice the skills of transcription and translation in a fun and
entertaining way.
Evaluate:
The students understanding will be assessed based on the answers to the exit card. This
information will be used to determine if the students possess the skills to create a
complementary DNA strand from a given template strand, create the correct RNA strand
from a given template strand, and the protein sequence for which it encodes. If the
students are weak in any of these skills they will need to be addressed before moving on
to the next lesson.
Plans for Diversity:
ADHD (multiple students) - The student jumps from one activity to another,
disorganization, tendency to interrupt during conversations, is restless, easily distracted,
doesn't finish work, difficulty listening. - Many modifications are already incorporated in
the lesson structure, each segment is kept short, so that the activities can continue to
change and keep their attention. The method of instruction is also changed frequently so
that they will have to employ different modes of learning and thinking throughout the
lesson. The analogy portion of the lesson will allow the students to think both creatively
and abstractly about the process of translation. The students will be give the oppurtunity
to interact with their peers during the discussion, useing verbal skills to explain idea to
the teacher and to each other. The codon bingo game incorporates a fun way to practice
the skills associated with translation.
Connections:
This lesson focuses on translation, the next step in the process of taking genetic
information encoded on DNA and producing proteins. The processes introduced and
taught in this lesson require and build upon the processes discussed in the previous
lecture. Understanding how how RNA is translated from code, in section called codons,
into the assembly of amino acids into proteins by the ribosome is important background
to obtain before exploring genetic mutations and how they effect protein production and
cell function. DNA mutations will be covered in the following lesson.
Safety Considerations: For the activities and instruction in this lesson I foresee no
special safety concerns.