Lesson Plan Template
(Stages adapted from the UBD model by McTighe and Wiggins)
Teacher: Mrs. H. Easter
Date(s):
Grade Level or Course: Biology
Content or Unit: DNA & Protein Synthesis
STAGE 1: Desired Results ~ What will students be learning?
SOL/Learning
Objective
Specify the behaviors,
conditions, and criteria.
Indicate the verbs used
in the Curriculum
Framework.
6 Create
5 Evaluate
4 Analyze
3 Apply
2 Understand
1 Remember
Bio.5 e: The student will investigate and understand common mechanisms of inheritance and protein
synthesis. Key concepts include historical development of the structural model of DNA
- Describe the basic structure of DNA and its function in inheritance.
- Describe the key events leading to the development of the structural model of DNA.
Bio.5 g: The student will investigate and understand common mechanisms of inheritance and protein
synthesis. Key concepts include the structure, function, and replication of nucleic acids;
- Explain the process of DNA replication.
Bio.5 h: The student will investigate and understand common mechanisms of inheritance and protein
synthesis. Key concepts include events involved in the construction of proteins.
- Given a DNA sequence, write a complementary mRNA strand (A-U, T-A, C-G and G-C).
- Explain the process of protein synthesis, including DNA transcription and translation
VERBS
Write
Investigate
Understand
Explain
Describe
Given a DNA sequence students will write the complementary strand with 90% accuracy.
Essential
Questions &
Understandings/Bi
g Ideas
Look for Essential
Questions that are
overarching or topical
and help guide the unit
plan. These questions
promote conceptual
thinking and add
coherence to a series of
lessons. An idea is “big”
if it helps make sense of
seemingly isolated facts.
Key Vocabulary
Look for in the
Curriculum Framework
and other adopted
resources.
Every single living organism known to mankind has a universal genetic code based in DNA. The
differences that we can see between all life forms on earth are due to different codes written by only
four different bases in DNA. The study of DNA and protein synthesis is often called the "Central
Dogma of Biology" because tracking the creation of a protein from DNA to RNA and then finally to a
functional protein is the sole basis of how human life is able to exist.
1. How are genes related to traits?
2. How do cells produce proteins?
3. How is DNA replicated?
4. What is the structure of DNA?
5. How do the nitrogenous bases pair?
6. What is a gene and what does it do?
7. What occurs during transcription and translation?
Adenine
Anticodon
Codon
Cytosine
Deoxyribonucleic
Acid
Exon
Gene
Gene Expression
Guanine
Inducer
Intron
mutagen
Nucleotide
Purine
Genetic Code
Richmond Public Schools 2014-15
Explanations version
1
Lesson Plan Template
(Stages adapted from the UBD model by McTighe and Wiggins)
mRNA
pyrimidine
Replication
Ribonucleic Acid
RNA polymerase
rRNA
Transcription
Transformation
translation
Repressor protein
Thymine
tRNA
Uracil
STAGE 2: Assessment Evidence ~ What is evidence of mastery?
Assessment Part 1
Start with the end in
mind! Consider here a
sample question or
performance task students
will need to do as evidence
of mastery of this
objective.
Evidence of Mastery: Students will display mastery by consistently scoring above the "C"
range on all assessments. Success and mastery will also be shown by increasing scores
from the beginning of the unit to the end of the unit. Overall mastery of the content and
successful learning of the Targeted Objectives will be measured by assessing the DNA &
Protein Synthesis Test (both parts) and the follow-up activity in "DNA to Disease". Mastery
will result in final assessment scores above a "C".
Possible
misconceptions or
learning gaps
DNA is not present in all living things
Complete the above task
yourself; think about what
might be hardest for
students to grasp?
• Transcription and translation are somewhat random processes.
DNA and RNA are structurally identical.
• Transcription and translation both happen in the nucleus.
• Information is stored somewhere within the nucleotides and not in their sequence.
STAGE 3: Learning Plan ~ What are the strategies and activities you plan to use?
Snapshot / Warm-up
Activate prior knowledge
and get students thinking
about & motivated for
today’s lesson.
How are genes passed from generation to generation and how does this relate to Mendelian Genetics?
What is the central dogma of biology?
By what means is DNA made into a protein and what molecules are involved?
What scientists were involved in the formation of the DNA model and what contributions did they
each make?
How is DNA copied and what molecules other than DNA are involved?
How is DNA made into mRNA and how is that used to create a functional protein?
Richmond Public Schools 2014-15
Explanations version
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Lesson Plan Template
Instructional
Strategies
Think in term of high
yield strategies, such as:
 Identifying
similarities and
differences
 Summarizing and
note taking
 Reinforcing effort and
providing recognition
 Homework and
practice
 Nonlinguistic
representations
 Cooperative learning
 Setting objectives and
providing feedback
 Generating and
testing hypothesis
 Questions, cues, and
advance organizers
Teaching and
Learning Activities
Plan for modeling, small
or whole group
instruction, and work
stations. Include your
examples, guided practice,
problems or questions to
pose, independent
activities. It may help to
think in terms of:
“I do …”
“We do…”
“Students do …”
(Stages adapted from the UBD model by McTighe and Wiggins)
Students will fill in the "know" and "want to know" sections of a KWL chart
about what they know and what they want to know about DNA and how it becomes a protein.
Students will watch the Bill Nye DNA & Protein Synthesis video and answer worksheet questions based on
the information presented to them.
Students will discuss (in pairs and as a class) what they learned during the movie and fill-in the "learned"
section of their KWL chart. On the back, I will encourage them to write questions that they still have about
DNA and how it determines what proteins are made.
Students will receive a set of terms and a set of definitions and working with
a partner, match the terms and definitions together. We will check and discuss this as a class as a
lead-in to the PowerPoint Lesson.
Students will receive a set of terms and a set of definitions and working with
a partner, match the terms and definitions together. We will check and discuss this as a class as a
lead-in to the PowerPoint Lesson.
Students will be asked questions about fill-in notes while I go over the
"DNA, Transcription and Translation" PowerPoint. While going over the PowerPoint, I will ask questions
using active engage.
Students will be given the DNA Practice worksheet to complete and will
work on it while I circulate to help guide them through answering the questions.
Students will answer a Google Form questionnaire exit ticket that asks questions concerning DNA
replication, transcription and translation.
Richmond Public Schools 2014-15
Explanations version
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Lesson Plan Template
Differentiation
(Stages adapted from the UBD model by McTighe and Wiggins)
Higher Level Thinking
Students are given the
Transcription & Translation Lab
Activity Materials. In
this activity, they are asked to
replicate a DNA strand, transcribe
that strand into mRNA and then
finally make a polypeptide strand
from the mRNA. As a
closure/summary, the students
will answer the conclusion
questions at the end of the
activity based on the procedures
they completed.
Technology Use
Use the Gizmo online
simulation: RNA and
Protein Synthesis
Connections to other
subject areas and/or
authentic applications
Students will complete a "DNA to
Disease" activity that brings a realworld aspect to how important
proteins are in the body. Using a
BLAST Program
and a template DNA strand,
students will observe how
mistakes made during protein
synthesis can cause real-life
diseases such as Alzheimer's
Pakinson's and breast cancer
Students will fill out a reflection exit card in a Google Form. They will reflect
on what they have learned, what worked during the lessons and how they can improve in the future
Checking for
Understanding
STAGE 4: Closure ~ What did the students master & what are they missing?
Lesson Closure &
Student
Summarizing of
their Learning
Review what students
learned or should have
learned. Recognize gaps
and allow them to help
you plan for the next
lesson(s).
Assessment Part 2
Revisit Assessment Part
1. Plan a formative
assessment which shows
concretely what students
mastered today. This
might be:
 Exit card
 Short Quiz
 Seatwork/Practice
Sheet collected
 Written response to a
prompt
 Oral
responses/participation
.
The closure activity will be broken into two 10 minute sections. During the first 10 minutes, students will
create a Google Form of 5-10 review questions based on what we have learned and then post the link in
a Drop Box. During the final 10 minutes, the students will go to different Google Forms and answer the
questions.
Students will complete a two part summative assessment. The first part will
consist of multiple choice, multiple select and short answer questions and
will be completed online. The second part will be given on paper and will be more application and creation
questions.
Teacher Reflection / Effectiveness of Learning
Teachers will reflect on the student learning and use assessment data to determine if students have mastered the material.
Richmond Public Schools 2014-15
Explanations version
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