UNT Lesson Plan
Teacher:
Subject area:
Megan Fokken Date:
Biology
Grade Level:
Dec 5/6
9
District:
Unit Title
DISD
Gene Expression
School:
Lesson Title:
Guyer
Transcription, Translation and Mutation
Purpose and Lesson
Standard(s):
Understanding goals(s):
Essential Question(s):
TEKS Biology 6: The student knows the mechanisms of
genetics, including the role of nucleic acids and the
principles of Mendelian Genetics. The student is expected
to:(A) identify components of DNA, and describe how
information for specifying the traits of an organism is
carried in the DNA;(B) recognize that components that
make up the genetic code are common to all organisms;(C)
explain the purpose and process of transcription and
translation using models of DNA and RNA;(D) recognize
that gene expression is a regulated process;(E) identify and
illustrate changes in DNA and evaluate the significance of
these changes.
Students will understand the two process of
protein synthesis: transcription and
translation. They will understand that
transcription occurs in the nucleus, and
translation occurs in the
cytoplasm/ribosomes. Students will know the
flow of information in transcription and
translation. Students will also know how to
code for proteins using the codon chart.
Finally, the will understand how point and
frameshift mutations effect protein synthesis.
Where does transcription take place?
Where does translation take place?
How many nucleotides are in a codon?
What is the start codon for translation to begin?
What is the role of mRNA?
What is the role of tRNA?
What is a gene?
Student Objectives:
Assessment of Objectives:
Lesson Steps/Activities including Timeline & Grouping
-Students will be able to list the
sugars, bases, number of strands,
and locations of RNA and DNA with
90% accuracy.
-Students will be able to identify
the location within the cell that
transcription and translation
occurs.
-Students will identify the roles of
DNA, mRNA, tRNA and the
ribosomes in transcription and
translation with 80% accuracy.
-Students will be able to code for
proteins using a codon chart with
100% accuracy.
-Students will know the definition
of mutation, frameshift, and point
mutations with 80% accuracy.
Students will be asked
questions through ppt, and
they will answer on
whiteboards. They will also be
using the whiteboards to
decode. The whiteboards will
allow the teacher to make
informal assessments of
student understanding.
Formal assessment will
include a quiz and questions
will be on the semester test.
Anticipatory Set: Review over transcription and translation, and why cells and organisms need
proteins.
Teaching: Input: A PowerPoint over gene expression was to be given prior to this lesson.
Teaching will be not an introduction, but a reiteration of the material. The teacher will draw the
transcription and translation processes on the board. The PowerPoint shows mutations, and
will explain frameshift and point mutations and possible effects of mutations.
Teaching: Modeling: The teacher will model the transcription and translation processes
throughout the PowerPoint. The teacher will demonstrate what is steps are needed to take to
transcribe DNA to mRNA, find the codons, and then translate mRNA to amino acids.
Teaching: Checking for Understanding: The PowerPoint will include essential questions, and
students will use the whiteboards to answer the questions. Also, the students will use to boards
to code for proteins, which will allow the teacher to assess their understandings of how to use
the codon charts.
Guided Practice: Throughout the PowerPoint, the teacher will ask for help to transcribe DNA to
mRNA, find the codons, and translate mRNA to proteins using the codon chart. Answers will be
shown on the PowerPoint so students can check the right answers.
Closure: The teacher will review point and frameshift mutations, and what possible effects they
can have on building a protein.
Independent Practice: Students will be given a worksheet to practice transcribing and
translating DNA. They will also be given a worksheet that asks questions about mutations. 1
UNT Lesson Plan
Language Modifications
Special Needs
Modifications
Pictures are included in the power points to provide visuals to the
concepts. Students will have the opportunity to work with a classmate
to answer class questions. Students with special needs will be assisted
by the teacher to check for understanding. Students with language
modifications are allowed to work with a bilingual student.
Materials & Resources:
Technology:
Coding and Mutation ppt
Whiteboards and pens
Laminated Coding Charts
Mutation worksheet
Power point and overhead projector
Reflection
What worked:
What parts of the lesson led to
engagement and student
learning?
Improvements:
How can you increase student learning, engagement, etc, next time you
teach this lesson?
Students enjoyed using the
whiteboards to answer
questions. Most students were
actively involved in answering
the questions during the check
for understanding portion of
the lesson. Next time, I would
like to pull in more real-life
stories, or analogies, or
something that they can relate
to a little more…especially
when talking about mutations.
I had to monitor the students to make sure they were using the decoding sheet correctly. I think it would be fun to break the students into
teams, or have some sort of game, that they kind of teach each other
on how to use the charts. The Codon Bingo was effective in getting
students to use the charts, but I would like to have some sort of puzzle
for the students. I will have to think about that….
Again, I would like to have more point mutation examples. Or have a
better worksheet that that has puzzles that students can work on
together…a more exploratory lab that they can work in groups with.
Overall Implications for your teaching:
What did you learn from teaching this
lesson that can apply to other lessons?
Content that is very theoretical and hard
to see happening in real life is hard to
teach students. Visuals and even videos
are a must. Checking for understanding
is a must. I like using the whiteboards,
and so do the students. I wish I had
clickers…that would be a good tool for
assessment during complicated lessons.
But I think in lessons like that, the more
they draw and practice, they better
they’ll be in understanding certain
mechanisms.
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