Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 75760
Alien Encounters -- Transcription and Translation
This is a 3-4 day lesson which focuses on the role of DNA and RNA in protein synthesis. It teaches students about the process of transcription and
translation which makes the amino acid chains. This lesson has a variety of activities to engage students in learning, including virtual manipulatives,
tutorials, videos and a summative lab to wrap up information learned.
Subject(s): Science
Grade Level(s): 9, 10, 11, 12
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Computers for Students,
Internet Connection, Java Plugin
Instructional Time: 4 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: Protein Synthesis, Transcription, Translation, DNA, RNA, Protein Synthesis Lab, Transcription and
Translation Lab
Resource Collection: FCR-STEMLearn Cell Biology
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?
Students Will:
Model Protein Synthesis by:
Transcribing a strand of DNA into RNA
Translating RNA to an Amino Acid Sequence
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should
Describe the process of DNA Replication in the nucleus
Name the four nitrogen bases -- Adenine (A), Guanine (G), Cytosine (C), Thymine (T) in the DNA molecule
Describe the Base-Pair Rule for DNA Replication -- A -> T; C->G
Teachers should activate this prior knowledge by directing students to complete Bell Ringer Day 1 as they enter the room. After the Bell Ringer, the teacher will check
for understanding of the replication process (that it happens in the nucleus during interphase, that the DNA strands 'unzip', and that strands are duplicated using
complimentary base pairing). Sample discussion questions should include: 'DNA is like a ladder. Why doesn't this look like a ladder?' 'What pairs with A? How did you
know?' 'When is this process happening?Why is this process happening?'
BellRingerDay1.docx
If students are not demonstrating an understanding of these ideas, teachers can review DNA Structure and Nitrogen Bases with students by using the reading and
coloring sheet from Biology Corner Biology Corner DNA Reading & Coloring Sheet. Teachers can also show Structure and Function of DNA Video if students need
remediation or further introduction to DNA.
Biology Corner Reading Worksheet Answer Key.docx
page 1 of 4 Guiding Questions: What are the guiding questions for this lesson?
What are proteins, and how are they important to organisms?
What are the roles of DNA and RNA in protein synthesis?
Students will answer these guiding questions on Day 3 using the exit ticket format. Correct student answers will include the following ideas:
What are proteins, and how are they important to organisms?
Proteins are the building blocks of living cells
Proteins are made by combining amino acid chains
Proteins are important because they code for genetic traits
What are the roles of DNA and RNA in protein synthesis
RNA is the messenger for DNA genetic information
DNA contains the genetic information
DNA is transcribed into RNA in the nucleus
RNA types include transfer RNA and messenger RNA
Ribosomes and RNA work together in translation to produce amino acids which form proteins
Teaching Phase: How will the teacher present the concept or skill to students?
After activating prior knowledge, teachers will pose the following questions to students: We know that DNA is the instructions to make an organism, and we know that
DNA gets copied so we have it in every cell...but what does it actually do? How can DNA (which is just a molecule) actually CAUSE organisms to have traits? Teachers
will record ideas in a way that can be displayed at the culmination of the lesson (on butcher paper, PowerPoint, smartboard, etc).
Correct Student Ideas will include:
DNA has the genetic information for the cell
DNA provides genetic information to begin protein synthesis
DNA gets copied (transcribed) into RNA which then translates (deciphers the message) into amino acids which builds proteins
Proteins are the building blocks for cells.
The teacher will group students into teams and have them work together to complete a Process-Oriented Guided Inquiry Learning (POGIL) activity called the Central
Dogma of Biology. Teachers who are unfamiliar with this model of learning can visit pages 22-26 of this instructor's guide.
Central Dogma of Biology POGIL
Central Dogma of Biology POGIL Answers.docx
After students have finished, the teacher will have groups report their answers to different modules and address any misconceptions students have.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Day 2:
The teacher will begin Day 2 of this by directing the students do the Bell Ringer Activity. After the Bell Ringer, the teacher will review the answers with the students,
and also address any exit ticket misconceptions, then begin the lesson. BellRingerDay2.docx
The teacher should guide students through the Bozeman Science Video entitled DNA: Transcription and Translation (link and suggestions below). As students are
viewing the video, they should take notes and respond to teacher questions. An example notetaking sheet can be found here Transcription & Translation Notetaking
Sheet (Click on the link and scroll down the page to attachments, and click on DNA Outline.doc. This document can then be edited according to the needs of your
students.)
DNA: Transcription & Translation
The teacher should show video segment (0:00 - 5:33) then discuss the transcription process with students, using the notetaking sheet.
Possible Discussion Questions: Why would DNA need to stay in the nucleus? Where does transcription take place? How is transcription like writing a message? Where
does mRNA go after it has been copied?
Correct Student Ideas:
DNA is the master copy of genetic information (in which a cell needs to live) so it needs to be protected
Transcription takes place in the nucleus
Transcription is like writing a message because it is copied from DNA's information
mRNA goes to the cytoplasm after it has been copied
The teacher should show video segment (5:33 - end) then discuss the translation process with students using the notetaking sheet.
Possible Discussion Questions: How are proteins actually built? Which organelle makes proteins? How many letters in mRNA code for an amino acid? What is tRNA's
job? How is translation like decoding a message? Why does a living thing even need proteins - - can't they just eat meat and beans?
Correct Student Ideas:
Proteins are built through the translation process with an amino acid chain
Ribosomes are the organelle that makes proteins
Three letters in mRNA code for an amino acid
Transfer RNA works with the Ribosomes to translate mRNA into a protein
Translation is like decoding a message because it takes mRNA and translates it into an amino acid
Living things need proteins because they are the building blocks of YOU!
After discussing the video, the teacher will walk students through a virtual lab from learn.genetics.utah.edu. The teacher can use a smartboard or laptop to display
and work through with students, or if laptops/computers are available, students could work through this in groups of 2 or 3.
Transcribe and Translate Virtual Lab
Exit Ticket Day 2: Students can complete a 3...2...1 on a piece of paper (3 things I learned today, 2 things they found interesting and want to know more about, and 1
page 2 of 4 question they still have about the material). As feedback to students, the teacher should review the exit tickets for questions and either answer them individually or
answer them in whole-group discussion the next day.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Day 3: The teacher should present the Transcription and Translation Worksheet to the class. The teacher can have the students complete the practice in groups of 2
or individually. An amino acid chart can be found in the Biology Textbook or here. Students should be pointed to the Biology Textbook for the chart or have the chart on
the worksheet.
Transcription Translation Practice Worksheet with Answers
Exit Ticket: On an index card or notebook paper, have students answer the guiding questions, What are proteins, and why are they important to organisms? What are
the roles of DNA and RNA in protein synthesis? (See Correct Student ideas in the guiding questions section) As feedback to students, the teacher should review the exit
tickets for questions and either answer them individually or answer them in whole-group discussion the next day.
If needed, the teacher can reinforce the transcription and translation process using useful Resources (Youtube Videos, Practice Worksheets) which can be found at
http://local.brookings.k12.sd.us/biology/DNARNA.htm
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Draw students' attention back to their original answers to We know that DNA is the instructions to make an organism, and we know that DNA gets copied so we have it
in every cell...but what does it actually do? How can DNA (which is just a molecule) actually CAUSE organisms to have traits? which were recorded on Day 1. As a
class, cross out answers that are inaccurate, edit answers that can be changed to accurate, and add additional information that simply wasn't known before.
At this point, students should be able to explain that DNA is transcribed to RNA then translated to a protein, which in turn does some sort of job to give organisms
traits. (It might build something, move something, hold something, etc, but proteins are doing "the work" of our cells which gives us our traits.)
Summative Assessment
This Alien Encounter Activity, which should take approximately 45 minutes, serves as a summative assessment for the aligned benchmarks.
Students should be able to correctly transcribe the provided DNA sequence into mRNA, then be able to correctly translate the mRNA into Amino Acids. The students
should be able to use the "Alien Genes Chart" to determine the traits that are associated with the amino acids sequences, and draw a correct alien creature based on
their appropriate traits. Students will then complete the included summary and analysis questions.
Alien Encounters Activity (with Answer Key)
After the assessment, the teacher should lead a review of the roles of DNA and RNA in protein synthesis (in the way a teacher would review after a more traditional
assessment).
Formative Assessment
Day 1:
Teachers will assess student understanding through responses to the Process-Oriented Guided Inquiry Learning activity, named Central Dogma of Biology, described in
the teaching phase.
Day 2:
Teachers will have opportunity to assess student understanding through student answers in the virtual lab conducted during the guided practice phase of this lesson.
The teachers will help students who are struggling and address any misconceptions through whole class discussion.
Exit Ticket Day 2: Students will complete a 3...2...1 on a piece of paper (3 things I learned today, 2 things they found interesting and want to know more about, and 1
question they still have about the material).
Day 3:
Exit Ticket Day 3: On an index card or notebook paper, have students answer the guiding questions, What are proteins, and why are they important to organisms?
What are the roles of DNA and RNA in protein synthesis?
Feedback to Students
Throughout this lesson, teachers will provide informal feedback by circulating between groups. During this time, teachers will monitor students' written and spoken
responses, asking probing questions and redirecting thinking as appropriate.
Day 1:
The teacher will address misconceptions or incorrect answers that are revealed through the Process-Oriented Guided Inquiry Learning activity (Central Dogma of
Biology) through whole class discussion.
Day 2 and 3:
As feedback to students, the teacher should review the exit tickets on day 2 and 3 for questions and either answer them individually or answer them in whole-group
discussion the next day.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Teachers can group students heterogeneously (partner lower level students with higher level students). Students who are still struggling with material can participate
in a protein synthesis drag and drop tutorial Drag-and-Drop Protein Synthesis
page 3 of 4 For ESOL students, teachers can pair with native speakers and have them create a concept map/diagram of protein synthesis with drawings to illustrate the steps.
Students could present their charts to the class.
Extensions:
Students could look up the DNA sequence for a specific disease of their choice, then enter the DNA sequence in BLAST(DNA Sequencing -- BLAST) and find the amino
acid sequence for the disease. Students could prepare a poster of the disease which would include information about the disease, the DNA sequence, RNA strand and
amino acid chain.
Suggested Technology: Document Camera, Computer for Presenter, Computers for Students, Internet Connection, Java Plugin
Special Materials Needed:
Computers for students would be necessary if teachers wanted students to perform the virtual lab independently. For the summative assessment, teachers should
print enough data sheets for groups of students, making sure that each group has a different alien sequence to show differences in traits.
Further Recommendations:
Teachers should preview the bozeman science video to know where specifically to stop and start the video as well as to determine questions for discussion. Teacher
should also practice the Virtual Lab before class to make sure technology is working and how to do the lab themselves.
During the group POGIL, teachers should make sure students are working as groups with each person participating in the group assignment.
SOURCE AND ACCESS INFORMATION
Contributed by: Pamela Patton
Name of Author/Source: Pamela Patton
District/Organization of Contributor(s): Escambia
Is this Resource freely Available? Yes
Access Privileges: Public
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.
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