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    This document provides information about a 10th grade biology lesson on DNA and protein synthesis that was taught over two class periods. The first period involved a hands-on activity where students worked together to translate an mRNA sequence into a polypeptide chain using their bodies to represent molecules. The second period was a review of questions from a packet on the chapter. The teacher found the lesson went best in the 5th period class that stayed more engaged and worked more slowly and accurately. Accommodations were made for some students who needed extra help.

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    Lesson

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    This document provides information about a 10th grade biology lesson on DNA and protein synthesis that was taught over two class periods. The first period involved a hands-on activity where students worked together to translate an mRNA sequence into a polypeptide chain using their bodies to represent molecules. The second period was a review of questions from a packet on the chapter. The teacher found the lesson went best in the 5th period class that stayed more engaged and worked more slowly and accurately. Accommodations were made for some students who needed extra help.

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    This document provides information about a 10th grade biology lesson on DNA and protein synthesis that was taught over two class periods. The first period involved a hands-on activity where students worked together to translate an mRNA sequence into a polypeptide chain using their bodies to represent molecules. The second period was a review of questions from a packet on the chapter. The teacher found the lesson went best in the 5th period class that stayed more engaged and worked more slowly and accurately. Accommodations were made for some students who needed extra help.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    63 views2 pages

    Lesson

    Uploaded by

    api-297284721
    This document provides information about a 10th grade biology lesson on DNA and protein synthesis that was taught over two class periods. The first period involved a hands-on activity where students worked together to translate an mRNA sequence into a polypeptide chain using their bodies to represent molecules. The second period was a review of questions from a packet on the chapter. The teacher found the lesson went best in the 5th period class that stayed more engaged and worked more slowly and accurately. Accommodations were made for some students who needed extra help.

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    of 2

    Chapter10DNAandProteinSynthesis

    Author:MegLicht
    Datecreated:05/27/20158:49PMCSTDatemodified:06/02/20159:26PMCST

    Date

    5/265/29

    Subject

    Biology,Science

    Topic

    DNAdiscovery,DNAstructure,DNAreplication,Proteinsynthesis

    Grade/Level

    Grade10

    TheBigIdea(s)orEssential
    Question(s)

    DNAstructureandfunction
    HowdoDNAandRNAinteracttomakegenesintoproteins?

    MulticulturalGoals(checkone
    ormore)

    DevelopingmultiplehistoricalperspectivesandinterculturalcompetenceDNAexperimentsandthediscoveryofthestructurewas
    ajointeffortbyAmericanandBritishsceintists
    Combattingracism,prejudice,anddiscriminationItrytocallonstudentsequallywithoutgivingpreferencetocertainracesor
    gendersandIencouragestudentstoworkingroupsthatareasdiverseaspossible.

    StateofIdahoand/orcommon
    corestandardsaddressed

    IDIdahoContentStandardswithLimits(2011)
    Subject:SCIENCE
    Grade:9th&10thGradeBiology
    Standard:Standard3:Biology
    Goal:
    Goal3.2:UnderstandtheRelationshipbetweenMatterandEnergyinLivingSystems
    Objective:
    910.B.3.2.4Describecellularrespirationandthesynthesisofmacromolecules.(653.01d)
    Goal:
    Goal3.3:UnderstandtheCellistheBasisofFormandFunctionforAllLivingThings
    Objective:
    910.B.3.3.1Identifytheparticularstructuresthatunderliethecellularfunctions.(651.01a)
    Objective:
    910.B.3.3.2Explaincellfunctionsinvolvingchemicalreactions.(651.01b)
    Objective:
    910.B.3.3.3ExplainhowcellsuseDNAtostoreanduseinformationforcellfunctions.(651.01c)
    Objective:
    910.B.3.3.4Explainhowselectiveexpressionofgenescanproducespecializedcellsfromasinglecell.
    (651.01e)

    Objectives

    SWBATtranslateapolypepetidechainbasedonanmRNAsequenceingroupswith100%accuracy.
    SWBATidentifythelocationofallthreetypesofbondsinvolvedinDNAreplicationalonewith100%accuracy.
    SWBATanswerallofthequestionsinthechapter10packetwith100%accuracy.

    Materialsand/ortechnology

    Printedcopyofchapter10frommodernbiologytextbook
    Twoshortanswerpacketsfromthebooksupplementarymaterialsandonlineresources

    Activities/Procedures(IncludeAnticipatedTimeForEach)
    Introduction/Activator

    Havethestudentsmakeanametagfortheirdesk.
    HavethestudentstranscribeaDNAsequencewrittenontheboardintoanmRNAsequenceontheirpapers.

    Classactivities(what
    you/studentswilldo)

    Checkthetranscribedsequenceforaccuracy.
    CreateapolypepetidechainasaclassbyhavingstudentsstandinfortRNA.WeusepaperonthefloorforthemRNA
    sequence,ahulahoopfortheribosome,andapaperchainforthepolypeptide.

    Classactivities(whyyouwill
    dothem)

    Sothatthestudentscanhaveavisual/kinestheticrepresentationoftranslationandalsohaveabetterideaofwhat
    questionswillbeaskedonthefinal.

    Closure/reminders

    Competitiveactivityattheendwheregroupsof4translateanmRNAsequenceintoaminoacidstobuildapolypeptide
    chain.Winnersgetcandy.

    Assessment

    Checkeachgroup'schainforaccuracy.Mustget100%oftheaminoacidscorrectbeforetheycanleavethe
    classroom.

    Page 1 of 2

    Accommodations/differentiation

    Mr.Bergerwillhelpthestudentswhoneedextraassistance.

    Reflection/Evaluation

    Iendedupteaching6lessonsforMr.Berger.Eachofhisthreebiologyclasseshadaliveactiontranslationlessonandapacketreview
    sessionthatIled.
    LiveActionTranslation:Forthehonorsstudents,Ionlyhadthemtranslate3codonsinthemRNAsequenceasaclassandthentherestof
    thetimewedidmultipleiterationsofthetranslationcompetition.Ididgivethehonorsstudentsamoredifficultsequencethantheother
    classesandIfeltthatthatwasfairgiventheirhonorsstatusthoughIdon'tknowthattheotherclassesunderstandstopcodonsaswellas
    thehonorsclassseemedto.
    InfirstperiodwehadmorechitchattingduringthelessonthanIwouldhaveliked.NexttimeImayonlyhaveustranslate3codons
    togetherlikeinthehonorsclassbutthenhavegroups(23)translatetherestandthenletmecheckitbeforewemoveontothe
    competitiverounds.
    Thelessonwentoverthebestin5thperiod.Theystayedengagedthroughtranslationoftheentiresequenceandtheyweremuchslower
    butmoreaccurateinitiallywiththeirpolypeptidechains.
    PacketReview:IintiallywasgoingtousecandyasarewardforcorrectanswerstopacketquestionsinthereviewbutthenIrealizedthat
    manyofthestudentsinallthreeperiodshadnotfinishedthepacketsomyrapidfirequestioningwasinappropriatefortheirlevelof
    knowledge.Iendedupjustfieldingquestionsaboutthepacketandutilizingtheboardalottoexplainconcepts.Iwishthathehadmore
    boardspacesoIdidn'thavetokeeperasingwork.

    Page 2 of 2

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