Você está na página 1de 5

Performance Assessment 2: DNA to Proteins Activity Direct Instruction Lesson Plan

Teacher:Julie Koshy & Kathy McKee

Subject/Grade: Biology

Date: Feb. 25, 2016

Standard:

S4.C2.PO2. Describe the molecular basis of heredity, in viruses and living things,
including DNA replication and protein synthesis.

Objective:

Apply the processes of transcription and translation by transcribing a sequence of DNA


to RNA and then translating the mRNA to an amino acid chain.

Sub-objectives, SWBAT:

State the base-pairing rules.

Describe the differences between DNA and RNA.

Interpret a codon chart.

Evidence of Mastery:

Students will complete the DNA to protein worksheet and create a protein from a DNA sequence
with a score of 12/15.

Key vocabulary: base-pairing rules, adenine, cytosine, Materials: PowerPoint, document camera,
guanine, thymine, uracil, DNA, RNA, amino acids,

projector, projector screen, lab notebooks,

polypeptide chain, codon, anti-codon, mRNA, tRNA, &

worksheet, & writing utensils

ribosome

Opening/Anticipatory Set:
1. Your word of the day is polypeptide chain. Poly means many and peptide is related to amino
acids. Therefore, a polypeptide chain is a chain of multiple amino acids. Next to the definition is
an example of what a polypeptide chain looks like. Polypeptide chains fold and form bonds to
end up as a protein.
2. Why are proteins important for humans? (Pause for appropriate wait time, about 7 seconds.)
Think about some of the proteins that were talked about during the genetic disorders
presentations. (Pause with appropriate wait time, about 7 seconds. Call on students by name.
Student answers may include the following: proteins cause all phenotypes, defective melatonin
protein can cause albinism or defective hemoglobin protein is the cause of sickle cell disease.)
3. Today we will use the base-pairing rules, transcription, and translation to start with a sequence
of DNA and end with a polypeptide chain.
4. Change slide to show the standard and read aloud to students. Move to the next slide containing
Instructional Input

the objective and have the students read it out loud as a class.
Teacher Will:
Introduce how to transcribe DNA to an RNA
codon, interpret the codon chart to translate the
RNA codon to an amino acid by doing the start
codon.

Student Will:
1. Copy down the information that the
teacher writes on the worksheet.
2. Listen and watch as the teacher goes
through the example. Ask questions as

1. Say, Look at the top of the DNA to


protein worksheet. Im going to do the
first few DNA nucleotides, then well try
some as a class and then you will work in
groups. Copy what I write down on your
worksheet.
2. Say, First Im going to transcribe the
DNA template strand to the
complementary mRNA. What will be the
difference between the DNA template
strand and the complementary mRNA
strand? Transcribe the first few DNA
nucleotides to mRNA. Is there anything

they arise.
3. Answer the teachers questions.

you dont understand about transcribing


the DNA to mRNA? Next, Im going to
translate the mRNA using the codon
chart. What is a codon? Show students
how to read the codon charts. Is there
anything about translating the mRNA to
amino acids that you dont understand?

Differentiation:
All of this can be shown on the document camera as well as verbally explaining it for the
ELL students and those who are more visual.

Teacher Will:
1. Now that you have seen me do it I want

Guided Practice

you to work in your table groups to

Student Will:
1. Work in groups to complete the next
few sets.

complete the next few sets. I will be

2. Write the correct answers.

walking around so call me over if you

3. Listen to the explanations.

need help. After a minute or two well go


over the answers as a class.
2. Have students write the correct answers
under the document camera.
3. Teacher says, correct the answers on
your worksheets if you did not get it
correct. Explain the correct answers.
Differentiation:
Students who are more advanced and need a challenge can complete sequences that
require identifying the start and stop codons.
Teacher Will:
1. Overall you all seem to understand how
DNA is transcribed into mRNA and then
translated to proteins.

Independent Practice

2. Complete the last set individually. I want

Student Will:
1. Listen as the teacher gives instructions.
2. Ask any questions about the
assignment.
3. Complete the worksheet independently.

to use the last set to gauge your


individual understanding of the concepts
so try to work independently. As usual,
you may ask me for help.
3. You need to begin translating at the
start codon and stop at the stop codon.
4. If you do not complete the worksheet it
will be homework due tomorrow. Is there
anything that you dont understand
about the assignment?
Differentiation:
Students will be given extra time arranged by their 504 plans to complete the assignment.

Closure/Lesson Summary:
1. With three minutes before the end of class, get the students attention. Class, stop what you are
doing and give me a minute. (Wait until they quiet down.) If you didnt finish transcribing and
translating the DNA sequences it will be homework due tomorrow.
2. Im passing out cards for you to write a reflection. First, write one sentence about what you
learned about transcription or translation today. Second, What else would you like to know about
transcription or translation? I will put the questions on the board. Same as always everyone
needs to turn in a card with a reflection for the entire class to get credit. (Put slide on screen
with the reflection questions and homework.)

Você também pode gostar