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Subject/Grade: Biology
Standard:
S4.C2.PO2. Describe the molecular basis of heredity, in viruses and living things,
including DNA replication and protein synthesis.
Objective:
Sub-objectives, SWBAT:
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,
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
they arise.
3. Answer the teachers questions.
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
Student Will:
1. Work in groups to complete the next
few sets.
Independent Practice
Student Will:
1. Listen as the teacher gives instructions.
2. Ask any questions about the
assignment.
3. Complete the worksheet independently.
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.)