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Abby

Prichard
EDUC-L 517
Tuesday, July 25, 2017
TAR 5
Translation

Unit: Genetics
Course: 9 /10th Grade General Biology
th

Element Description
Duration 75 minute class
Opener: Genetic cartoons (2 minutes)
Central Dogma Review (5 minutes)
Vocabulary Self-Awareness (10 minutes)
Transition (1.5 minutes)
Monster Worksheets (10 minutes)
Lecture (15 minutes)
Monster Worksheets Part II (10 minutes)
Transition (1.5 minutes)
Take 6 (15 minutes)
Closure (5 minutes)
Objectives -Students will be able to order the steps of the central dogma from DNA to
protein.
-Students will be able to differentiate between translation and transcription.
-Students will be able to list the similarities and differences between DNA
and RNA.
-Students will be able to perform transcription of a sample of mRNA into an
amino acid sequence.
-Students will be able to identify the beginning and ending molecules of
transcription.
Transition Students are allowed 1.5 minutes to transition from groupings.
Standards 9-10.LST.3.1 Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific scientific or
technical context relevant to grades 9-10 topics.
9-10.LST.3.2 Analyze the structure of the relationships among concepts in a
text, including relationships among key terms (e.g., force, friction, reaction
force, energy).
B.1.1 Compare and contrast the shape and function of the essential biological
macromolecules (i.e. carbohydrates, lipids, proteins, and nucleic acids), as
well as, how chemical elements (i.e. carbon, hydrogen, oxygen, nitrogen,
phosphorus and sulfur) can combine to form these biomolecules.
B.4.1 Develop and revise a model that clarifies the relationship between DNA
and chromosomes in coding the instructions for characteristic traits passed
from parents to offspring.
B.4.2 Construct an explanation for how the structure of DNA determines the
structure of proteins which carry out the essential functions of life through
systems of specialized cells.


Abby Prichard
EDUC-L 517
Tuesday, July 25, 2017
TAR 5
B.4.3 Construct a model to explain that the unique shape and function of
each protein is determined by the sequence of its amino acids, and thus is
determined by the sequence of the DNA that codes for this protein.
Materials Projector, YouTube: https://youtu.be/gG7uCskUOrA?t=1m29s, computer,
white board, dry erase markers, eraser, pencils, notebooks, dice
To Print: Vocabulary Self-Awareness sheets, Monster Worksheets, Take 6
prompt sheets, Homework reading for those w/o internet
Anticipatory Genetic comics
Set -Several comics selected to review basic material from prior lessons
-Refreshes students memory of what was just learned
-Segues into new learning
Pre- Vocabulary Self-Awareness: Assesses the level of prior knowledge and
Assessment understanding students have regarding new material
(Formative) Central Dogma review: Assess level of comprehension of prior lecture
Teaching the Opener and central dogma review are incorporated into the lecture PPT as a
Lesson prime for todays lesson
Pass out vocabulary self-awareness worksheets.
-Instruct students to fill out vocab word, self assessment, and definition for
now
-Students will return to the sheet throughout the lesson/unit to complete the
examples and how I will remember this sections.
-Students may work quietly with an elbow partner to complete
Pass out monster worksheet
-Students will perform initial decoding as an introduction to the lecture
-Students work in pairs (Team Maker app)
Present lecture
-Students take notes
-Ask questions to gauge understanding
Monster Worksheets Part II
-Students work with their same partner to translate monster mRNA into a
nucleic acid sequence, then into an amino acid sequence
Take 6
-Pass out worksheets and 1 die per group
-Students work in pairs (Team Maker app)
-Present instructions (briefly model while doing so)
Instructional Vocabulary Self-Awareness
Strategies -Formative assessment of students knowledge of relevant vocabulary prior
to starting a lesson
-Helps students visualize which concepts/words they understand and which
ones need further reinforcement
-Focuses student attention on the knowledge and concepts being learned
-Requires a deeper analysis of terminology comprehension


Abby Prichard
EDUC-L 517
Tuesday, July 25, 2017
TAR 5

Take 6
-Fun method of engaging students in reviewing material learned
-Uses speed to make the review more exciting
-Reinforces important concepts
-Illustrates what is known and what is yet to be solidified in students minds

RAFT Writing
-Writing to learn exercise
-Opportunity to clarify ones own thinking
-Opportunity for students to share what they know about a topic
-Provides an opportunity for teacher assessment of students grasp of the
content
-Forces students to write about course material in their own words
Post Take 6: Assesses student understanding of new material and weak points in
Assessment student knowledge
(Formative) RAFT Writing: Assess student comprehension of material & reinforces it
through writing about it in their own words
Closure Discuss Take 6 results
Model & assign homework:
-For reinforcement of todays lesson (if necessary):
https://www.khanacademy.org/science/biology/gene-expression-central-
dogma/translation-polypeptides/a/translation-overview
Homework:
-Expand your knowledge: Write a RAFT over Ribosome and tRNA structure
and function (copies may be printed for students without internet access)
https://www.khanacademy.org/science/biology/gene-expression-central-
dogma/translation-polypeptides/a/trna-and-ribosomes
R (role) An amino acid attached to a tRNA
A (audience) Your best friend
F (format) Letter
T (topic) Travels (process) of becoming an accepted member of a group (a
protein)
Independent For reinforcement of todays lesson (if necessary):
Practice https://www.khanacademy.org/science/biology/gene-expression-central-
dogma/translation-polypeptides/a/translation-overview
Homework: Write a RAFT over Ribosome and tRNA structure and function
https://www.khanacademy.org/science/biology/gene-expression-central-
dogma/translation-polypeptides/a/trna-and-ribosomes
R (role) An amino acid attached to a tRNA
A (audience) Your best friend
F (format) Letter


Abby Prichard
EDUC-L 517
Tuesday, July 25, 2017
TAR 5
T (topic) Travels (process) of becoming an accepted member of a group (a
protein)
Reflection Cartoons
-Lesson occurred first thing in the morning
-Student not yet primed for learning
-Perhaps not as funny at the beginning of the day as they may be at the end
of the day
-Still useful in the classroom, though

Vocabulary Self-Awareness
-Lots of writing to start class with
-Perhaps tougher in the morning
-Might start with monster worksheet instead of vocabulary
-Student liked that it primed for the lesson
-Student did continually reference sheet & found it helpful

Lesson
-Student found the topic interesting
-Student felt I went into more detail than necessary at times
-Student seemed receptive
-Lack of prior lectures on the central dogma made connections trickier
-I asked many question to gauge understanding during the lecture
-Student had a look of confusion several times throughout lesson
-As only 1 student was present, the student felt targeted by all my
questions

Monster Worksheet
-Student found it fun and really loved it
-Strongly reinforced lecture
-Helped clarify spots of confusion the student was having
-Using the codon wheel and applying it to an example made the process
much more relatable

Take 6
-Student had a lot of fun
-Student was surprised at how much he remembered
-Student liked thinking fast and performing under pressure
-Helped reinforce learning/material
-Pointed out areas of strength and weakness

RAFT
-Student found it to be fantastic and their favorite assignment so far


Abby Prichard
EDUC-L 517
Tuesday, July 25, 2017
TAR 5
-Creative opportunity
-Made student come up with a narrative of the process in their own words
-Student felt the narrative made them much more likely to remember the
topic
-I found the students narrative absolutely wonderful.
-Accurately reflected on the material
-Incorporated a majority of the lesson into the letter
-Perfectly en pointe with the intentions I had for the project
Theory -Translation is the process by which proteins are formed.
-Proteins are the functional units that allow the body to exist.
-Correct formation of proteins is essential to living.
-Errors in translation are directly linked to disease.

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