Unit: Protein Synthesis Lesson Title: DNA Translation

CCSS or State Standards:

HS-LS1-1.

Construct an explanation
based on evidence for how
the structure of DNA
determines the structure of
proteins which carry out the
essential functions of life
through systems of
specialized cells.
[Assessment Boundary:
Assessment does not include
identification of specific cell or
tissue types, whole body
systems, specific protein
structures and functions, or
the biochemistry of protein
synthesis.]

Science and Engineering

Practices:

Constructing Explanations and

Designing Solutions

Constructing explanations and

designing solutions in 912
builds on K8 experiences and
progresses to explanations
and designs that are supported
by multiple and independent
student-generated sources of
evidence consistent with
scientific ideas, principles, and
theories.
 Construct an
explanation based
on valid and reliable
evidence obtained
from a variety of
sources (including
students own
investigations,
models, theories,
simulations, peer
review) and the
assumption that
theories and laws
that describe the
natural world
operate today as
they did in the past
and will continue to
do so in the future.
Disciplinary Core Ideas:

LS1.A: Structure and Function

Systems of
specialized cells
within organisms
help them perform
the essential
functions of life.
All cells contain
genetic information
in the form of DNA
molecules. Genes
are regions in the
DNA that contain
the instructions that
code for the
formation of
proteins, which
carry out most of the
work of cells. (Note:
 This Disciplinary
Core Idea is also
addressed by HS-
LS3-1.)
Crosscutting Concepts:
Structure and Function

Investigating or
designing new
systems or
structures requires a
detailed
examination of the
properties of
different materials,
the structures of
different
components, and
connections of
components to
reveal its function
and/or solve a
problem.
Resources and Materials:
(can be attached)
1. Notebook
2. Device
3. Padlet - DNA
Translation
(https://padlet.com/kati
elb87/hosssswssq98)
4. Protein Synthesis
Lecture Notes -
(https://docs.google.co
m/presentation/d/1Ggv
whTxiS21p3pzYyDye9
FY2c4WqrU225ETbC8
Oyc8U/edit#slide=id.p4
)
Lecture notes originally from
betterlesson.com
(https://betterlesson.com/lesso
n/636039/the-central-dogma-4-
of-6-transcription)

5. YouTube Video - DNA

Translation
(https://www.youtube.c
om/watch?v=f-
We1ZTPoHA)
6. Translation Interactive
Model -
(https://www.dnalc.org/
view/15890-Ribosome-
game-interactive-2D-
animation.html)
7. Google Form - Exit
Ticket
(https://docs.google.co
m/forms/d/e/1FAIpQLS
cRVh-
t3sHoaHKAQzSaacmF
oURHikfmWlHqeU0X_
uvjeQPkNg/viewform)

Objective:
What students will know and
be able to do stated in
student friendly language
(use Blooms and DOK
levels for higher level
thinking objectives)
I can:
I can identify where the process of translation occurs by
correctly identifying ribosomes on a cell diagram.
I can describe the function of tRNA by identifying how the
amino acids reach the ribosome during DNA translation.
I can correctly identify the number of amino acids carried by
a triple codon by determining the function of tRNA.
I can correctly describe the process of translation by
sequencing the steps that occur.
Essential Question(s):
Over-arching questions of
the lesson that will indicate
student understanding of
concepts/skills What is it
you want the students to
learn/know? Why?
Inclusion Activity:
Describe an activity that will
ensure that all students and
their voices are included at
the beginning of the lesson.
Sequence of Activities:
Provide an overview of the
flow of the lesson. Should
also include estimates of
pacing/timing.
Why are proteins essential for life?
Why are processes/cycles necessary for life?
This activity is called Snowstorm. Students will wad up
their paragraphs they wrote the previous night and on the
teachers cue then will throw them up in the air. Each student
will grab one (hopefully not their own, if so some will need to
quickly swap), read them silently and pick one fact they
agree with, something they didnt know or something they
found interesting. Each student will share this one item using
Padlet. (https://padlet.com/katielb87/hosssswssq98) We will
discuss items added to this Padlet at the end of this lesson.
The purpose of this inclusion activity is to have students
keep in mind what they learned the previous day regarding
the necessity of mRNA in protein synthesis as well as the
role that tRNA plays in making proteins. We will use this
knowledge to continue our discussion of protein synthesis.
(0 minutes) Teacher will greet each student as they walk in,
students will then find their assigned seats and get out their
notebooks.
(10 minutes) Students will wad up their paragraphs they
wrote the previous night and on the teachers cue then will
throw them up in the air. This activity is called Snowstorm.
Each student will grab one (hopefully not their own, if so
some will need to quickly swap), read them silently and pick
one fact they agree with, something they didnt know or
something they found interesting. Each student will share
this one item using Padlet.
(https://padlet.com/katielb87/hosssswssq98) We will discuss
items added to this Padlet at the end of this lesson.
(25 minutes) Teacher will lecture on translation using the
PowerPoint provided, Protein Synthesis Lecture Notes
(https://docs.google.com/presentation/d/1GgvwhTxiS21p3pz
YyDye9FY2c4WqrU225ETbC8Oyc8U/edit#slide=id.p4).
Students are to take notes using the Cornell Method
(explained in Instructional Strategies) on all material covered
in this lecture. Slides 13 through 23 will be discussed in this
lecture.
Key Points to reiterate during Lecture:

Translation occurs in ribosomes

Translation is the process of making a protein from
the information carried by the mRNA. A protein is a
string of amino acids. Remember, the arrangement of
the amino acids determines which protein is made
and therefore determine its function.
3 mRNA bases make up a codon. It may be
beneficial for students to think of codon as a code
word. These amino acid have a specific codon and
there are also specific start and stop codons.
tRNA is a triplet codon that carries 1 amino acid to
the ribosome for DNA Translation.
tRNAs anticodon attaches to mRNAs start codon.
tRNA, mRNA and the ribosome all combine to create
a protein
Start codon is AUG
Stop codons include: UAG, UAA or UGA
Base Pairings for Translation: mRNA tRNA
A (Adenine) = U (Uracil)
U (Uracil) = A (Adenine)
G (Guanine) = C (Cytosine)
C (Cytosine) = G (Guanine)
The product of Translation is a protein. These
proteins could be an enzyme, a structural part of the
body or a hormone.
(4 minutes) Students will watch this short video clip
summarizing the detailed process of DNA Translation. This
video will need to be started at 3:34 and played until the
ending. (https://www.youtube.com/watch?v=f-We1ZTPoHA)

(11 minutes) Students will follow this link

(https://www.dnalc.org/view/15890-Ribosome-game-
interactive-2D-animation.html) to practice making a peptide
chain by connecting the appropriate base pairs of tRNA and
mRNA. By practicing with this interactive model students will
become more familiar with this essential information.
Teacher should be walking around to monitor that students
are understanding how a codon is determined and a
polypeptide is made, answering any questions or clearing
confusions and making sure students are staying on task. By
refreshing the page, students can continue practicing.
Students should not need as much time to practice this as
they should have a firm grasp of base pairings from the
previous lesson.

(10 minutes) Lesson Closure. Teacher/Students will revisit

the Padlet (https://padlet.com/katielb87/hosssswssq98)
created at the beginning of class and review the items
added. Teacher should read the correct statements,
summarizing the key points for translation, mRNA and tRNA.
Incorrect statements should be discussed with students to
find the error in thinking. (i.e. mRNA brings the amino acid
for protein synthesis to the ribosomes. This statement is
incorrect. If students didnt recognize that or realize that after
a few seconds, teacher could explain this concept by saying
that tRNA brings the amino acids for protein synthesis to the
ribosomes and mRNA brings the gene message or the
blueprint. Classroom discussions allow for many
opportunities to correct misconceptions, explain an aspect a
bit better, or just summarize one more time for even stronger
understanding). This allows the teacher to summarize the
lesson along with reiterating important points and correcting
any misconceptions.
(15 minutes) Each student will independently complete an
Exit Ticket at the end of class
(https://docs.google.com/forms/d/e/1FAIpQLScRVh-
t3sHoaHKAQzSaacmFoURHikfmWlHqeU0X_uvjeQPkNg/vie
wform) This will be beneficial to the teacher to clarify
whether students are grasping the concept of Protein
Synthesis and its many working parts. It will also give the
teacher immediate feedback of whether or not students are
ready for the end of unit assessment or what specific
elements of Protein Synthesis need to be reviewed or
retaught.
Instructional Strategies: 1. Cornell Method for Note Taking: This method for
taking notes requires students to vertically fold their
Research-based strategies
paper in half; left side will be for the cue column
to help students think
critically about the which is items that will be in the PowerPoint and the
concept/skill right side will be where students will take notes.
These notes could be things they need to remember,
or an example, or maybe how this connects to
another subtopic within DNA. This method is
implemented during the PP lecture in the Sequence
of Activities to keep students listening and learning
during lecture.
2. Summarizing and Note Taking: This research based
teaching strategy requires the students to take notes
and summarize the concept by the notes they have
taken. This strategy is implemented during teachers
direct instruction using PowerPoint. After the
PowerPoint is complete, students will have the
opportunity to summarize the notes they collected
using the Cornell Method which allows for deeper
understanding and increased fluency of the concept.
3. Direct Instruction: This research based strategy is
when teacher implements some type of structure
within the lesson. Structure is demonstrated in the
lesson by the timeline created to keep students on
task, note taking strategies implemented during
instruction of important content and the use of
formative assessment to make teacher very aware of
individual student understanding. The three of these
elements are methods used in direct instruction that
allow for structure and organization.
4. Opportunity for Student Practice: This strategy is
used within this lesson when the teacher utilizes the
interactive model for practice of base pairs. By
having students practice which base pairs go with
which, a deeper understanding is reached and
students are able to build upon that understanding
better. In this lesson, students are practicing base
pairs of mRNA and tRNA.
5. Consistent low-threat Assessment: Low-threat
assessment is a method of formative assessment
that enables teacher to navigate student
understanding. This method is used frequently
throughout this unit. In this lesson in particular, low-
threat assessment is in the form of an exit ticket to

Assessment:
List both formative and
summative assessments
that you will use to assess
student understanding.
Formative assessments are
given during instruction
(check for understanding),
summative are after
completion of instruction
(how will you grade quiz, playing this game, it is clear whether students are
test, project, paper,
presentation,
demonstration, etc.).
determine if students are understanding key
concepts or if instruction needs to be modified.
6. Technology Integration: Technology was integrated
into this lesson in the following ways:
a. Students used Padlet to share an interesting
fact of their partners regarding mRNA and
tRNA
b. Instruction was supported using a PowerPoint
Presentation
c. Students watched a YouTube video
d. Students practiced base pairs using an online
interactive model
e. Students completed an exit ticket through
Google Forms
Instructional strategies retrieved from
http://teachthought.com/pedagogy/instructional-
strategies/32-research-based-instructional-strategies/
Formative: There are many opportunities for teacher
assessment of student learning. First, teachers could
determine if students are understanding by the items shared
within the Snowstorm activity. Students will be sharing a
portion of their partner's responses and that will give teacher
some feedback as to whether or not they are understanding
these concepts. Secondly, a formative assessment can be
made while circling the room while students are practicing
mRNA tRNA base pairs on the translation interactive
model. Teacher will be able to see if students are
understanding those base pairs. While observing students
understanding those base pairs or there is confusion on
what bases go together. At that point, teacher could stop the
class and turn their attention to the front board and briefly
remind or reteach them this information. Lastly, teacher
could assess student learning by the responses of the
Google form exit ticket. This is an independent assignment
so it would enable teacher to get a true idea if students are
understanding these concepts. This assignment also asks
students to explain the analogy of protein synthesis being a
team effort. This response will be beneficial to the teacher in
determining if students are fluent in their understanding of
protein synthesis and whether or not they are ready for
summative assessment.
Summative: This unit has an end of unit assessment that
will be given to students. Questions from the assessment

Differentiation:
Describe who will need
additional or different
support during this lesson,
and how you will support
them. Differentiated
instruction could include
testing accommodations,
preferential seating,
segmented assignments, a
copy of the teachers notes,
assignment notebook, peer
tutors, etc.
that pertain to this specific lesson include:
1. Where does Translation occur?
a. Answer: Ribosomes
2. What is the function of tRNA?
a. Answer: To bring amino acids to the
ribosomes to create proteins
3. How many amino acids are carried by a triplet
codon?
a. Answer: tRNA codon carries one amino acid
4. What is the product of translation?
a. Answer: a protein (sequence of amino acids)
5. What is the stop codon?
a. Answer: AUG
The end of this unit also includes an assignment in which
students will need to explain protein synthesis in depth.
These concepts are necessary to successfully articulate that
process.
English Language Learners:
- Provide these students a copy of the PowerPoint.
- Obtain a script of what is said in the video and
distribute this to these students.
- Emphasize vocabulary and key terms. Provide these
students with a vocabulary handout for this section.
Post the vocabulary from this section in the room
Below grade level students:
- Provide these students a copy of the PowerPoint.
- Obtain a script of what is said in the video and
distribute this to these students.
- Independent practice allows for students to indicate
when they have a firm understanding of the material.
For below grade level students this may take more
time. Allow them the time they need to feel
comfortable with the material as well as a peer tutor
(one of the above grade level students)
Above grade level students:
- These students can create their own notes using the
guidelines provided
- Independent practice allows for students to indicate

Summary, Integration and
Reflection:
List the way that you will
bring students together to
integrate and reflect on their
learning from this lesson
when they have a firm understanding of the material.
For above grade level students that may be sooner
than others. When they are finished they can move
ahead in the lesson to the exit ticket once given the
ok from the teacher or they can be paired with a
below grade level student. This will enable students
who are above grade level to work with their peers to
help explain the content to their below grade level
peers and grade level peers when needed.
Explaining/teaching the concept to another student
will also increase their understanding of the material.
1. Teacher/Students will revisit the Padlet created at the
beginning of class and review the items added.
Teacher should read the correct statements,
summarizing the key points for translation, mRNA
and tRNA. Incorrect statements should be discussed
with students to find the error in thinking. This allows
the teacher to summarize the concept along with
reiterating important points and correcting any
misconceptions.
2. Each student will independently complete an Exit
Ticket at the end of class
(https://docs.google.com/forms/d/e/1FAIpQLScRVh-
t3sHoaHKAQzSaacmFoURHikfmWlHqeU0X_uvjeQP
kNg/viewform) This will be beneficial to the teacher to
clarify whether students are grasping the concept of
Protein Synthesis and its many working parts. It will
also give the teacher immediate feedback of whether
or not students are ready for the end of unit
assessment or what specific elements of Protein
Synthesis need to be reviewed or retaught.