Teacher Demo: Cookbook - http://prezi.com/parz6xccvywp/?utm_campaign=share&utm_medium=copy&rc=ex0share
&(http://www.classzone.com/cz/books/bio_12_fl/resources/htmls/animated_biology/unit3/bio_ch08_0257_ab_protein.html)
&(http://www.classzone.com/cz/books/bio_12_fl/resources/htmls/animated_biology/unit3/bio_ch08_0257_ab_protein.html)
Subject
|
Integrated Science 2
|
Theme
|
RNA: Transcription & Translation (Lesson 4)
|
Grade
|
10th
|
Duration of lesson
|
90 min.
|
Materials
|
-Handout from last class
-Bingo cards (with amino acids)
- Codon sequences (to draw from bingo)
-Markers
-Candy
-Pencil
-Smart board
|
Common Core Standard(s)
|
SC.16.5 - Explain the basic processes of transcription and
translation, and how they result in the expression of genes.
|
Lesson/Instructional Objective(s)
|
After the review and RNA presentation, students will
complete the Day 2 portion of the worksheet with 70% accuracy (21/30), by
transcribe the DNA into RNA and then translate it into the proper letter
(amino acid).
|
Hook/Anticipatory Set
(How will you motivate the students?)
|
-Students will be able to practice base pairing RNA on the
smart board (via this animation).
-This animation allows students to physically move the
correct base pair in place, and also shows how the RNA translates into amino
acids.
|
Procedures
|
1)
Class will begin with teacher explaining if as a
class we maintain positive attitudes and good efforts in the lesson we will
get through the lesson and be able to play Codon Bingo. (1 min)
2)
The lesson will begin with a brief explanation of RNA
and its role *cookbook analogy (5- 8 min.)
3)
The instructor will then display the transcription
virtual manipulative (http://www.classzone.com/cz/books/bio_12_fl/resources/htmls/animated_biology/unit3/bio_ch08_0257_ab_protein.html)
explain it, demonstrate it, then allow students to come up and practice. The
instructor will also briefly explain how to read the codon chart and locate
the correct letter. (15 min)
4)
After a student or two goes the class will be
instructed to begin their DNA scavenger hunt. Students who are having trouble
are welcome to keep practicing on the board until they get a hang of it. (40
min.)
5)
The rest of class we will be playing codon bingo.
Instructor will call out a certain nucleotide sequence and in order to mark
the correct space, students must be able to properly read the codon chart.
(40+ min.)
*Filler: Codon Bingo is good practice and also is never
ending.
|
Assessment of learning Outcomes
(This should have been identified in the objective.)
Test and quizzes are only one type of assessment and are
not the best way to check for understanding.
(Unit plans should have an informal assessment)
|
-After the review and RNA presentation, students will
complete the Day 2 portion of the worksheet with 70% accuracy (21/40), by
transcribe the DNA into RNA and then translate it into the proper letter
(amino acid).
-Students participation will be observed and documented
(on smart board with the RNA manipulative as well as during codon bingo)
|
Closure
(How will you summarize what you have discussed?)
|
-Before starting codon bingo we will review the role of
RNA as a group (cookbook analogy)
-Instructor will also give students insight to next lesson
discussing how the RNA knows where to transcribe the DNA (promoters) and what
happens when the code is copied incorrectly (mutations).
*Without using the words in parentheses
|
Accommodations and Modifications for
ELLs
|
Level 1-3
Translated text (run by para for accuracy), frequent
parent contact, hands on activities, graphs, drawing figures, samples of
completed work, groups work, virtual manipulative practice
Level 4-5
Frequent parent contact, hands on activities, graphs,
drawing figures, samples of completed work, groups work, virtual manipulative
practice
|
Accommodations and Modifications for
ESE
|
Can record lectures (with awareness of instructor), extra
time of test, hands on activities, group work, Use charts, tables, and graphic organizers, skeleton
notes, translating key concepts, virtual manipulative practice
-Large
laminated codon chart(s)
-Enlarger
handouts (text)
|
Extensions for Gifted Students
|
-Gifted students will be required to make their own
scavenger hunt word, translate it into RNA then transcribe it into DNA
(working backward).
*This can also be offered to every other student as extra
credit.
|
Possible connections to other content areas
|
Math – deciphering tables and decoding
|
Lesson 4 =
Name:
______________________________ Period:
_______
DNA Scavenger
Hunt
Day 1 –Replicate the DNA
(A-T & G-C)
Day 2 – Transcribe and Translate into RNA and Amino Acids (letters) *Remember:
in RNA Thyamine is replaced by Uracil! (A-U
T ) (G-C)
DNA → GCA
AAT CTC CAG TAT AAT
Item
#eg. - Replication → CGT
TTA GAG
GTC ATA TTA
mRNA →
GCA AAU CUC CAG UAU AAU
Letter → B E N I C E = “Be nice!”
DNA -
Item
#1 – ATA TTA GTA
GTG TAC ACG TTC GAG TTG
RNA
-
DNA
-
Item
#2 – TAT TTA ATA
ACA AAA GAC GTT ATG AAG GTA TAC TTG GAA ATA GTC GTA
RNA-
DNA-
Item
#3 – ACC AAA TGT
ATG ACG
RNA-
DNA
-
Item
#4 – AGA ATA GTT
TTA AAT ATG TTG
RNA
-
DNA-
Item
#5 – CTA GTG GTC
TAC CTG GTA TTC TAC
RNA-
DNA-
Item
#6 – CTG GTT TGA
TTA GCG TTC GTA GTG AAG GGA CGT GTC GTG GTA
RNA-
DNA-
Item
#7 – TCG ATG ACG
TTT TTC GTA GTC GCC
RNA-
DNA-
Item
#8 – TCG ATA GTT
TTG GAC ATG TTA CTG TTT GTA GCA AAA CGT GTG TTG
RNA-
DNA-
Item
#9 – ACG AAA GAA
GCG TCG AAA GAC GTT TGT GTC CAA TTG GGA
RNA-
DNA-
Item
#10 – TAC CGA GGG
TAC GTA TTA TAC TTG GAG
RNA-
Item #11: Working Backwards! Create your own word (at least 5 letters) by
translating the letters of your word into RNA and transcribe the RNA into DNA
then replicate into your second strand of DNA.
First
mRNA codon letter
|
Second
mRNA codon letter
|
||||||||||
U
|
C
|
A
|
G
|
Third
mRNA codon letter
|
|||||||
U
|
UUU a
|
UCU s
|
UAU c
|
UGU h
|
U
|
||||||
UUC a
|
UCC s
|
UAC c
|
UGC h
|
C
|
|||||||
UUA n
|
UCA s
|
UAA g
|
UGA g
|
A
|
|||||||
UUG n
|
UCG s
|
UAG g
|
UGG w
|
G
|
|||||||
C
|
CUU n
|
CCU r
|
CAU l
|
CGU d
|
U
|
||||||
CUC n
|
CCC r
|
CAC l
|
CGC d
|
C
|
|||||||
CUA n
|
CCA r
|
CAA i
|
CGA d
|
A
|
|||||||
CUG n
|
CCG r
|
CAG i
|
CGG d
|
G
|
|||||||
A
|
AUU m
|
ACU v
|
AAU e
|
AGU s
|
U
|
||||||
AUC m
|
ACC v
|
AAC e
|
AGC s
|
C
|
|||||||
AUA m
|
ACA t
|
AAA o
|
AGA d
|
A
|
|||||||
AUG p
|
ACG t
|
AAG o
|
AGG d
|
G
|
|||||||
G
|
GUU z
|
GCU u
|
GAU f
|
GGU k
|
U
|
||||||
GUC z
|
GCC u
|
GAC f
|
GCC k
|
C
|
|||||||
GUA y
|
GCA b
|
GAA j
|
GGA k
|
A
|
|||||||
GUG y
|
GCG b
|
GAG j
|
GGG k
|
G
|
|||||||
a = phenylalanine b & u = alanine c = tyrosine d = arginine e = asparagine
|
|||||||||||
f = aspartic acid g = stop codon h = cystenine i = glutamine j = glutamic acid
|
|||||||||||
k = glycine l = histidine m = isoleucine n = leucine o = lysine
|
|||||||||||
p = methionine r = proline s = serine t & v = threonine w = tryptophan
|
|||||||||||
y & z = valine
|
|||||||||||
***a-z = names of 20
amino acids
*CREATE your own (at least) five-letter word!
