Lesson Plan for DNA Replication and Protein Synthesis

Tuesday, March 28, 2017

This class has a wide range of student abilities and socioeconomic backgrounds. Many of the
students have learning disabilities (i.e. ADHD, reading struggles) as well as behavioral problems.
Most of the students are close friends and in turn, have difficulty staying on task rather than
talking with their peers. We have decided to work in four groups of about four-five students due
to the fact that there are four teachers (SpEd teacher, aide, my CT, and myself) in the classroom
during fourth block. We will be working in these groups during this lesson as well to keep the
students on task and allow for more one-on-one interaction. The day before this lesson, we
discussed DNA replication and protein synthesis.
Objectives: Students will have a deeper understanding of the process of protein synthesis by
learning through hands-on activities with manipulatives, in depth activity sheets, and simulating
the journey of DNA information to protein production.
Engage (10 minutes): Warm-up to bring them back to our discussion about DNA
replication/protein synthesis
Explore (25 minutes): Students will use previously created marshmallow and Twizzler DNA
strands to look into the process of protein synthesis in Reading DNA. In pairs, they will create
a complementary mRNA strand (black Twizzler) from the DNA strand. They will then find
another group with a different mRNA strand and link together so that they can find which
amino acids would be made. Then, they will tape different colored circles to show the different
types of amino acidscreating a protein. This activity will solidify their understanding of the
process of protein synthesis using manipulatives that we had previously talked about.
Explain (20 minutes): Students will then work on the activity sheet, Breaking the Code, which
will give further insight into protein synthesis and the genetic code. The DNA strands in this
activity are much longer than those that the students have previously seen which will challenge
their abilities while keeping the educational foundations in place. We will work in the same
groups to ensure that questions are being answered and students are completing their work.
Elaborate (35 minutes): Students will work through a lab simulation of how information
exchanges from DNA to RNA into proteins through the Protein Synthesis Simulation. We will
still have the students split into their groupsand one group will go out into the home area to
complete this exercise so that the room does not become congested. This simulation asks the
students to see the classroom as a cell and wherever the teacher is becomes the nucleus. Each
teacher will have a strand of DNA that the students must convert into mRNA while still near the
nucleus. They will then move to ribosomes with the mRNA and write down the corresponding
tRNA sequence. Students are then asked to split the mRNA into codons and use those codons to
find matching cards. These cards have words on the back of them and when used correctly, spell
out a sentence. Some students will struggle to understand this concept while others will be able
to figure out more than one sentence. The teachers will be there to help any who need help or
guidance.
 Reading DNA
The four chemical bases in DNA (A, C, G, and T) create a code. Cells read this DNA code to
make proteins, the building blocks of all organisms. This is done in steps:
1. Copying the directionsTranscription
2. Reading the copy to string together the small molecules (amino acids) that make up a
proteinTranslation
1. Making a Copy of DNATranscription
Cells read DNA in small portions (genes) to create a protein. To do this, the cell must first make
a copy of the genes code to send to the protein-building machinery. This process is called
transcription. Using the following materials, follow the steps below to see how this is done.
You will need: DNA model, 9 green marshmallow (G), 9 yellow marshmallows (C), 9 orange
marshmallows (G), 9 pink marshmallows labeled U (U), 6 toothpicks cut in half (12 half-
toothpicks total), and 1 piece of black licorice
Step 1: Unzip your DNA. Cells copy only on side of the DNA ladder. In order to make this
copy, the nitrogenous bases forming the rungs of the DNA ladder must be separated.
1. Cut or break in the middle the toothpicks in your model to separate the nitrogenous bases
and unzip the DNA ladder.
2. Set the unlabeled backbone (with nitrogenous bases attached) aside.
Step 2: Begin to form your mRNA strand. The exposed nitrogenous bases of the unzipped
DNA are used to make the copy. This copy is called messenger RNA (mRNA). The mRNA
molecule is also made of a backbone and some nitrogenous bases as DNA. There is one
exception howeverinstead of Thymine (T), mRNA uses Uracil (U). The nitrogenous bases in
mRNA form pairs in the same way as DNA:
Adenine (A) binds with Uracil (U)
Guanine (G) binds with Cytosine (C)
1. Choose one backbone and keep it in front of you. Label it DNA.
2. Follow the rules of base pairing to make your mRNA copy of the DNA code by lining up
colored marshmallows with their appropriate match.
Step 3: The nitrogenous bases of mRNA are also attached in a backbone as in DNA.
1. Attach the new nitrogenous bases to a piece of black licorice backbone using toothpicks
cut in half. This forms a new mRNA copy of your DNA strand.
2. Label this new strand mRNA on the left end of the backbone.
2. Reading a Copy of the DNA Instructions to Assemble a ProteinTranslation
The mRNA copy of DNA is essentially a recipe for assembling a protein. Proteins are built from
small molecules called amino acids. When the mRNA copy is sent to the protein-building
machinery, it is read and the appropriate amino acids are assembled. This process is called
translation. Using the following list of materials, follow the steps below to see how it is done.
You will need: your new mRNA strand
Step 1: Begin to create your protein. mRNA is read in groups of three nitrogenous bases. Each
group of three tells the cell which amino acid to assemble. In other words, each group of three is
a code: for a particular amino acid.
1. Find a partner, or another group, who has a different mRNA sequence than you do.
2. Place both strands of mRNA end-to-end on the table in front of you.
3. Look at the first 3 nitrogenous bases on the left end of your mRNA strand.
4. Use the Genetic Code Table to determine which amino acid these 3 chemical bases code
for.
5. Write down that amino acid in the space at the bottom of the page.
Step 2: Continue to create the protein.
1. Repeat step 1 for each group (or code) of three nitrogenous bases on the mRNA strand.
2. When you have all the appropriate amino acids written down (KEEP THEM IN
ORDER), you have a protein!
Name: _________________________________ Date: _____________________ Block: ______

Breaking the Code

1. Fill in the complementary DNA strand using DNA base pairing rules.
2. Fill in the correct mRNA bases by transcribing the bottom DNA code.
3. Translate the mRNA codons and find the correct amino acid using the Codon Table.
4. Write the amino acid and the correct anticodon, the tRNA molecule.

Original Complementary Codon mRNA Anticodon Amino Acid

DNA DNA tRNA

A T A U
Met. Methionine
T A U A The start codon

G C G C

T
REPLICATION
For each of the three DNA sequences below, write the sequence of the complementary strand of
DNA that results after replication.
DNA molecule #1: TACCGGATGCCAGATCAAATC
Complementary DNA #1 _________________________________________________
DNA molecule #2: TACGGGGGCGTAACCACAACT
Complementary DNA #2 ________________________________________________
DNA molecule #3: TACCTGTTAAGCTACAAAATT
Complementary DNA #3 _________________________________________________________

TRANSCRIPTION
For each of the same DNA sequences below, write the sequence of messenger RNA (mRNA)
that is synthesized during transcription. Be sure to separate the codons into triplets.
DNA molecule #1: TACCGGATGCCAGATCAAATC
mRNA #1 _________________________________________________
DNA molecule #2: TACGGGGGCGTAACCACAACT
mRNA #2 ________________________________________________
DNA molecule #3: TACCTGTTAAGCTACAAAATT
mRNA #3 _________________________________________________________

TRANSLATION
For each of the mRNA codon sequences you have written, determine the sequence of tRNA
anticodons that match it.
Anticodons for mRNA #1: ________________________________________________________
Anticodons for mRNA #2: ________________________________________________________
Anticodons for mRNA #3: ________________________________________________________
Using the chart on below, write the amino acid sequence coded for by each mRNA.
(NOTE: the code is based on mRNA codons, not the tRNA anticodons.)
Polypeptide #1: ________________________________________________________________
Polypeptide #2: ________________________________________________________________
Polypeptide #3: ____ ____________________________________________________________

*Met is the START codon.

 Protein Synthesis Simulation
You will be going through the steps of transcription and translation to assemble a protein, which
will form a sentence. You will be in groups of 2 to 3 students.
The classroom is a cell and we need to get information from its DNA and make proteins.
1. The lab station next to the teachers desk will be the nucleus. This is where you will the
DNA strands that you need to make into complementary mRNA. You need to pick up
one strand and write the DNA strand and its number below:

2. You (students) will be mRNA molecules. The mRNA molecule will write out a copy of
the DNA strand at the lab station into complementary mRNA (the DNA never leaves the
nucleus!!). Only one student should transcribe the DNA into mRNA. Write the mRNA
strand below:

3. After writing out the mRNA strand, you will go to the ribosome, your desk. The group
will translate the mRNA into a tRNA strand, below. You will then section the tRNA
strand into anticodon (three letters in group).

4. Next, you will find the tRNA anticodons hanging up around the class. One student from
the group must find the correct anticodon, flip up the card and find the word under the
card. The words under the cards are the amino acids. The completed sentence is the
protein product. Students will continue to translate the mRNA message, stringing the
words together until the sentence is complete. Write the sentence below.

If you complete this correctly, you should have a sentence. If it does not make sense, you have
made a mistake and need to go back and start over. Check your answers with the teacher when
you are done and then answer the questions on the back of this sheet.
Questions:
1. Why did you have to stay in the nucleus to write down the mRNA?

2. What happens in the ribosomes during protein synthesis?

3. All DNA sequences started with ATG and ended with TAG. Why?
TEACHER EDITION:
1. Who let the dogs out?
2. Designer jeans genes are made from DNA.
3. Are we having fun yet?
4. Rock music is the best.
5. Chocolate chip cookies are the best!
6. Biology is the best subject.
7. Drink water every day.
8. I love rock and roll music.
9. Mutations make new traits.
10. Biology is so much fun.
11. Education is the door to the future.
12. Who made up the code?
13. Sad movies make me cry.
14. We are all in this together!
15. We must be informed every day.
16. Rock and roll music is the best!
17. Biology is all around me.
18. Read a little every day.
19. DNA is the code of life.
20. DNA must be read for life.

1. TAC AAA GTT AGA GAG TAG ATC

2. TAC ACA CAC AGG GAC AAC TTA ATC
3. TAC AGG TAA ACG GCG CAA ATC
4. TAC ATA CTT CCG AGA AGC ATC
5. TAC CCA ACC GGT AGG AGA AGC ATC
6. TAC CCC CCG AGA AGC CCT ATC
7. TAC CGA CGC CGG CGT ATC
8. TAC CTA CTC ATA GAT CTG CTT ATC
9. TAC AAG CAG GTC CAT ATC
10. TAC CCC CCG GCA GCC GCG ATC
11. TAC GCT CCG AGA GGA GGC AGA GGG ATC
12. TAC AAA GAC ATT AGA TTC ATC
13. TAC AAT GTG CAG TGC ACT ATC
14. TAC TAA AGG GAA ATG TAT TCA ATC
15. TAC TAA TCC TCG TCT CGG CGT ATC
16. TAC ATA GAT CTG CTT CCG AGA AGC ATC
17. TAC CCC CCG GAA TGA TGC ATC
18. TAC TGG GTA TGT CGG CGT ATC
19. TAC TTA CCG AGA TTC TTG TTT ATC
20. TAC TTA TCC TCG TGG TTG TTT ATC