Shireen Milliken

Presentation Lesson
Protein Synthesis Lesson Plan

Preface:

This lesson plan was designed for my first period seventh grade Life Science
class. The majority of these students are in the academically enriched program, were
they are not necessarily identified gifted, but they should be able to comprehend
information at a higher level then the general education classes. I chose this period
because it is also my focus class for the BTSA program and my support provider can help
me videotape and observe. This particular class does not contain any English language
learners, however I do have a few students that are on IEP’s, and some that are identified
gifted. Therefore, based on these diversities, I will be focusing on differentiated
instruction on these two groups.
Based on the pre-assessment, students still experienced difficulty in expressing
their understanding of DNA previously taught. I was not surprised however, to see that
almost all of the students were unable to answer the questions on protein synthesis and
RNA that have yet to be discussed. Due to these results, I plan on reviewing DNA and
having students’ work in cooperative groups to answer questions about DNA and DNA
replication that they should already know. Along with the cooperative learning groups, I
plan on informally re-evaluating each individuals understanding with further questions
and a worksheet on the topic, before the video presentation on protein synthesis and
lesson takes place.

California State Standards:

7th grade Life Science
1.0 All living organisms are composed of cells, from just one to many trillions, whose details
usually are visible only through the microscope.
1.c The nucleus is the repository for genetic information in plant and animal cells.
2.0 A typical cell of any organism contains genetic instructions that specify its traits. Those
traits may be modified by environmental influences.
2.e DNA is the genetic material of living organisms, and is located in the chromosomes of the
cell.

Learning Objectives:
 Students should be able to explain the term genetic code.
 Students will be able to describe the process by which a cell produces proteins.

Goals:
 Goal for Lesson: Identify how DNA and RNA produce proteins inside the cell.
 Goal for Unit: Understand that DNA plays many important roles within the cell, and is
needed for the cell to function.
 Goal for Subject Matter: Develop scientific ways of thinking such as asking questions,
observations, and use evidence to support your findings or theory.
 Goal for Long Term: DNA is an important element of life.
Lesson Design:

Warm-up:
As a review from our previous lecture, students will individually write down the answer to the
following question: In your own words, compare and contrast DNA and RNA. You may draw a
Venn Diagram if you choose, however do not forget to compare as well. Use key terms when
answering.

Whole group discussion:

After five minutes, students will be allowed to list results obtained for both the similarities and
differences between DNA and RNA. The teacher will write responses down in a Venn diagram on the
overhead projector, as the students present them.

Lesson Questions:
Based on what we discussed previously, who can tell me how nitrogen bases along a gene serve as a
genetic code? How is this gene sequence important in determining proteins?

Whole group discussion:

Students will brainstorm for a few minutes and present reasons. The teacher will display
manipulatives, and gene sequences in order to promote student understanding of codons (three-letter
code words that make up DNA). Students should also be able to express in their discussion, some
knowledge of how these codons represent an amino acid.

Introduction to Activity:
Based on information previously discussed about protein synthesis, students should have some general
knowledge about the key elements involved in the production of proteins. In order to help understand
and visualize this process, students will be shown various manipulatives demonstrating protein
synthesis. As these manipulatives are being shown, students will be directed to their textbooks
(Prentice Hall Focus on Life Science pp. 94-95) where a diagram of protein synthesis is displayed.
Students will be asked to produce a “Protein Synthesis Booklet” that represents how the messenger
RNA, transfer RNA, DNA, ribosomes, nucleus, and amino acids all function together to produce
proteins.

Activity:
1) Each student will work individually to produce their own protein booklet, but will be able to
collaborate with peers during the activity.

2) Students will be given two strips of un-lined copy paper (one paper cut in half). They will be
instructed to place one strip inside the other and fold it “hamburger style” in order to make a
booklet with six pages, not including the front and back. The front of the book (page 1) will
be the title page “Protein Synthesis” and their name, date, period. The back of the book (page
8) will be “THE END”

3) Students will be instructed that for pages 2-7 they must fill in each page by drawing, IN
ORDER, a process of protein synthesis that occurs, and explain that process in their own
words using key terminology. The teacher will instruct students that they are allowed to use
the diagram in their books to help them determine the drawings. However, the teacher will
 also point out that there are only four drawings in the book and students must draw six.
Students are encouraged to use their knowledge of protein synthesis to determine where the
two additional drawings should go, and what they should look like. Students will also be
informed that not all of the drawings will be the same, but that the process and explanations
should all clearly explain and demonstrate the steps of protein synthesis.

4) Students are directed to color and label their diagrams, remembering that colors representing
nitrogen bases and organelles must remain the same throughout their drawings.

5) Students that require a higher level reasoning skills and more in depth challenge are provided
a section of the DNA with specific nitrogen bases. They will also be provided with an
answer key that identifies the three-letter codons that represent each amino acid. Given this
section of DNA and amino acid key, these students must identify the strand of RNA that will
match up with the section of DNA given, and what amino acids will join to form the protein
chain as a result. Finally, students must incorporate these additional factors into their
diagrams and explanations.

Homework:
Students will individually write a one-paragraph answer explaining how a change in one nitrogen base
on the DNA strand can lead to a mutation, and what could be some possible consequences or
advantages of this occurring?

Students will explore the process of protein synthesis, specifically transcription and
translation, using a sequenced graphic organizer and an interactive simulation
(Lesson 1 & 2).
This resource contains 3 lessons:

 Lesson 1: Transcription & Translation

 Lesson 2: Lac Operon
 Lesson 3: Proteins & Cancer

As an extension (Lesson 3) the students will justify the applications of biotechnology

that uses transcription and translation to synthesize proteins that target cancer cells
or reason the possibilities of the amplification of antibodies using immortal cells.
They will explore how mutations, genetic or epigenetic (lifestyle-chemicals, radiation,
viruses), resulting in cancer.
The student will connect changes that occur in the genetic code, during transcription
and translation, to the deleterious impact on proto oncogenes that promote cell
division and tumor suppressor genes that normally inhibit it.

LESSON CONTENT
 Lesson Plan Template:

General Lesson Plan

 Learning Objectives: What should students know and be able to do as a result of this
lesson?
Prior Knowledge, DNA Replication/Chargaff's Base-pairing Rule:
(PP Lesson 0a and PP Lesson 0b), 50 minutes

o Identify the organic macromolecules involved in the process of replication (DNA, RNA, Protein)
and the site and function of cellular organelles (specifically the nucleus and ribosome).

o Describe the basic process of DNA replication using Chargaff's base-pairing rule, and how it
relates to the transmission and conservation of the genetic information.

Lesson 1, Transcription/Translation:
(PP Lesson 1), 50 minutes

o Explain the basic processes of transcription and translation using Chargaff's base-pairing rule.

o Prove graphically that transcription and translation are the processes involved in the expression of
genes.

Lesson 2, Lac Operon (Enrichment Extension/Supplemental Materials):

(PP Lesson 2), 50 minutes

o Connect symbols that represent the parts and the process of transcription and translation in the
following activity (Lesson 2) using the automated interactive tutorial from pHET.

o Build on knowledge of transcription and translation by discussing the mechanisms for the
regulation of gene expression in prokaryotes after building and connecting key components of a
lac operon in an interactive activity (pHET Gene Machine Lac Operon-transcription/translation).

Lesson 3, Proteins and Cancer (Enrichment Extension/Supplemental Materials):

(PP Lesson 3), 50 minutes

o Analyze and explain how mutations in the DNA sequence may or may not result in phenotypic
change.

o Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially
resulting in cancer.
 Prior Knowledge: What prior knowledge should students have for this lesson?
The student should understand how nucleotide base pairing works in DNA synthesis.
The student should know the parts of the cell so that they can associated them with DNA replication, and
protein synthesis and the endomembrane system (nucleus, ribosomes, endoplasmic reticulum....)
The students should know the form and function of proteins (macromolecule).
If necessary the teacher may use the attached Power Points (PP Lesson 0a and PP Lesson 0b, See
attachments) to review concepts with the students prior to the lesson.

 Guiding Questions: What are the guiding questions for this lesson?
How is genetic information conserved?
How is the production of protein, a macromolecule, important to life?
 How does the form and function of a protein contribute to its intended function or its deleterious effect as
with cancer?
How is gene expression regulated in prokaryotic and eukaryotic organisms?
How could mutations result in both desirable and undesirable phenotypes?
How are the mechanisms for the development of cancer influenced by the cell cycle or the transcription and
translation of proteins?

 Teaching Phase: How will the teacher present the concept or skill to students?
Optional: If necessary, the teacher will review macromolecules, specifically proteins using the Famous Pair
activity (PP lesson 0a). They may also review nucleotide base-pairing using the attached Power Points (PP
lesson 0b) and the first column of the sequenced graphic organizer. 50 minutes
1. The teacher will then connect those concepts with the base-pairing required in transcription and
translation using the next Power Point (PP Lesson 1 and the sequence graphic organizer, see attachments).
50 minutes
2 (optional enrichment extension). The teacher and students will work together to analyze, revise and
critique several variations of transcription and translation using the PhET interactive tutorial (PP Lesson 2,
tab 1). 10 minutes
3 (optional enrichment extension) The teacher will provide support to the students while they work
independently to design their own animation using PhET to connect the concepts of transcription and
translation from the handout to the computer tutorial (PP Lesson 2, tab 2). 40 minutes
4 (optional enrichment extension) After introducing PP Lesson 3 on mutations in DNA replication/protein
synthesis that lead to genetic maladies- cancer, the teacher will foster predictive discussions or a Socratic
seminar using the content learned to provide opportunities for the students to reflect in groups and
individually (50 minutes):

1. Observation 1 (we do)/Prediction 1 (we do/you do)

2. Observation 2 (we do)/Prediction 2 (we do/you do)

 Guided Practice: What activities or exercises will the students complete with teacher
guidance?
(optional) The student will take notes (PP lesson 0) as the teacher helps them to review concepts involved
with base pairing rules in replication.
1. The student will use the sequenced graphic organizer to follow the pathways involved in protein
synthesis as the teacher narrates them. The questions posted at the top or bottom of each section will orient
the student to the location of the process within the cell. (50 minutes- PP Lesson 1)
2. (optional enrichment extension) After the completion of the sequenced graphic organizer (50 minutes),
the student will provided suggestions as the teacher models the lac operon using the first tab in
PhET tutorial(10 minutes- PP Lesson 2).
The student will then navigate the simulation with support from the teacher- the goal: to identify the parts
of and steps to transcription and translation in the interactive animation (40 minutes- PP Lesson 2).
The student will be able to identify the molecules involved in transcription and translation. They will
deduce the out come of various choices made in the pHET simulation and they will strive to understand the
importance of the production of proteins in a prokaryotic cell (pp lesson 2).
3. (optional enrichment extension) Lastly, after the presentation (PP Lesson 3), the students will reflect
verballyon the hazards and benefits to changes in the sequence of the genetic code of both prokaryotes and
eukaryotes in terms of evolutionary processes and biomedical technology and the causes of these
modifications.
Finally, they should connect concepts learned from the lesson to real-life conditions such as mutations in
the BRCA 1 gene resulting in the dysfunction of a tumor suppressor gene (pp lesson 3).
 Independent Practice: What activities or exercises will students complete to reinforce
the concepts and skills developed in the lesson?

pp lesson 0a & 0b: Review

o The students will do a "Famous Pairs" activity to connect nucleotide bases to their corresponding
part using Chargaff's base-pairing rule or macromolecules with their function. (timeline depends
on the students' prior knowledge.

pp lesson 1: Transcription/Translation

o The students will assign three nucleotide bases (acodon) to the first column. 10 minutes to present,
10 minutes to independently work

o They will then use the base-pairing rule for the remainder of the the sections. They will
independently answer the questions at the bottom of each section using the notes from the Power
Point (PP Lesson 1). 10-15 minutes- present, 10-15 minutes- guided instruction on creating the
graphics, 10-15 minutes to complete the questions independently

pp lesson 2: Lac operon

o After the demonstration by the teacher (tab 1), the student will maneuver through the second tab in
the interactive simulation on PhET. Remind them to press the red button to add lactose to the
simulation or have them reflect on what won’t happened due to the lack of lactose: on a molecular,
cellular and system-wide basis. 50 minutes

pp lesson 3: Protein and Cancer

o The student will reflect on the importance of the synthesis of proteins in maintaining homeostasis
in living things. They will also independently consider how the expression of genes, given specific
types of mutations, result in beneficial and nonbeneficial phenotypes. 50 minutes
 Closure: How will the teacher assist students in organizing the knowledge gained in
the lesson?

The teacher will pose open-ended questions (for examples see below) that tie together the parts and
products of protein synthesis and monitor for understanding using the rubric, scale and sequenced graphic
organizer.
1. Using what you know about transcription and translation, how would a change in the sequencing of
DNA nucleotides modify the expression of gene?
2. Are some mutations good?
3. How could scientists use the notion of modifying genes or proteins to potentially treat disease or injury?

 Summative Assessment
 The students will review the basic process of DNA replication and how it relates to the transmission and
conservation of the genetic information (Lesson 0 PP, Prior knowledge Replication CPALMS, and template
column 1).
The students will use the template to connect the concept of DNA replication to transcription and
translation through the use of nucleotide base-pairing (Lesson 1 PP, Transcription Translation CPALMS,
and template column 1, 2, 3).
The student will then use their knowledge of protein synthesis (transcription/translation) to navigate their
way through a PhET interactive protein synthesis simulation of a bacterial lac operon (Lesson 2 PP, Gene
Regulation CPALMS, and PhET interactive animation).
The students will explain how mutations in the DNA sequence may or may not result in phenotypic
variations due to changes during transcription and translation. They will relate these changes in the genome
to real-life conditions and predict the outcome of the phenotype (Lesson 3b Enrichment protein synthesis
CPALMS).

 Formative Assessment

The students will use a sequenced graphic organizer and interactive animation to develop an understanding
of how DNA influences the formation/function of macromolecules, specifically proteins (protein synthesis:
transcription/translation/confirmation), and later predict how they are important to life.

 Feedback to Students

The student will refer to the rubric and scale to self-monitor for mastery throughout the activities.
The students will evaluate each others work using peer-review and provide feedback in the form of a
reflection exchange during a paired exercise (This could occur during any point in the lesson that warrants).
The teacher will provide feedback using the rubric and scale, verbally and non-verbally, throughout each
segment of the lesson (Review, I do, we do, you all do, you do independently).

ACCOMMODATIONS & RECOMMENDATIONS

Accommodations:
English Language Learner (ELL) students may work in groups to effectively use new vocabulary, handle
manipulatives (see below) or label graphic models (1, 2).
Exceptional student learners may also work in groups or independently according to their independent
learning plan (IEP) and can be offered tactile (Tangle toy, colored paper clips, paper cut-outs), graphic
(labeled picture) or verbal assessments, based on their multiple intelligence to...

1. review concepts in sequencing DNA (telephone number or sequenced color paper clips)

2. model the transcription of DNA to RNA

3. model the translation of mRNA to proteins in the correct sequence based on the DNA template
provided.
 The student can model the process of transcription and translation using the materials available (pipe
cleaners and beads, Tangle toy, 3D printed manipulatives, colored paperclips.

Extensions:
Enrichment: Students will predict the outcome of three scenarios listed below after understanding
that genes are phenotypically expressed as proteins that are created through the process of transcription and
translation. Changes in the sequence of nucleotides in the gene that code for growth factors or inhibitors
may lead to an increase in the rate of cell division or volume of product produced altering
the metabolic function of the cell.

1. Tumor suppressor genes code for proteins that work to inhibit cell division. What would happen if
a patient inherited a mutation in a tumor suppressor gene like BRCA1 or BRCA2 which are
associated with breast and ovarian cancer?SC.912.L.16.4: Explain how mutations in the DNA
sequence may or may not result in phenotypic change. Explain how mutations in gametes may
result in phenotypic changes in offspring.
2. Some proto-oncogenes, once mutated, can become oncogenes and increase the rate of cell
division. Use your understanding of transcription and translation to determine the significance of
mutations during the cell cycle. What could happen to the surrounding tissue if metastasizing
cancer cells go unchecked? (retinoblastoma, HPV)
3. Immortal tumor cells are used to induce the division of antibody-producing cells to make
monoclonal antibodies in biotechnology. What are antibodies and how would the application of
specific antibodies be beneficial in medicine?Sc.912.L.16.8: Explain the relationship between
mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer.

As an extension the students could explore the purpose and potential of BLAST, Basic Local Alignment
Search Tool (http://blast.ncbi.nlm.nih.gov/Blast.cgi) in terms of connecting the genomes of multiple
organisms for the purpose of producing viable treatments in biomedical engineering (SC.912.L.16.10
Biotechnology, pharming).
Name That Gene - using BLAST, identify genes by DNA sequences -
http://www.biologycorner.com/AP_biology_labs.html


Suggested Technology: Document Camera, Computers for Students, Internet Connection, Interactive
Whiteboard, LCD Projector, Java Plugin, Smart Phone/Tablet


Special Materials Needed:

A computer for the teacher to demonstrate and present the lessons
Computers for each student or they may be grouped (to be determined by each individual teacher based on
students' ability)
Tablets will not run the PhETprogram (file is too large), LCD projector, Internet connection, Promethean
Activboard, Mimio or Smart technology for modeling/student demonstration if computers are limited.

Further Recommendations:
Some of the interactive activities (pHET) may require a computer instead of a table or phone due to the
space required by the media files.
Seperate the paper clips or colored beads by color and create a key for what each one represents (ATCG,
AUCG or amino acids) before the lesson.
Pre-cut the strips of paper before the lesson. The teacher may also pre-print the amino acids on the stips
ahead of time.
Each student may be given a number as they enter the class as a point of reference for constructing the
larger polypeptide at the conclusion of the lesson.
An alternative would be to provide a substantial template (large sequence of genetic code for an unusual
protein like luciferase or one they might have a practical use for like Green Fluorescent Protein GFP used
in cancer research), posted on an overhead, and then allow the students to look for their codon. The student
can try and see which class or group can find the longest fragment in the sequence provided.
If resources are limited manipulatives can be obtained inexpensively (see below):

o Colored paper for circles or strips for loops (students could line up with paper labels in place of
the balloons to hunt for their codon in an existing sequence in a sample genetic code) or
o Colored paper clips (students could line up with paper labels in place of the balloons to hunt for
their codon in an existing sequence in a sample genetic code) or
o Balloons (students could line up with paper labels in place of the balloons to hunt for their codon
in an existing sequence in a sample genetic code)
o Tangle toy for demonstration or one set per group. This is used to reinforce the significance of
sequencing in translation or to show protein confirmation (sequencing, folding, bonding,
combining of more than one polypeptide).
o Paper cut-outs of the nucleotides (ATCG) will work as well if coping is limited and technology is
unavailable.
o Pipe cleaners and colored beads, Tangle toy, 3D printed manipulatives, or colored paperclips can
be used instead of paper cut-outs.
o The students may also record their initial codon in their notebooks and use the sequenced graphic
organizer as a template projected on a whiteboard.
o The teacher could use the "Famous Pair activity" to connect concepts associated with transcription
and translation. One card per student. To color code the pairs, colored notecards can be used or
different colored markers could be used to place a small mark on the back of the cards to help
students make the necessary connections.

Card 1a: Enzyme Card 1b: Catalyst

Card 2a: Amino Acid Card 2b: Polypeptide
Card 3a: Transcription Card 3b: DNA and mRNA
Card 4a: Translation Card 4b: mRNA and Protein
Card 5b: location of protein
Card 5a: Ribosome
synthesis
Card 6b: proto oncogene and
Card 6a: Mutation in a gene
oncogene