Stoots

5E Unit Plan DNA and Protein Synthesis

Title
Purpose/Rationale

The Building Blocks of Our Lives

Enduring understanding: DNA and RNA are the blueprints
for all of lifes activities and they provide the instructions for
our cells to function. All organisms use the same molecules,
DNA and RNA, to provide information to cells, but different
instructions are given for different purposes.
Big Ideas:
1. DNA and RNA provide the codes to determine the
function of cells and organisms.
2. DNA is a universal code of all living things, but is
unique to each individual organism.
3. DNA instructions allow organisms to make the proteins
that result in different genes being expressed.
Essential Questions:
1. How do all living things have the same DNA molecules,
yet possess such different traits and functions?
2. How are all of an organisms cellular functions and
activities connected to DNA structure and function?
3. How are proteins produced in a cell and what are they
used for?
Assessment Goals:
1. I plan to assess students using activity sheets with open
ended questions pertaining to the material covered, but
also to my overall goals.
2. I plan to assess students using a short quiz that will
allow me adjust my instruction or return to material that
was not well understood by students.
3. I plan to assess students by giving them hands-on and
minds-on activities that will help them to make the
abstract idea of DNA, RNA, and proteins more
concrete.
4. I plan to assess my students by relating activities and
labs to things that may occur in or affect their everyday
lives or would be relevant to them.

SOLs

Bio.5: The student will investigate and understand common

mechanisms of inheritance and protein synthesis. Key concepts
include:
g) the structure, function, and replication of nucleic
acids and

h) events involved in the construction of proteins.

Essential Knowledge and Skills:
describe the basic structure of DNA and its function in
inheritance
describe the key events leading to the development of
the structural model of DNA
given a DNA sequence, write a complementary mRNA
strand (A-U, T-A, C-G and G-C)
explain the process of DNA replication
explain the process of protein synthesis, including DNA
transcription and translation
Materials and
Resources
Overview of Unit
Plans

Included with daily plan or on activity sheet.

Day 1:
Bell Ringer: How do you think the structure of DNA was first
discovered?
Engage History of DNA story and DNA Rap Video with
question sheet
Explore Have Your DNA and Eat It Too! Activity with
directions and Activity sheet
Explain Students discuss activity questions with guidance
from the teacher and this is followed by a PowerPoint
presentation on DNA history, DNA structure, and DNA
replication
Day 2:
Engage: Your DNA is 50% similar to a bananas DNA. What
could your cells have in common with a bananas cells?
Elaborate DNA Extraction Lab with activity sheet questions
Evaluate (Formative) Exit slip with rubric, homework reading
and coloring assignment with questions packet about Nucleic
Acids
Day 3:
Engage Smart Board Team Review game about DNA history,
structure, and replication, students share their extra credit
findings (this time was used for a short discussion about the
DNA Extraction Lab because of fire drill the previous day)
Explore Model DNA replication in groups with activity sheet
Explain Students share their replication models with the class
and discuss answers to the activity sheet questions with
guidance from the teacher and Amoeba Sisters video on DNA
replication
Evaluate (Summative) short quiz with rubric

Day 4:
Engage Video and question about what protein means to
them.
Explore Students will try to put index cards with the steps of
Protein synthesis in order. Then, Build-A-Protein Activity using
banner and index cards
Explain Students discuss what they learned from the activity
and this is followed by a PowerPoint presentation on Protein
synthesis
Evaluate (Formative) Exit Slip = Solid, liquid, gas
Day 5:
Engage - Why do you need to eat protein if your body already
makes it? What do vegans do to get their 9 essential proteins or
amino acids? Can you make your body make more protein?
Where does the extra protein that you dont need go?
Elaborate Students build a body cell using protein synthesis
with Legos
Evaluate (Formative) Student activity sheets with rubric
A summative assessment in the form of a unit test or
quiz will be given after further instruction on mutations
and DNA fingerprinting.

Procedures for Teaching

Safety Issues

Engage (15 min)

Day 1
1. Do not use toothpicks as weapons.
2. See teacher if you may have an allergy to any of the
material used to build the DNA molecule
1. Students will complete the Bell Ringer, written on the
board before they come into class, in their science
notebooks: How do you think the structure of DNA was
first discovered?
2. Students will listen to a story that elaborates on the fact
that DNA was a long process and many different
disciplines were used to help figure out the structure of
DNA (attached). During this time, pictures of the
different scientists being talked about will be projected
to give students an idea of their appearance.
a. Students will be offered the opportunity to
receive extra credit if they research a scientist
who had an interesting event, experience, or fact
during the discovery they are know for.
3. Students will receive a copy of the Rap Video

Questionnaire and watch a 4 min DNA Rap video.

4. Differentiated Instruction:
Students have the option of watching the video a second
time if needed. We will also go over the questions as a
class.
5. The answers will be used for the next part of class.
Explore (45 min)

1. Students will receive the Have Your DNA and Eat It

Too! activity sheet and the teacher will go over the
safety precautions with students. The students will be
encouraged to use the Rap Video Questionnaire answers
to complete this portion of the lesson. The teacher will
also give an overview of the directions for students and
remind them not to eat their materials!
2. Students will get into groups of two and one student
from each group will receive the materials for the lab
which include:
a. Color instruction sheet (p. 9-10) found at
http://teach.genetics.utah.edu/content/dna/Have
YourDNAandEatItToo.pdf (do not write on this
because it will be used for other classes)
b. 2 twizzler stands
c. Mini colorful marshmallows
i. 9 orange
ii. 9 pink
iii. 9 yellow
iv. 9 green
d. 17 toothpicks
e. 3-4 inches of masking tape
f. marker
g. paper towel
3. Students will be directed to build a DNA molecule using
one of the two sequences provided. Once they have
matched the base pairs, they will need to let the teacher
check their complementary bases.
4. Differentiated Instruction:
Visuals of each step of the activity will be given in the
instructions so that students spend more time focusing
on getting the correct sequence instead of whether their
molecule looks right or not.

Explain (30 min)

1. Students will answer questions on the activity sheet and

may share their thoughts with a partner. A short
discussion will be done where a few groups are able to
share their model with the class.
2. This will be a segway into the PowerPoint on DNA

history, structure, and replication. During the lecture,

students will be asked predetermined questions to lead
into the information.
3. Key Concepts include:
a. Describing the basic structure of DNA and its
function in inheritance,
b. describe key events leading to the development
of the structural model of DNA, and
c. write a complimentary DNA sequence given the
original DNA sequence.
4. Vocabulary may include:
DNA, complimentary, nitrogenous bases (A, T, C,
G), nucleotide, and Chargaffs Rule
5. Differentiated Instruction:
Students who need more time to complete work will
have the option of finishing their discussion questions at
home to be turned in the next day. Some students will
receive a copy of the notes from the PowerPoint.
Evaluate

Safety Issues

Engage (15 min)

Formative:
1. Have Your DNA and Eat It Too! Activity sheet for
student understanding.
2. Listening and guiding group discussion during the
explore and explain portions.
Day 2
1. MSDS sheet for 91% isopropyl alcohol, used from the
following web address:
https://www.lewisu.edu/academics/biology/pdf/isopropa
nol_91.pdf
2. Wear goggles during the lab.
3. No food or drinks.
4. Wash hands after the lab is done.
1. Students will answer the following question in their
science notebooks in a think-pair-share:
Your DNA is 50% similar to a bananas DNA. What
could your cells have in common with a bananas cells?
2. Students will be allowed to use their cell phones to
explore some of the ways in which humans and bananas
may have common traits or metabolic functions.
3. This will get students interested in the fact that we share
common traits with other organisms that are not animals
and that we are able to perform some of the same
metabolic functions that plants have.
4. During the class sharing, a few questions that will asked
by the teacher include:

a. Do all organisms have the same basic DNA

structure?
b. What traits might we share with bananas or other
non-animal organisms?
5. Differentiated Instruction:
Students will work in pairs or small groups to research
on phones so that students who do not have phones will
still benefit.
Elaborate (75 min)

Evaluate

Safety Issues
Engage (15 min)

1. Students will perform the DNA extraction Lab in groups

of 3-4.
2. Instructions and materials for this activity may be found
on the attached modified activity sheet.
3. We will spend the first 5 minutes going over the MSDS
sheet how to read it and what to do if there is a
mishap.
4. During the downtime in this lab, students will complete
an extra practice activity sheet that allows them to write
the complementary strand of a DNA sequence, practice
Chargaffs rule equations, and answer an extra credit
question in which they will be analyzing data that
compares the DNA of different organisms to see who is
more closely related. This will be finished for
homework if not finished in class.
5. Discussion questions from the lab will be asked at the
end of this lab and will be discussed as a class after
everyone has answered them.
6. Differentiated Instruction:
The teacher will demonstrate methods of the lab that
seem unclear, such as pouring the alcohol into the test
tube and placing the filter into the funnel.
The teacher will work the first problem of each section
of the extra practice sheet with the whole class.
Formative:
1. DNA Extraction Lab activity sheet for understanding
and completion.
2. Extra Practice activity sheet for understanding.
Day 3
No safety issues today.
1. Smart Board team review game about DNA history,
structure, and replication.
2. Students will come up and roll dice that has a phrase
about DNA on it or a problem that must be solved. If

their answer is right, they will score a point for their

team. If not, the questions will be passed to the opposite
team. This will help me to evaluate student
understanding and evoke prior knowledge.
3. Students will then have a chance to share their extra
credit findings about their scientists if they choose to.
4. Differentiated Instruction:
The whole team will be allowed to help the student who
rolled the dice if they do not know the answer to the
problem or question.
Explore (45 min)

Explain (15 min)

Evaluate (15 min for

quiz)

Safety Issues
Engage (10 min)

1. Students will perform the Make It A Double activity

sheet in groups of 2-3. This will allow students to walk
through the process of DNA replication using beads and
pipe cleaners.
2. Instructions and materials (for each group) for this
activity may be found on the attached activity sheet.
3. Differentiated instruction:
The teacher may ask other students who are ahead to
help those students who have questions or to show other
groups what their DNA molecule(s) looks like when
finished.
Students will have a choice of working in groups on a
DNA molecule made of beads and pipe cleaners or
working by themselves on a paper model.
1. Students share their replication models with the class
and discuss answers to the activity sheet questions with
guidance from the teacher.
2. Amoeba Sisters video on DNA replication to solidify
understanding, time permitting.
https://youtu.be/5qSrmeiWsuc
3. Vocabulary may include:
DNA polymerase, replication, okazaki fragments,
primer, leading strand, lagging strand, helicase
Formative:
1. DNA Replication activity sheet for student
understanding and completion.
2. Listening and guiding group discussion during the
explore and explain portions.
Summative:
1. Short DNA quiz with rubric.
Day 4
1. Students will watch a video about 10 amazing facts
about protein - https://youtu.be/Lxq1Bnc8PhM

2. They will then be asked to talk about their favorite fact

and why it might obtain to them (such as students with
curly hair might think it is cool that protein makes their
hair curl and talk about who has the most).
3. This will be followed by the question of how students
think our body makes these proteins and a few students
will give their thoughts.
Explore (45 min)

1. Students will be asked to decode a joke using colored

index cards (pink, yellow, green, and orange) and will
be given different jobs, including the following:
a. Code reader (holds up paper that has three
different colored index cards and includes 15
different papers)
b. Code messengers (3 people who will gather the
correct index cards and hang them on a string
with a clothespin, in order, for the class to see)
c. Code checker (finds the correct popsicle stick
with the correct word and code and checks it
with what the messengers have brought over),
and
d. Code translator (writes the words on the board to
find out the joke and answer to the joke).
2. This will get students thinking about the fact that codes
are used to translate messages in certain ways. This will
later be used to compare the way that protein synthesis
works.
3. Questions will be asked about the significance of each
job and what would happen if the code was not read in
the correct order.
4. We will repeat this with a new joke and new students
performed the jobs, time permitting.
5. Students will then complete the Translate My Transcript
activity individually since each student will receive their
own DNA sequence, but will be allowed to get help
from other students. They will be asked to figure out a
simple sentence using DNA sequences.
6. The classroom should be considered the inside of a cell.
The following are parts of the cell that are used to make
proteins: Cart at the front of the room = nucleus, student
tables = ribosomes, the rest of the room = cytoplasm
7. 64 index cards with Tran anti-codons on one side and a
word on the other side will be hanging on the walls
around the room. This is what student will use to
decode their sentence.
8. Differentiated instruction:

Students are able to ask other students for assistance to

find the anti-codon, or to help them figure out how to
complement the different sequences.
Explain (30 min)

Evaluate (5 min for

exit slip)

Safety Issues

1. As students are working on the Translate My Transcript

activity, they will be asked some of the following
questions:
a. Why do you have to stay at the cart to turn your
DNA into mRNA?
b. Why do you have to turn DNA in mRNA?
c. What do you think the job of mRNA and tRNA
might be?
2. Discussion questions will be filled out at the end of the
previous activity and will be referred to during the
PowerPoint presentation and notes about protein
synthesis.
3. Key Concepts include:
a. the differences between DNA and RNA,
b. writing a complementary strand of mRNA from
a DNA sequence,
c. roles of mRNA and tRNA,
d. the difference between transcription and
translation and where these process take place in
the cell, and
e. the complete process of protein synthesis,
4. Vocabulary may include:
mRNA, tRNA, transcription, translation, protein
synthesis, and RNA polymerase
Formative:
1. Translate My Transcript Activity Sheet for
understanding and completion.
2. Listening and guiding group discussion during the
explore and explain portions.
3. Exit Slip Solid, Liquid, Gas (understand well,
understand somewhat, do not understand at all)
Day 5
1. Use blocks responsibly. Do not pinch or throw these at
other students.

Engage (15 min)

1. Students will have the following prompts on the board:

a. Why do you need to eat protein if your body
already makes it?
b. What do vegans do to get their 9 essential
proteins or amino acids?
c. Can you make your body make more protein?
d. Where does the extra protein that you dont need
go?
2. Students will be instructed to choose a writing prompt
and write about it in their science notebooks. When they
are done, turn to the person next to them and discuss
their answer with him/her.
3. We will then discuss their thoughts as a class and the
teacher will be prepared with some facts about some of
the answers.

Elaborate (75 min)

1. Students will be instructed to complete the Build-A-Cell

Lego lab and data sheet. Students will be building the
actual protein that codes for different types of cells in
their body out of Legos.
2. Instructions and materials for this activity may be found
on the attached modified activity sheet.
3. Students will answer discussion questions about the lab
and we will go over them as a class. Each group will
have the chance to voice comments or concerns that
may relate to proteins or any part of protein synthesis.
4. Differentiated instruction:
A visual of each step of filling out the data sheet will be
available to students who may have trouble figuring out
how to do this.
Extension: Students will be asked to pick a cell in the body and
research to find the genes and DNA sequences that make up
one of the proteins in that cell. They will then do the Lego lab
using their data. This was not done because of time constraints.

Evaluate

Activity Sheet

Formative:
1. Build-A-Cell activity sheet with rubric.
Summative:
1. DNA and protein synthesis will be included on a test the
following week that has other material added such as
mutations and DNA biotechnology.
Attached in separate files by day.