Lesson Plan: Genetics

Teacher Name: Rachael Barker

Lesson Title: DNA, RNA, and Protein Synthesis
Target Grade/Subject: The target grade is 9th grade Biology. The students have a
basic understanding that DNA is genetic material and that it must replicate in order
to maintain cells. The students enjoy hands-on activities and, also, learn more
successfully through them.
Length: 1 hour

VA SOL: Standard BIO.6 f, g

1. What is DNA composed of and how is it replicated?

2. What is RNA? How is similar/different to DNA?
3. How are proteins made? What makes their structure so unique?
Objectives:
Students will create strands of DNA and RNA, learning the steps of
replication. Through use of video, students will witness DNA replication and protein
folding. During lecture, students will understand the structures of DNA and RNA
by using crafts. They will also participate in a jeopardy question and answer game
to follow brief lecture. Also, students will gain a further understanding of a
protein’s structure and folding through hands-on activity and utility of pipe cleaners
and colored beads.
Tools and Resources:
-computer/internet
-colored wooden blocks/pieces
-colored beads
-white pipe cleaners
Preparation
Technology/Classroom Arrangement and Management Strategies:
This lecture will be given in a lab. Group time may be permitted when
working with crafts, however individual work is preferred. Activities during the
lecture will be allotted approximately ten minutes a piece. Jeopardy game will take
approximately 15-20 minutes. Activity at the end of the lecture will be given as long
as it takes, followed by individual presentation of final product. Students will also
be given time at the beginning of class to go online and view two videos that preview
lecture content in order to get a broad understanding.
Prerequisite technology skills needed by students:
Students should know how to use the computer/internet. They must know
how to access certain websites, as well as how to play video online. The teacher will
be available for assistance. If web is not working at the be ginning of class,
worksheets will be implemented.
Lesson Development
Focus and Review of previous work/knowledge:
The lesson will begin with a brief lecture on DNA/RNA composition and
synthesis. Also, protein structure and folding will be discussed. This lecture will
build on previous knowledge of genetic material and its components.
Anticipatory Set:
1. When students arrive to class, have them break up into 2 pre-assigned
groups. One group will access a video illustrating DNA replication and the
other a video demonstrating protein structure/folding.
2. Upon completion of both videos, students will return to their desks/lab tables
and prepare very brief explanations of each video. This is done to assure
knowledge of the day’s content was obtained and as a way of allowing the
students to teach each other.
3. Students will now prepare for a lecture (to last approximately 20-25 minutes)

Instructional Activity:
1. Before lecture, distribute a handful of colored wooden pieces and beads to
each table.
2. Lecture on DNA/RNA synthesis and protein structure will be given.
3. During the lecture, two activities will be implemented using wooden pieces
and beads. Have the students create DNA and RNA strands using these pieces.
Guided practice and checking for understanding (Student activities):
1. Upon completion of brief lecture, teacher will implement a jeopardy game,
questions of which will have already been made prior to class. The class will
divide into groups of 3 (maybe 4, if needed). Students will have to answer in
the form of a question, slapping their desks in order to answer, or even a bell
 if not considered too noisy (in place of a buzzer).
2. Teacher may allow partners during this game if preferable.
3. This jeopardy game will force students to use new vocabulary and concepts.
Notes on lecture may be permitted if teacher feels compelled.
4. Points may be given toward extra credit or credit on a future test. Amount of
points based on difficulty of each question (instead of money).
Independent Practice:
1. Students will be given pipe cleaners and colored beads.
2. They will be allotted the remaining class time to create their own proteins.
3. Upon completion of proteins, they will then present to the rest of the class (if
time remains). Students will be required to point out/describe each of the
four structures of their proteins.
4. Though this is an independent activity, discussion may be implemented
involving the teacher and students or just students (such as a question session
or comparing each other’s creations.)
Closure:
1. As previously stated, if time remains, allow students to present their
completed proteins.
2. Ask students the following question:
a. How do you think you inherited certain traits? (eye color, hair color,
etc.)
-This will get them thinking of the next subject matter to be discussed:
inheritance; it will also force them to use their new knowledge of genetic
material in order to get an answer
Evaluation Procedure
Assessment of objectives:
The teacher will award points during jeopardy game as points toward a future test
or overall class grade. Also, observations of DNA and RNA strands made during
lecture will be imposed, witnessing potential mastery of new knowledge. Students
will be told prior to jeopardy game that point awarded will be toward future graded
works.
Rubric:
For jeopardy game- 1 point for easy question (one which require a one-word answer,
such as a vocabulary word); 2 points for semi-difficult question (one which requires
knowledge of various processes); 3 points for very difficult question (one which
requires answer and explanation)
All other activities will be assessed subjectively. Teacher will determine mastery of
new knowledge based on accuracy of created DNA/RNA strands (whether or not
base pairing is correct)
Protein Structures formed at the end of class are made mainly for entertainment, so
may not be assessed in terms of mastery of knowledge