Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to create a model illustrating the processes of transcription and translation.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students possess basic knowledge regarding DNA structure and protein synthesis. They should know the processes of transcription and translation and the Central Dogma of Biology.
Guiding Questions: What are the guiding questions for this lesson?
- How is a DNA sequence transcribed to create mRNA?
- How are codons identified from mRNA? (every 3 base pairs=1 codon)
- How is a codon chart used to identify an amino acid?
Teaching Phase: How will the teacher present the concept or skill to students?
Use the Central Dogma Challenge Lesson (attached) to present the fundamental information for the activity.
- central dogma
- base pairing rules
- double helix
- amino acid
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Provide students with the Central Dogma Challenge Lesson, the Amino Acid Table, and the Codon Wheel attachments to use during the design challenge.
Direct students to collect their materials listed in the Central Dogma Challenge.
Brainstorm: Now that you have your materials, what ideas does your group have for connecting them together? Make sure you are following the requirements of bonding.
Create: Create your model.
Test: Does your design meet the requirements? Double check the properties of your amino acids.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
Redesign: Complete the redesign section of the Central Dogma Challenge Lesson attachment. Analyze your protein structure again after revisions. How did you rearrange your materials to accommodate the requirements?
After completing the revision of the design, the students will revisit the analysis questions:
- Did your protein have all the correct bonding patterns? Did it meet the requirements of the challenge?
- Explain the processes of transcription and translation. How were each shown in this challenge?
- Explain the role of hydrophobic, hydrophilic, negative, and positive properties in the arrangement/shape of your specific protein?
- Reflect on what you learned today about protein synthesis.
Have the students draw their new protein.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Compare the final protein drawing to the first protein drawing. Record the changes and summarize the impact of the structure change.
Students will complete the attached Central Dogma Assessment at the completion of the activity. The test questions were created based on Florida EOC test item specifications.
Teacher will monitor student mastery by asking questions throughout the STEM process in order to check for comprehension and understanding. At each point in the design challenge the teacher will ask students for "thumbs up" or "thumbs down" in order to monitor their comfort with the process.
Feedback to Students
The teacher is encouraged to allow the students to think on their own during the challenge and to not give direct instruction. The teacher can, however, ask why the students created their protein the specific way that they did without showing bias as to if the idea was good or bad. Students should be able to use their own judgement while designing their protein.
(Optional) Universal Design for Learning (UDL): How will the teacher structure this lesson to include the concepts of universal design for learning?
Accommodations & Recommendations
Mathematical Practice Standard
Source and Access Information
Name of Author/Source: tessa clark, Candace McLendon, Stephanie Wood, Elisabeth Emery, D. Martine
District/Organization of Contributor(s): Lake, Lake
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.