Teacher: Micah Sandys

Lesson Plan (Direct Instruction)

Subject/Grade: 9th/10th

Standard:
Strand 4 Concept 2 PO 2. Describe the molecular basis of heredity, in viruses and living things,
including DNA replication and protein synthesis.
Strand 4 Concept 5 PO 2 Describe the role of organic and inorganic chemicals important to living things
Objective (Explicit):
SWBATA What would happen if the wrong protein is made?
SWBAT summarize the process of protein synthesis and its importance.
Sub-objectives, SWBAT (Sequenced from basic to complex):
SWBAT demonstrate the central dogma by transcribing DNA into RNA and RNA into a
protein.
SWBAT predict the repercussions of coding for the wrong protein by completing the exit
ticket.
SWBAT hypothesize a hypothetical situation in which we do not make the correct protein
by completing the exit ticket.

Evidence of Mastery (Measurable, include variety of methods of checking for understanding):

Bell work
Picture of dog (body parts and color correct)
Exit ticket
Key vocabulary: Protein
Materials: Dog worksheet
mRNA
1 bag (containing their dogs DNA strands,
tRNA
parts)
Nucleus
Codon
pair of scissors
Ribosome
Cytoplasm
glue
Amino acid
coloring utensils
Transcription
Translation
Gene
Polypeptide
Opening/Anticipatory Set: (state objectives, connect to previous learning, and make relevant to real life)
Bell work Using your codon chart if the DNA strand has TTC CCC GAA what would the final strand of
amino acids be?
Introduce the essential question What would happen if the wrong protein is made?
Upon entering students will be divided into groups of four.

Instructional Input

Teacher Will:
Students who understand these words/concept
will excel at the game later.

Student Will:
Answer the question when called upon.
Be attentive during review.

Give brief review of vocabulary

Where can we find the DNA? In the nucleus
Can DNA leave the nucleus? No
What type of RNA has the DNAs message on
it? mRNA
The mRNA leaves the nucleus and goes to?
Ribosome
Once at the ribosome the mRNA latches in and
is read three letters at a time. Those three
letters are called a? Codon
The tRNA arrives carrying an? Amino Acid
The tRNA knows its at the right spot of the
mRNA because the ___________ matches
with the codon. (anticodon).
Once the anticodon meets the codon the amino
acid joins the chain of amino acids.
tRNA continues to bring amino acids until a
______ codon is reached. (stop)
Once a stop codon is reached the amino acids
are released.
We end with a protein that can be used by our
body for many different purposes.

Guided Practice

Differentiation
The questions will be provided through a worksheet.
The PowerPoint will have the answers as well as the word bank to choose the correct word.
Teacher Will:
Go over the expectations for group
assignments. Students work together not just
one person doing all the work.

Student Will:

Each group will be given a dog outline.

Begin decoding the gene and upon

completion cut out and clue the trait to the

Determine within their groups who will be

decoding each trait.

There are four genes that code for different

traits. It is your job as a group to take the DNA
strands and transcribe them into RNA.
From the RNA you then need to look up the
amino acid that correlates with it.
Using the string of amino acids that you form
will dictate what protein is made. A.k.a your
appearance.

dog.
Check with a teacher to make sure each gene
has been decoded correctly, before
continuing.

In order to determine what color your dog will

be you must do a Punnett square.
1
2
3
4

Color your dog using the Punnett squares that

correlate to the correct color.

For determining eye color you will use the

genotype/phenotype in square 1.

Once all traits are decoded and checked

complete the Punnett squares to determine
the coloring of your dog.

Check with teacher before moving on to

independent practice.

For determining nose color you will use the

genotype/phenotype in square 2.
For determining fur color you will use the
genotype/phenotype in square 3.
For determining fur length you will use the
genotype/phenotype in square 4.

Independent Practice

During the activity the teacher will circulate the

classroom and assist by checking answers and
answering questions.
Differentiation
Instructions will be on the smart board as well as in hard copy.

Teacher Will:
Guide students to complete this only after their
dog has been approved.

Student Will:
Complete the follow up questions.
Ask for assistance or clarification when
needed.

Assist students around the classroom.

Differentiation
Questions will be asked at varying difficulty levels.
Closure/Lesson Summary:

Students will fill out the exit ticket. The exit ticket will ask the students to answer
Why does the ability to make protein benefit us?
what happens if the wrong protein is made?
Would this be big mistake or a little mistake?
For the test I am most concerned about?