Chapter 3- Section 4 The DNA Connection
Chapter 3- Section 4 The DNA Connection/Protein Synthesis
AGENDA Mon. April 16, 2007
STUDENTS
1. Warm up
2. Review DNA Replication
3. Read pp. 91-96 The DNA connection
4. DNA connection Lecture
CALIFORNIA STATE STANDARDS
1.0, 1.a, 1.c, 2.0, 2.b, 2.c, 2.d, 2.e, 7.0, 7.c, 7.d, 7.e
OBJECTIVES
• Explain the term genetic code
• Describe the process by which a cell produces proteins
• Describe different types of mutations and how they affect an organism.
TEACHER
1. Warm up
a. Define the following words:
i. Messenger RNA
ii. Transfer RNA
2. The DNA Connection Lecture
a. Overhead transparenies
Title: The DNA Connection
|Main Ideas |Notes |
|What are the 4 nitrogen bases found in DNA? |“A” (adenine) joins with “T” (thymine) |
| |“C” (cytosine) joins with “G” (guanine) |
| | |
|What is important about the order of nitrogen bases? | |
| |The order of the nitrogen bases along the DNA form a genetic code that specifies the type of |
| |amino acid to be produced. |
| | |
| |Amino Acids are the building blocks of proteins. There are 20 amino acids. |
| | |
| |3 nitrogen bases code for 1 amino acid. |
|How many nitrogen bases code for an amino acid? |For example, think of it as THREE letter words: |
| | |
| |dogheryouhimcat |
| | |
| |These words ALL mean something different. |
| |If there was a mistake made in the sequence, the cell can produce proteins that should not |
| |appear or make any sense. |
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|What are these nitrogen base mistakes called? |These mistakes are called |
| |MUTATIONS. For example: |
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| |dogherrouhimcat (1 mutation) |
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| |dogherryouhimca(3 mutations) |
| | |
Agenda- Tue April 17, 2007
STUDENTS
1. Warm up
2. Protein Synthesis lecture
AGENDA – Wed April 18, 2007 and Thurs April 19, 2007
Protein Synthesis Lesson Plan
|California State Standards: |
|7th grade Life Science |
|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. |
|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: |
|Each student will work individually to produce their own protein booklet, but will be able to collaborate with peers during the activity. |
| |
|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” |
| |
|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. |
| |
|Students are directed to color and label their diagrams, remembering that colors representing nitrogen bases and organelles must remain the same |
|throughout their drawings. |
| |
|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? |
| |
Protein Synthesis- the production of protein
|Main ideas |Notes |
| | |
|Where are proteins found? |Proteins are found inside the ribosomes, which are located in the cytoplasm on the cell. |
| | |
| |REMEMBER: Chromosomes are located in the nucleus of the cell. |
| | |
| | |
| |RNA is a genetic messenger that carries the genetic code from the DNA inside the nucleus to the |
|How do ribosomes and chromosomes come |cytoplasm. |
|together to produce proteins if they are |This type of RNA is called messenger RNA |
|located in different parts of the cell? | |
| | |
| | |
| | |
|Compare and Contrast RNA and DNA. | |
| |Unlike DNA, RNA is only single stranded NOT double stranded. |
| |Like DNA, RNA also has four nitrogen bases. |
| |However, instead of the base Thymine, RNA has a base called Uracil. |
| |For RNA the nitrogen bases join as followed: |
| |Adenine joins with Uracil |
| |Cytosine joins with Guanine |
| | |
| | |
| | |
| |The DNA molecule “unzips” and the messenger RNA strand base pairs with the DNA strand and copies |
|How does protein synthesis begin? |the coded messages inside the NUCLEUS of the cell. The messenger RNA strand then continues into |
| |the cytoplasm. |
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| |Once in the cytoplasm, messenger RNA attaches to a ribosome and translation begins. The ribosome |
| |reads the three letter code and |
|What “reads” the codes to produce proteins? |allows a transfer RNA to enter into the ribosome. |
| | |
| | |
| |The transfer RNA carries an amino acid into the ribosome to match up the three letter code and form|
| |a protein chain. |
|What is the function of transfer RNA? | |
| |The ribosome moves down the messenger RNA reading new codes and allowing |
| |new amino acids to form the protein |
| |chain. |
| | |
| |Once the ribosome reads a three letter STOP code, it releases the protein chain and protein |
| |synthesis ends. |
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|How does protein synthesis end? | |
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