1. Transcription and Translation
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2. Standard(s):
SC.912.L.16.5 Explain the basic processes of transcription and translation, and how they result in the expression of genes.
Learning objectives:
Students will compare and contrast the processes of transcription and translation.
Students will model how transcription and translation lead to the expression of genes.
The teacher will introduce the standard and learning objectives.

3. DNA RNA transcription translation Amino acid Protein Codon/ anticodon
This a list of key words needed to develop understanding of transcription and translation.
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4. How are proteins made according to the code in DNA?
Guiding question:
How are proteins made according to the code in DNA?
Guiding question: How are proteins made according to the code in DNA? It is used to anchor the lesson for teachers to guide students understanding of the transcription and translation processes.
The figure shows a DNA molecule on the left and a protein molecule on the right as a visual for students to make a connection.
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5. cell chromosome nucleus DNA gene
This slide serves as a review of the location, and structure of DNA and genes.
Emphasize how chromosomes are a condensed version of DNA.
Note: The teacher can delete or modify the location of the slide.
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DNA
gene

6. Transcription
Transcription: is the process in which DNA is unzipped in a particular gene to create a copy (mRNA) that will code for a specific protein needed by the cell/ living organism.
The nucleotide bases from DNA are copied to mRNA according to the base paring rules (C pairs with G, A pairs with T in DNA and U in mRNA). The copy gets made by the RNA polymerase adding the corresponding bases. Once completed, the newly formed mRNA is sent to the ribosome complex in the cytoplasm through the nucleopores.
Emphasize to students the advantages of mRNA (codes a single protein and it’s smaller and can easily leave the nucleus)
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7. Transcription in a nutshell
Occurs inside the nucleus
Specific gene is copied into mRNA
One mRNA codes a single protein
End result is the code for a single protein
Transcription in a nutshell: the teacher will go over the key events of transcription.
Occurs inside the nucleus
Specific gene is copied into mRNA
One mRNA codes a single protein
End result is the code for a single protein
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RNA base paring rules
A pairs with U
C pairs with G

8. Translation
Translation: is the process of changing the mRNA code coming from the DNA into amino acids that will form the protein needed by the cell/ living organism. Occurs in the cytoplasm, when mRNA bind with a ribosome forming a complex easily compared to a factory with a production line in which different tRNA brings an amino acid by matching the mRNA according to the base paring rules for RNA.
mRNA and tRNA function in triplets called codon and anticodon respectively and as shown in the diagram they work like a key and lock system.
In protein production there are also codons that will indicate to the ribosome when to start and when to end. Once the chain of up to several hundreds of amino acids is completed, the process stops and the protein gets sent to the endoplasmic reticulum to be packed and released. The order of amino acids determines the shape and function of the newly formed protein.
Scientists have identified around 20 amino acids that are essential to proteins and based of paring rules have created a table called the mRNA codon chart that shows what amino acids corresponds to the mRNA codon been coded.
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9. Codon
Codon:
The teacher can use this image to show different view of the codon and clarify students misunderstanding.
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10. mRNA codon chart Alanine : Ala Arganine: Arg Asparagine: Asn
Alanine : Ala
Arganine: Arg
Asparagine: Asn
Aspartic acid: Asp
Cysteine: Cys
Glutamic acid: Glu
Glutamine: Gln
Glycine: Gly
Histidine: Hist
Isoleucine: Ile
Leucine: Leu
Lysine:Lys
Methionine: Met
Phenylalanine:Phe
Proline:Pro
Serine: Ser
Threonine: Thr
Tryptophan: Trp
Tyrosine:Tyr
Valine:Val
START: Met
Codon chart: Scientists have identified around 20 amino acids that are essential to proteins and based of paring rules have created a table called the mRNA codon chart that shows which amino acids corresponds to the mRNA codon been used.
Guide students on how to use the codon chart by looking at the first, second and third base.
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11. Translation in a nutshell
Occurs in the cytoplasm
Requires a ribosome
Ribosomal complex: ribosome + mRNA+ tRNA
mRNA contains code for specific tRNA
Different tRNA’s bring different
amino acids to the ribosome
End result is a protein
Translation in a nutshell: the teacher will go over the key events of translation.
Occurs in the cytoplasm
Requires a ribosome
Ribosomal complex: ribosome + mRNA+ tRNA
mRNA contains code for specific tRNA
Different tRNA’s bring different
amino acids to the ribosome
End result is a protein
RNA base paring rules
A pairs with U
C pairs with G

12. The teacher can use this slide to give students another view of transcription and translation and review the process all together.
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13. NUCLEUS CYTOPLASM (ribosome)
The teacher can use this slide to give students a summarized view of transcription and translation.
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14. How do you go from DNA to the color of your eyes?
The teacher will refer back to the engage question: How do you go from DNA to the color of your eyes?
And guide students on the development of eye color.

15. That controls levels of melanin
3 genes
code for eye color
Transcription and
translation
Enzyme (protein)
That controls levels of melanin
There are 3 genes that code for the color of the eyes. By transcription and translation a protein is made. That protein is the enzyme tyrosinase which catalyzes the amino acid tyrosine and controls the amount of melanin in the cells (melanocytes) of the iris. The higher content of melanin the darker the eye color is.
Emphasize that DNA has the code to make the enzyme that will control the level of melanin and ultimately the color of the eyes, because the enzyme is a protein.
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16. Summarizing I used to think … but now I know:
Each student will answer:
I used to think the color of the eyes
came from…….. But now I know…….
share with shoulder partner
and the class
Summarizing: formative assessment
The teacher will have students complete a I used to think … but now I know:
Each student will answer: I used to think the color of the eyes came from…….. But now I know…….
(read the question to students and give student think time and 1 min to complete)
share with shoulder partner and the class
(clarify and review any misconception the students may have)
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