Overview

Proteins carry out the essential functions of life processes through systems of specialized cells. The structure of
DNA serves as a code for the production of proteins through the process of protein synthesis. Protein synthesis
is a biochemical process that uses information coded in DNA to construct proteins.  The central dogma
illustrates the flow of genetic information in this process:  DNA-->RNA-->Proteins.  (Enduring
Understandings of BIO.2d).

Introduction
Proteins carry out the essential functions of life processes through systems of specialized cells. The structure of
DNA serves as a code for the production of proteins through the process of protein synthesis. Protein synthesis
is a biochemical process that uses information coded in DNA to construct proteins.  The central dogma
illustrates the flow of genetic information in this process:  DNA-->RNA-->Proteins.  (Enduring
Understandings of BIO.2d). 

Goals
 The student will be able to explain the process of protein synthesis, including transcription and
translation
 The student will be able to use a DNA or RNA codon chart to determine protein strands based
on a segment of nucleic acid
 The student will be able to interpret and decode start, stop, and sense codons.
Target Population
 High School Biology Students
Brief Description of the Lessons
 In the Guess Who activity students are introduced to the idea of encoding information.  Students
choose 10 genetic traits from a modified Universal Genetic Code and then create a two layer
“code”. This process will parallel reverse protein synthesis.  Students will receive a random
peer’s code and then decode it to try to figure out whose code they have.
 In the M&M Protein Synthesis Activity students will learn the details of protein synthesis by
adding relative vocabulary and context to the previous decoding activity.  Students will be given
a random assortment of M&Ms (colors will represent the nitrogenous bases of DNA). They will
record the base sequence and then transcribe/translate the DNA on a sheet that illustrates where
things are happening inside a eukaryotic cell as instruction is provided.
 Finally, in the Hemoglobin Mutations Activity, students will be given a specific mutation for a
segment of DNA and hypothesize the effect of that mutation on protein products. They will then
 work collaboratively to investigate the effect of that given mutation and link their findings to
diversity and evolution.
Objectives
 Objective #1: Students will be able to explain the process of protein synthesis, including the
overview of transcription and translation and their locations in a eukaryotic cell.
 Objective #2: Students will be able to determine the protein formed from a given segment of
DNA.
Prerequisites
 Students should have a basic understanding of the structure of DNA.  
 Students should understand that amino acids are the monomers of proteins.
 Students should have a basic understanding of eukaryotic cell structures.

Engagement
Ask students what the difference is between WHAT they are as a human and WHO they are as a person.  What
determines these things (Genetics? DNA? Environment? Other factors?) Discuss the difference between
genetic and environmental traits. Have students brainstorm 3-5 genetic and environmental traits of their own.

Ask students to brainstorm the pros/cons of having an analysis of their DNA completed. What kinds of things
could a DNA test tell you?  What are the limitations of this kind of test?  Will this test tell you WHO a person
is?  *As teachers, we can take a moment to emphasize the value of learning about the culture, identity, and
experiences of other people.  The more we learn about others, the more rich and whole our world becomes.  

Share that in this unit, students will learn how their DNA codes for their physical traits, including some of the
genetic ones they’ve listed.  *Keep this discussion general and vague—the “explore” part of this lesson will
allow students to learn the PROCESS of protein synthesis before adding the content vocabulary, so now is not
the time to inundate them.

Distribute the project sheet. (See Me Myself and My DNA Project Sheet).  Students will create a presentation
outside of class to showcase 23 traits of their choosing (minimum of 10 genetic and 10 environmental; other 3
are student choice).  Final product must include a visual and written piece for each trait, but how they
showcase their traits (video, booklet, index cards, slideshow, poster, trifold, 3D art piece) is entirely up to
them. (See photo for examples of the visual portion of the final product).
*NOTE: It is suggested that the teacher also participate in creating a product for this activity. It opens the door
for connections and conversations.  I usually give kids about 2 weeks to complete this project.  Students (and
teacher) can showcase their final products in a Gallery Walk and complete a sheet to find connections with
their peers (see table in Me Myself and My DNA Project Sheet).
Exploration
This activity is designed for students to become comfortable with the process of transcription/translation
independent of content knowledge.  Students will learn how to utilize the Universal Genetic Code
unknowingly.

Show the basic pigpen cipher (see Guess Who activity) and see if the students can decode it (it says
“biology”).  Ask students why information is encoded (confidentiality, simplify, etc.). Share that they will be
encoding and decoding their own information today.
Distribute Guess Who Activity Sheets to students.  *NOTE* If printing the Guess Who activity double sided,
be sure the FINAL CODE is in a place that you can cut it off and still see the decoder.* Have students start
with the decoder chart and choose 10 traits that fit their current physical appearance (ex: If they have naturally
blond hair, but it is dyed brown at the moment, then they should choose brown hair).  Students will inevitably
have questions about some of the traits on the chart. Have them write down their 10 traits on Part 1 of the
worksheet. (see Guess Who activity)
Facilitate the creation of individual codes.  Display on screen the Guess Who Universal Genetic Code.  Model
how each trait has a 3 letter code then have students begin creating their code and recording that code in Part 2
of the worksheet.  *NOTE* As students are encoding their information, walk around and assign a number to
each student by writing that number next to the final code and at the top of the worksheet.  This step is
necessary so that when the final code is cut off, you can identify whose code it is and ensure each student does
not get their own code.  The teacher should constantly be circulating and checking to see that the encoding and
decoding processes are done correctly and that misunderstandings are addressed.  
Facilitate adding a second layer of coding. Model how each letter in the 3 letter code will be substituted for a
different letter to create the final code.  Have students write their final code in Part 3 of the worksheet.
Cut off the Final Code from each student’s sheet and randomly redistribute them to the students. Model how
students should work backwards to decode the code and hypothesize whose code they have.  

Have students write out step by step “directions” for decoding the information.  The written portion can be
collected and evaluated to check for understanding prior to introducing the biology content next block. 
Written portions could be exchanged and peer edited.  Written portions could be displayed in a quick gallery
walk and students vote on which one is best (then keep that one to display for future reference).
Explanation
Share that today students will add context and content vocabulary to learn how DNA is decoded in the process
of protein synthesis. Essential vocabulary:  transcription, nucleus, DNA, RNA, uracil, thymine, adenine,
guanine, cytosine, mRNA, tRNA, translation, ribosome, amino acid, codon, anticodon, universal genetic code,
protein, STOP codon

Distribute the M&M Protein Synthesis Activity Sheet. Share with students that they are going to learn how the
DNA is decoded using the same process they used last class.  Distribute a small amount (15 or so) of mini
M&Ms to each student.  Have students randomly align them in a row.  Each color will correspond to a DNA
nitrogenous base (refer to M&M Protein Synthesis Activity).  *NOTE* Encourage students to work together
and help each other on the activity. No two students will have the same code, so peer assistance is advocated.
Have students color the nucleus on their sheet and write their unique sequence of DNA nitrogenous bases for
#3 on the worksheet. Remind students that DNA is double stranded and have them write the complementary
DNA on #4.  Students can now eat their M&Ms. ☺ Ask students to set their activity sheets aside.

Provide an expo marker to each student. Have students write “DNA, mRNA, tRNA, amino acid, protein” on
the desk. Show one of (or both) Video “Transcription and Translation” (https://www.youtube.com/watch?
v=41_Ne5mS2ls)

As they watch, have students record the COLOR of each of those things next to their list. Have students chat
with a table partner about how this video is similar to the decoding activity they completed last class.  

*NOTE* The level of students might determine how much of the rest of this activity is given at one time
(whole set of instructions vs. one at a time).  Written directions for students are provided in the M&M Protein
Synthesis Activity and can be posted on the board or printed if needed.
Remind students of the transcription portion of the video. Ask how DNA is different than RNA (nitrogenous
base uracil). Refer to the encoding/decoding activity students did last block and the directions they wrote (The
first step in decoding is to match A-U, C-G, T-A, G-C). Have students refocus on their activity sheets.  Have
them transcribe the DNA they wrote for #4 and write the mRNA on line #5. Have them label this step
transcription.  *As you facilitate this portion, incorporate content vocabulary. Students often know
“transcription” but “transcribe” confuses them.  Another misconception may be that the first step is to find the
complementary DNA first before transcribing. Reiterate that both strands of the DNA are transcribed and only
one side is done for this activity.
Remind students of the translation portion of the video.  Echo the “dazzling display of choreography” as the
mRNA snakes out of the nucleus and goes to the ribosome.  Have students color the ribosome and rewrite the
mRNA on #7.  Discuss the concept of a codon (and relate back to the 3 letter code they found the block
before).  *NOTE: Discuss the function of a stop codon because sometimes those come up in unanticipated
places in this activity. I usually tell kids to just write “STOP”, but to keep going to learn the process*
Distribute a Universal Genetic Code (two options are provided in M&M Protein Synthesis Activity) and have
students translate their mRNA.  Ask them what is not being illustrated (tRNA). Optional: have them draw a
tRNA on their sheet.
Have students label their diagrams with essential vocabulary (nucleus, DNA, mRNA, ribosome, transcription,
translation, codon, amino acid, protein) and then describe in sentence form the steps of protein synthesis.  *I
usually play the Transcription and Translation video one more time before they write.