Central Dogma Theory
Day 1
Secondary Lesson Plan
Teacher: Robinson
Subject: Biology
Grade Level: 9th grade
Unit Topic: Central Dogma
Theory
Unit Duration: 13 days
Lesson Date: February 18, 2014
Lesson Topic: The Central Dogma
Theory
Parallel Text (including page #s):
Prentice Hall: Biology
p. 287-312
Predominant Method/Model:
Directed Reading/Lecture
Curriculum Alignment (AHSGE, SAT, ACOS):
AL. SC. BIO. 8 (2008): Identify the structure and function of DNA, RNA, and proteins, explaining relationships among
DNA, genes, and chromosomes.
AL. Information Literacy. K-12 (1998) [1] The student who is information literate accesses information efficiently and
effectively.
Concurrent Skills/Competency Focus:
Collaboration, Literacy, Note-taking, and Ability to follow directions
Instructional Objectives:
 TSW discover the effect of traits on physical appearance through the reading and subsequent answering of
questions on “The Blue People” article.
 TSW identify information regarding the history of the Central Dogma Theory using a graphic organizer.
INSTRUCTIONAL PROCEDURES
(Designating Set and Closure)


I.

PLANNING
TTW make copies of The Blue People of
Troublesome Creek article and subsequent
questions for students.
TTW prepare notes for lecture.
PRE-READING (DR)
TTW ask students who have ever met a
person with permanently blue skin to raise
their hands. TTW ask why anyone think
someone’s skin would be blue.
SET: TSW raise their hands if they have
ever met someone with blue skin. TSW
raise their hands and provide answers as
to why they think someone would have
blue skin.

TTW explain that today the class will be
reading an article entitled The Blue People
of Troublesome Creek.
MATERIALS/RESOURCES
(Aligned with Procedures)






Copies of The Blue People of Troublesome
Creek article and questions
Pencils/Pens
PowerPoint Presentation (adapted from K.
Montgomery)
Graphic Organizer (self-generated)
Overhead Projector
Textbooks
Central Dogma Theory




-
TTW explain that the point in reading this
article is to introduce the topic of the next
unit, The Central Dogma unit. In this unit,
students will learn about DNA, RNA,
proteins, and the processes to make each
within the body. TTW explain that each of
these plays a role in helping to express
certain characteristics, and the goal in
reading this article is to observe what can
happen when things do not function
properly.
TTW tell students to highlight or underline
words that are unfamiliar while reading
the article.
TTW explain that the article is a narrative
and students should be able to follow the
storyline without difficulty.
After reading the article, TSW answer
questions that have students identify and
define the terms that are specified in the
article. Students then use those terms to
analyze how and why the disorder
occurred.
TTW ask students to explain what they are
about to do.
TTW ask students why this article is being
read.
II. CONCURRENT READING (DR)
 TTW pass out the article and questions to
the students.
 TTW remind students to write questions or
things that stick out in the margins and to
underline or highlight words that stick out
or are unfamiliar.
III. POST READING (DR)
 TTW ask students to get out the questions
that were given with the article. TTW ask
students to point out any sections that
seemed unclear or of interest.
 TTW briefly go over the questions with
students and ask them to finish the
questions for homework.
 TTW ask students to put away the
article/questions.
Day 1
Central Dogma Theory
Day 1
IV. PRESENTATION (LECTURE)
 TTW explain that for the remainder of the
period students will take notes on the
history of research relating to the Central
Dogma Theory using a graphic organizer.
 TTW pass out a copy of the graphic
organizer to students.
 TTW use a PowerPoint presentation to
give notes.
 TTW ask questions periodically throughout
the lesson to assess the level of
understanding about each experiment and
researcher discussed.
VI. CLOSURE (LECTURE)
 TTW explain that in the next few weeks,
students will be learning about the
different processes that were discovered
as a result of the research contributed.
 TTW ask how the research that was
conducted by the various scientists
discussed in lecture could help with
understanding the blue people discussed
at the beginning of class.
CLOSURE: TSW discuss ways the research
conducted by the various scientists
discussed in lecture could help with
understanding the blue people discussed
at the beginning of class.


TTW remind students to study for their
test the following day on Photosynthesis
and Cellular Respiration.
TTW ask students to finish their
worksheets and turn them in on Friday,
February 21.
Assessment (Of Objectives)
ASSIGNMENT
(For Review, Practice, and/or Extension)


Questions from The Blue People of
Troublesome Creek will be reviewed for
accuracy and to ensure concept attainment.
Questions from The Blue People of
Troublesome Creek
Central Dogma Theory
The Blue People of Troublesome Creek Reading Questions
Day 1
Name
1. Use your textbook to define the term “trait”.
2. What physical trait was studied in this article?
3. Each trait can have variations. For example, the trait of seed color can have the variations of green
seed color or yellow seed color. What physical VARIATION of the trait from #2 did Martin Fugate and
his wife pass on to their many generations of offspring?
4. What was the speculation for why this variation was present?
5. What heredity blood disorder did Cawein discover was affecting the “blue people”?
6. What do you think the term “hereditary” means?
7. What is methemoglobin?
8. Cawein concluded that the blue peoples’ methmoglobinemia was caused by a missing enzyme called
____________.
9. Use your textbook to define the term “enzyme”.
10. For a person to have this disorder, he or she must inherit the gene from each parent. What term is
given for this?
11. Use your textbook to define the term “gene”.
12. How, or why, did this recessive disorder continue to multiply in this small family?
13. Based on this reading and your response to the questions, describe the relationship between
enzymes (proteins) and traits.