*SSI Lesson Sample focuses on the AFFECT/ENVIRONMENT or the climate of the classroom (Designated by red text)
Unit 2 Structure & Function: Transcription & Translation
Grade/ Course: 10th Grade/ Biology
Topic: Protein Synthesis
Lesson #1 in a series of 6 lessons
Brief Lesson Description: Students will take virtual structured notes from Google Slides and work though a lesson
introduction on Khan Academy. The class will end with an Exit Ticket.
Performance Expectation(s):
HS-LS1-1.
Construct an explanation based on evidence for how the structure of DNA determines the structure of
proteins, which carry out the essential functions of life through systems of specialized cells.
Specific Learning Outcomes: Students will be able to reflect on their understanding of the protein synthesis homework
assignment through formative assessment during the SPONGE activity. Students will also demonstrate an
understanding of the basic function of DNA and RNA through their structured notes.
Narrative / Background Information
Prior Student Knowledge: Students will need to recall the way we do Khan academy and take notes in biology. We
started the Unit with DNA structure and Replication. Students need to have this a s a foundation for protein synthesis.
Science & Engineering Practices:
Disciplinary Core Ideas:
Crosscutting Concepts:
Constructing Explanations and
LS1.A: Structure and Function
Structure and Function
Designing Solutions
 All cells contain genetic
 Investigating or designing new
 Construct and revise an
information in the form of
structures requires detailed
explanation based on valid and
DNA molecules. Genes are
examination of the properties
reliable evidence obtained from
regions in the DNA that
of different components.
a variety of sources (including
contain the instructions that
students’ own investigations,
code for the formation of
models, theories, simulations,
proteins, which carry out most
peer review) and the
of the work of cells.
assumption that theories and
laws that describe the natural
world operate today as they did
in the past and will continue to
do so in the future.
Possible Preconceptions/Misconceptions:
 Students have shown a difficulty to comprehend the importance of following procedures completely
 Some of the information presented will be new to the students if they didn’t cover it in middle school life science
 DNA becomes RNA or RNA replaces DNA in cells
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions:
 Students will work on their SPONGE activity related to their homework on transcription
 Teacher will debrief the SPONGE and Learning Target
 After SPONGE, teacher will go over the process of protein synthesis using an analogy that is used and referenced
throughout the lessons of study
o The analogy that is used throughout the lessons pertaining to Protein Synthesis is outlined below:
 DNA is like the “Binary Code” found in computer systems. Living organisms use DNA as the
instructions for building a protein. The Binary code is sequenced in order to construct the
various applications that computer systems (smartphones) can run. If DNA is the “Binary
Code” of living things, mRNA is the software or program that can code for the various
proteins. In living things, proteins are the “applications” created.
 DNA (A,G,T,A) = Binary Code (1, 0)
 Nucleus = RAM
 mRNA = software (or coding program like Javascript, Python (used at Millikan), C or C++,
Block Coding (used for Hour of Code), HTML (for Web design), Xcode (for iOS)…)
 tRNA = Programmer
 Proteins = Applications
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:
 Students will work with their HASPI Team to complete a pre-Lab reading and questions assignment using the 1-2-4All reading strategy.
EXPLAIN: Concepts Explained and Vocabulary Defined:
 After, the students will take structured notes on transcription and translation along with THIEVES Reading Strategy
on a Khan Academy reading assignment
ELABORATE: Applications and Extensions:
 Before the end of the period, students will take a Kahoot! Quiz on transcription.
 The “Computer Coding” Analogy is used throughout
EVALUATE: Protein Synthesis Quiz
Formative Monitoring (Questioning / Discussion): During and after SPONGE, students will be exploring the concepts
that will be covered on the assessment during this lesson
Summative Assessment (Quiz / Project / Report): Students will be assessed at the end of the unit by taking a Quiz on the
topics covered in class. The “Computer Coding” Analogy is part of the Quiz.
Elaborate Further / Reflect: Enrichment:
 Students will be expected to use the vocabulary learned during lecture when conducting the laboratory activities for
the rest of the semester