BIOLOGY PARTNERSHIP GRANT
LESSON PLAN
TITLE:
DNA REPLICATION
LENGTH:
55 MINUTES OR 1 CLASS PERIOD
COURSE:
10TH GRADE BIOLOGY
COURSE LEVEL:
REGULAR BIOLOGY OR BIOLOGY 1
GROUP MEMBERS:
ARNEL DELA CRUZ, MIRAFLOR BUSCAINO, MARILYN SAMSON,
LARIE LAUDATO (From Gadsden County School District)
MENTOR:
LISA DAVIS
MOTIVATION
A. Prior to the lesson, the students will be given a 15-item Pre-test. (See Attachment 1: PrePost Test). The Pre-test will identify the prior knowledge of students about DNA replication and
whatever misconceptions they have about the lesson.
B. Use the bell ringer about books for reference use only as motivation for this lesson (see the
attachment entitled Attachment 2: Bell Ringer). A powerpoint or a smart board presentation
may be made from this or the attachment can simply be projected using a document camera.
Distribute a print-out of this attachment to the students. 25 copies of the attachment are
needed for an ideal class size of 25.
NEEDED MATERIALS & SET-UP:
A class of 25 students will need the following:
● 25 copies of Attachment 1: Pre/Post Test
●
●
●
●
●
25 blank bingo cards print-out (additional 25 copies for each variation made) see
Attachment 3: Bingo Cards
a set of the "codon game cards" (Cut these "codon game cards" into individual squares
and placed in a bingo basket for drawing). See Attachment 4: Codon Game Cards
25 markers (or pennies/beans for marking)
25 copies codon chart with RNA codons and their respective amino acids (must include
the list of the twenty amino acids) See Attachment 5: Codon Chart with RNA codons
colored pencils
(Decide if students will play alone or in paired teams.)
SET-UP:
For a class of 25 students, although the students will be working individually, divide the class
into six groups, each with 4 members. This will help struggling students to follow instruction
and quickly ask clarifications and help from groupmates. Table set-up can vary as long as each
member in each group will have access to the materials.
Although it is recommended to have less than 5 students in each group, teachers can modify
the number of students per group depending on the availability of materials, space and time.
Below is a suggested classroom set-up for the labs:
COMMUNITY RESOURCE:
An ideal community resource speaker for this lesson is a scientist from a biochemical research
company or a manufacturing company involved in producing commercial products being made
thru protein synthesis.
OUTCOMES:
Dimensions of K-12 Science Education Standards
Scientific & Engineering Practices
Asking questions and defining problems
Analyzing and interpreting data
Constructing explanations and designing solutions
Obtaining, evaluating and communicating information
Crosscutting Concepts
Cause & effect: Mechanism and explanation
Structure & Function
Stability and change
Content Literacy Standards
Reading Standards: Science & Technical Subjects - Integration of Knowledge & Ideas
Disciplinary Core Ideas: Life Sciences (LS 3: Heredity: Inheritance and Variation of Traits
Speaking & Listening Standards: Comprehension & Collaboration
LACC.910.SL.1.1 Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts,
and issues, building on others’ ideas and expressing their own clearly and persuasively.
Next Generation Sunshine State Standards
Standard 16: Heredity and Reproduction
SC.912.L.16.3 Describe the basic process of DNA replication and how it relates to the
transmission and conservation of the genetic information.
Learning Outcomes (to be posted in the board configuration)
Students will…
 describe the process of DNA replication and/or its role in the transmission and
conservation of genetic information by playing the Codon Bingo game within 30
minutes, with at least 80% accuracy and with several variations;

explain the basic processes of transcription and/or translation, and their roles in the
expression of genes by playing the Codon Bingo game within 30 minutes, with at least
80% accuracy and with several variations and;

clarify the basic components of DNA by constructing an advanced organizer with at least
80% accuracy and/or satisfactory responses.
LEGEND: BLUE – PERFORMANCE; RED – CONDITION; BLACK - CRITERION
PRESENTATION & PARTICIPATION:
Instructional Strategies:
Behavior - Demonstrations, Discussion, Cooperative learning
Cognitive - Brainstorming, Simulations, Kagan Strategies, Conversations, Using Analogies
Application/Process - Inquiry-based, Projects, Game
Other - Homework, Providing feedback, Questioning, Cooperative Learning, Self-Assessment
Summary:
Codon Bingo is a stimulating game that involves deciphering the genetic code. It is a game
designed for students to practice transcription and translation of codons. It has the advantage
that it is a game that students enjoy while they actively participate. All students become
engaged in this activity as it generates a lot of enthusiasm. As they play the game, they develop
increased proficiency at unraveling the genetic code found in the base pairs. After playing this
game, the task of transcribing the DNA base pair messages into mRNA codons and then
translating the mRNA codons into amino acids becomes much easier.
In this activity the students are given a bingo card with blank spaces. They choose where all
twenty amino acids will be placed and write the amino acid names on the bingo card. As the
names of DNA triplets are called, they transcribe the DNA into a mRNA codon and then into its
respective amino acid. If the codon for an amino acid they have on their card is called, they
place a marker on the appropriate spot. Once the students have five markers placed across,
down or diagonally, they win! The students read back their amino acids, which has become a
polypeptide of four or five amino acids, while the teacher checks for accuracy. The students get
immediate feedback on their ability to decode DNA.
Thus while playing a lively game they get repeated practice decoding the genetic message in a
fun, dynamic way with their peers. They gain a facility with the mechanism of gene translation
that makes further investigations much easier. The code in the DNA molecule becomes tangible
and comprehensible.
BELL RINGER:
Project “Attachment 1: Bell Ringer” on the board or provide a printed copy to each students.
The students will answer the questions in Attachment 1 as a bell ringer activity. Give students 5
minutes to answer to answer the questions.
Have a brief discussion of the students’ answers.
INTRODUCTION:
Ask the students if they have played Bingo before. Tell the students that they are going to play
a Codon Bingo. Then, provide each student with the following:
 a Codon Bingo card
 marker (or pennies/beans for marking)
 a codon chart with RNA codons and their respective amino acids and a list of the twenty
amino acids
 colored pencil
ACTIVITY 1:
Direct the students to write the name of all 20 amino acids on their cards. They may choose
where they wish to position them. They will have some amino acids on their cards twice as
there are 24 empty spaces to fill.
Once the bingo cards are ready, draw 1 "codon game card" from the basket and read the DNA
triplet code to the class.{Please note: on the "codon game cards" the small 'D' is the DNA triplet
(sense strand) and the small 'R' is the mRNA codon.} They must then transcribe the DNA base
pair triplet into the RNA transcript. Then using a codon chart, they translate the mRNA codon
into an amino acid. If they have that amino acid on their card somewhere they may place a
marker on that space.
Discard the used "codon game card" by laying it to one side. You will need it for the checking
process. Give the students enough time before drawing the next card - especially in the
beginning of the game.
Continue drawing and reading cards until someone yells "Bingo!" At this point check his or her
decoding by having the student read the four or five marked amino acids. Point out that this is
now a polypeptide. While the student reads out the amino acids, check for accuracy in the
discard pile. If a student has made a mistake and marked an inappropriate amino acid, he or
she is out of the game for this round.
Reward the winner(s) in some way to enhance motivation. Play the next round.
Variation #1: When preparing the cards, allow the students to choose as many or as few
of the amino acids as they like and position them on the bingo cards. (Note: It might be
wise to restrict them from using fewer than two or three amino acids.}
Variation #2: The pace of the game can be slow or fast depending on the student
population. After a few rounds of practice, picking up the pace can add a new challenge.
Variation #3: Instead of calling out the DNA triplet code on the "codon game card" call
out the RNA codon and have them only translate into an amino acid. This is an easier
variation and might be a way you would want to begin the first few rounds of the game
for beginners.
Suggestion: The teacher and students can create all sorts of variations and rules to add
interest.
Learning Activity adapted from: http://www.accessexcellence.org/AE/AEPC/WWC/1994/codon_bingo.php
QUESTIONS:
1. Do cells make protein? Why? How?
2. Does the information from DNA flow to RNA? Why?
(High Complexity)
(Moderate Complexity)
3. Is it important for a single gene to be able to produce hundreds or thousands of the
same RNA molecules? Why?
(High Complexity)
4. Which part of the Codon Bingo game represents transcription? translation? Why?
(Moderate Complexity)
5. Do ribosomes play a role in making proteins? Explain and justify.
(Moderate Complexity)
6. How is protein synthesis different from DNA replication?
LEGEND: QUESTION LEVELS: L3 – APPLICATION; L5 – SYNTHESIS; L6 - EVALUATION
REFLECTION:
(Moderate Complexity)
To ensure understanding of the covered benchmark, a post-test will be given to the students.
The post test contains the same questions as the pre-test. The results will be recorded and the
paper will be given back to the students during the next meeting.
Additional Question can be given to students in the POST TEST. (see Attachment 1: Pre/Post
Test)
Comparison of the results will reveal how much knowledge the students have gained after
exposing them to a variety of learning experiences. Students will be given 10 minutes to answer
the 15-item post-test. Afterwards, the analysis of the questions and corresponding answers will
be discussed by the whole class to finally clarify possible areas of confusion or those needing
reinforcement.
SAFETY:
Before the whole class activities begin, reiterate to the students to observe and follow
instructions. Specifically, remind the students of the following:
 No eating, drinking, while working on the Codon Bingo Game and throughout the lesson so
they can focus on their work and no time is wasted.
 Read and follow the procedures carefully.
 Do not use any equipment without prior instructions and approval by the teacher.
 Keep the work area clear of all materials except those needed for your work.
 Return all unused materials, markers and other materials to their appropriate containers.
 Clean up your work area before leaving.
TRANSFORMATIVE:
For Less Proficient Readers & English Language Learners
In grouping the students for the Codon Bingo activity, group/sit beginning and intermediate
speakers with advanced and advanced high speakers. Ask the group to pair up and collaborate
in understanding and rephrasing the instructions for the Codon Bingo activity. Students can
read the procedure individually and work with their in-group partner to clarify confusions. ESOL
students will be provided the worksheet in digital form to translate to their native language.
Use Visuals for ELL/ESOL/Visual Learner/Students
During instruction, project the game procedure, the BINGO CARD, the CODON GAME CARD, and
demonstrate how they are going to use each card. Also, model how they are going to mark
their BINGO CARD.
Advanced Students
After playing the first round and the students have demonstrated understanding of how they
are going to play the game, group advanced students and allow them to play another round
with modifications/variations. Alternately, each member of the Advanced Students will draw a
codon game card until someone in the group wins. Let the Advanced students check their
decoding by having them read the four or five marked amino acids.
ESE Students
For ESE students, provide a longer time to complete the Codon Bingo, give more
explicit/simplified instructions and do at least two repetitions.
UTILIZE:
Challenges
Challenge 1: In the Bell Ringer activity, visual learners might have difficulty understanding the
questions.
Challenge 2: The game may cover too much of the time.
Challenge 3: Students may find the game procedure too complicated and may have difficulty
playing the game.
Addressing the Challenges
After reviewing students’ responses, pre- and post-tests, the teacher may address the challenges
and misconceptions cited above by doing the following:
Challenge 1: To help students understand the bell ringer questions, use pictures or other
analogy that has illustrations. In comparing the role of DNA and RNA, the teacher may use the
“MASTER PLANS & BLUEPRINTS” analogy. The teacher may ask the students what the master
plans and blueprints represent in the analogy. Discuss with the students how builders use
copies of blueprints at building sites so that they don’t have to worry about the master
blueprint being damaged. In addition, cells use copies of DNA (in the form of RNA) rather than
the original DNA molecule when proteins are synthesized. This prevents the threat of DNA
being damaged at protein building sites. Ask the students to think about the mechanisms in the
nucleus might be represented by the copy machine in the analogy. Further, the teacher may
require or encourage advanced students to come up with additional analogies for the
relationship between DNA and RNA. For example, a student might suggest a film negative for
DNA and photographic prints of that negative for RNA. Then, have pairs of small groups of
students discuss their analogies and choose a few that they think best model the roles of DNA
and RNA.
Challenge 2: Once students became familiar with how the game is played, the teacher may
divide the class into 2 – 3 groups and each group may do a particular game variation.
Challenge 3: Have students fill in a blank Bingo Card with amino acids - there aren't enough
amino acids to fill a regular 5x5 card, so allow students to use each amino acid up to 2 times or
use a smaller card.
Get 12 Ping-Pong balls or practice golf balls. Write A on three of them, C on three, G on three,
and U on the last three. Be careful because the balls don't have an "up" side, C and U can look
similar - you might want to put a line underneath each letter. Place the Ping-Pong balls into a
bag or a hat. Pull 3 balls out of the bag, one at a time. Have students translate those three
letters into an amino acid and mark it on their Bingo card if needed. Return the balls to the bag,
give it a shake and repeat.
Extension activity:
Students will be given a comprehensive “Protein Synthesis Worksheet” that will measure their
level of understanding of DNA & RNA base pairing, transcription and translation. Please find
below the website from which the worksheet may be downloaded from or should there be
problems with internet access, please find the worksheet as one of this lesson’s attachments.
http://teachers.guntersvilleboe.com/stephaniebryant/Adv.%20Biology/Unit%205Heredity/protein_synthesis_ws.pdf
(CONTENTS of the BELL RINGER HAND-OUT - with ANSWERS)
Information:
Genes in cells are made of DNA, which is a complex molecule. The
structure of a DNA molecule contains the information that a cell needs to carry out
all of its functions. In a way, DNA is like the cell’s encyclopedia. Suppose that you
go to the library to do research for a science project. You find the information you
need in an encyclopedia. You go to the desk to sign out the book, but the librarian
informs you that this book is for reference only and may not be taken out.
1. Why do you think the library holds some books for reference only? Why do
you think that cells keep DNA in their nuclei?
2. If you can’t borrow a book, how might you take home the information in it?
How do you think this method may be similar to processes that occur in cells?
3. All of the parts of a cell are controlled by the information in DNA, yet DNA
does not leave the nucleus. How do you think the information in DNA might
get from the nucleus to the rest of the cell?
4. What might happen to a cell if its DNA was to be damaged?
Adapted from: http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-3201554/media/b10trans_v1_p0186.pdf
EXPECTED ANSWERS:
1. Accept any reasonable answer. Students may write that books may be too valuable to risk loss or
damage to them. The library wants to make sure that the information is always available and not tied up
by one person.
2. Students may write that they would photocopy pages of the book or take notes.
3. Accept any reasonable answer. Students may write that it is likely that cells have a way to copy the
information in DNA.
4. Accept any reasonable answer. Students may write that cells may die if their DNA becomes damaged.