Hannah Moriarty
Teaching and Learning
Rice Crispie Decoding LAP
Dr. Letina Jeranyama
2/1/14
LAP: Rice Crispie Decoding RNA
I.
Content: Describe what it is you will teach. What is the content?
In this particular lesson (biology class) students will learn how to decode and transcribe
DNA sequences to mRNA sequences. Students will them decode these DNA and mRNA
base sequences in order decipher different instructions to make rice crispie treats. If the
students are to decode or transcribe the information incorrectly they will receive incorrect
instructions to their rice crispie recipe and be unable to make the recipe correctly.
Students will also learn the basic steps that take place in protein synthesis. We as a class
will compare protein synthesis to manufacturing candy in a candy shop, this way the
information is made to be simple to understand and easy to relate to.
II.
Learning Goal(s): Describe what specifically students will know and be able to do
after the experience of this class.
At the end of this class students should be able to explain what transcription is and
decode/transcribe base sequences of DNA into bases of mRNA. Students should be able
identify the bases uracil (present in RNA) and that when DNA base sequences are
transcribed to mRNA adenosine (A) pairs with uracil (U). Also, students should have a
basic understanding of the process of protein synthesis and the sequence events that takes
place in order for this event to occur. We will compare the steps of protein synthesis to
manufacturing candy in a candy factory to make the process seem more relatable and
easier to understand (this will also relate to our rice crispie recipe making theme for this
particular lesson). This lesson will also demonstrate to students mutations that may take
place if they do not decode the sequences correctly there will be a mutation and they will
not be able to follow the correct instructions when making their rice crispie treats, similar
to bodily functions when an actual mutation is present.
III.
Rationale: Explain how the content and learning goal(s) relate to your Curriculum
Unit Plan learning goals.
This lesson will take place in the middle of the protein synthesis unit. The day before this
lesson students will have done a lab where they will extract DNA from a strawberries.
The day prior to this lab students will explore the different nucleotide bases that make up
DNA and compare the structure and functions of DNA to RNA. Students have also been
exposed to basic understanding of protein synthesis and why is it important in order for
our DNA or the act as the “blue-pint” of our lives. After this particular lesson students
will learn how to translate mRNA and acknowledge that when translating nucleotide
bases to mRNA adenosine (A) binds with uracil (U) as opposed to thymine (T). This will
lead into the lesson we will do the following day where we will explore translation and
ask students to transcribe DNA to mRNA to tRNA and then find out the amino acid that
translate with each specific tRNA base and codes for a different protein. This lesson will
help students prepare for the lesson we will do the following day as well as build off the
lab they did the day before.
IV.
Assessment: Describe how you and your students will know they have reached your
learning goals.
I will assess if my students have reached their learning goals in various ways throughout
this lesson. First I will have each student answer a “warm-up” question to assess their
background knowledge on the topic at hand. I will use this as a way to assess how well
the students were able to recall the information we learned as a class two days prior. Next
we will have a class discussion to go over the correct answer to the warm-up problem and
discuss any issues the students may be having. The next way I will assess the students is
by if they are able to correctly transcribe or decode the DNA sequences and decode the
correct steps in order to make rice crispie treats. If the students are unable to do this
correctly then it will be obvious to me that they are having issues with the activity at
hand. Next I will ask each student to fill out an exit ticket asking them why decoding the
correct information is important. This will introduce them to the aspect of mutations and
learn the importance of decoding information correctly because it helps to determine our
genetic makeup. Finally, as a last form of assessment students will be required to answer
twelve questions pertaining to the lab and what they are being asked to do. If the students
are able to comprehend what the questions are asking and answer them correctly I will
be able to determine if they have grasped the main concept of the activity.
V.
Personalization and equity: Describe how you will provide for individual student
strengths and needs. How will you and your lesson consider the needs of each
student and scaffold learning? How specifically will ELL students and students with
learning disabilities gain access and be supported?
I.E.P:
In this particular lesson students with I.E.Ps will receive many of the same
accommodations as my students who are E.L.Ls and the entire class as a whole. All
students will receive oral and written instructions as well as model to help them
understand how to go about completing this activity. Students will answer a warm-up
problem that we will go over together in order to assure that they understand the material
at hand. Students will also be shown a short video-clip to help them understand the
process of transcription. The activity we will be doing in class is extremely hands-on and
easy to understand, it relates decoding DNA to following a recipe, something all students
have done at some point in their lives. The end product is also a treat with motivates them
to do the lesson correctly and they will be working in groups so they are able to use one
another to make sure they are going about the activity correctly. Finally, all students will
be required to answer twelve questions for homework about the lab we did today and
relate it back to genetics. Students will also be required to fill out an exit ticket which will
help me to assess who was able to grasp the main concept of this activity.
E.L.L:
My students who are E.L.Ls will have most of the some accommodations as my students
who have I.E.Ps. All students will receive written and oral instructions as well as model
to help them complete the task at hand. Also, students will be answering “warm-up”
questions we will go over the answer to this question and I will use this as a way for me
to assess how well they know the material. The students will also view youtube video on
transcription that will have Spanish subtitles. The students will be working in groups with
students who also speak Spanish. We as a class will go over the first two steps of the
activity so I can make sure that they are all on track. I also must check over their work
before they are allowed to move on. This will help me to determine which groups are
aware of what I am asking them to do. Finally, each student must also fill out an exit
ticket and complete their lab questions for homework, these aspects of the lesson will
help me to determine who truly grasped the lesson at hand and who needs more
clarification.
VI.
Activity description and agenda
a. Describe the activities that will help your students understand the content of
your class lesson by creating an agenda with time frames for your class. Be
prepared to explain why you think each activity will help students on the path
toward understanding.
i. Warm-up Problem:
 Find the complement strand of mRNA for the following DNA
strand:
a. ATTGCTATG = ?
 This warm-up problem will help students practice decoding for mRNA
 We will then go over this problem so students feel comfortable going
about the activity at hand
ii. Discussion
 As a class we will go over the warm up problem
 We will then define/discuss the world transcription and mention how
as DNA is transcribed into RNA the nucleotide base Adenosine (A)
now binds with Uracil (U) as opposed to thymine
iii. Video
 We will watch a short video on transcription as another way for the
students to see the information we are learning about
iv. Activity
 Students will be given DNA sequences
 In groups they must transcribe these DNA sequences into mRNA
sequences and match the correct code with the correct instruction to
the recipe
 We will go over the first two steps as a class
 Once students have finished decoding the recipe I will check over their
work, if they have done it correctly they will be allowed to start
making their rice crispie treats
v. Exit ticket
 Why is it important to transcribe DNA sequences correctly?
 This will introduce students to information we will cover the following
day about mutations and how mutations affect our genetic makeup
vi. Homework
 Students will be required to answer twelve questions pertaining to the
lab they did today about transcription and how you must decode DNA
and RNA sequences correctly for our genetic makeup to be accurate
b. What particular challenges, in terms of student learning or implementing
planned activity, do you anticipate and how will you address them?
Since students are not allowed to use my mentor teachers microwave I will need to
microwave their ingredients for them to make sure they melt. I am worried that this
may cause a delay in finishing the activity in the amount of time provided to them. In
order to rectify this situation I will try to space out what students are doing what steps
of the instructions so that there will be transition time between who needs to use the
microwave. Also, I will remind students that why they are waiting for their
ingredients to be micro waved them must work on their lab questions. This will
hopefully avoid chaos.
VII.
List the Massachusetts Learning Standards this lesson addresses.
3.2 Describe the basic process of DNA replication and how it relates to the transmission and
conservation of the genetic code. Explain the basic processes of transcription and
translation, and how they result in the expression of genes. Distinguish among the end
products of replication, transcription, and translation.
3.3 Explain how mutations in the DNA sequence of a gene may or may not result in
phenotypic change in an organism. Explain how mutations in gametes may result in
phenotypic changes in offspring.
VIII. Reflection
a. In light of all areas of planning, but especially in terms of your stated purpose and
learning goals, in what ways was the activity(ies) successful? How do you know? In
what ways was it not successful? How might the activity be planned differently
another time?
Overall this activity went really well. The students definitely enjoyed it and met all of my
lesson goals. They were able to correctly transcribe the DNA sequences and decode the
rice crispie recipe properly. I really felt confident in the hands-on nature of this activity
and I felt as if it was a fun way for the students to learn and remain engaged. If I were to
do this lesson again I would make sure to stagger the instructions better so that all of the
students wouldn’t be trying to all use the microwave at the same time. Perhaps next time
I will have a microwave and a hot plate going at the same time to save time and
confusion. Also, if I were to do this activity again I would buy different supplies and have
different recipes. I would secretly assign each group a certain kind of rice crispie treats
(chocolate, rainbow etc) this way I could demonstrate to students how one slight
difference in our DNA sequences can have a big impact on our end product. This would
be a good way to introduce mutations and explain how all mutations aren’t bad as well as
make the activity for challenging and enjoyable for the students.
b. What did you learn from the experience of this lesson that will inform your next
LAP?
This lesson has taught me that if I am having my students complete certain steps in order
to go through an activity I must learn to better stagger these steps. This way all of the
students aren’t working on the same steps at the same time and occupying the same
resources simultaneously, this may cause confusion and a lot of time where students are
simply waiting around. Also, I need to focus on adding more variation to certain aspects
of my lessons. For example, if I am hoping to teach my students about different genes I
should vary the recipe ingredients so that they are able to get a life-like perspective on
genes. I also need to start picking groups based on abilities so that the “high-flyers” in my
class will stop dominating the activity at hand and give students who are less
academically advanced a chance to shine as well.