| Protein Game |
| Biology Genetics Day 9 Protein Game PLO addressed: �relate the genetic code to the assembly of different proteins� Objective: To experience how the cell uses genetic information to create proteins. Materials: Simple toys with instructions for assembly, index cards with names of toys. Teacher�s Background Info: To manufacture a specific protein, proteins in the nucleus are triggered to produce mRNA transcripts of specific DNA sequences, or genes. The mRNA transcripts, after diffusing into the endoplasmic reticulum, are used, by ribosomes, to generate proteins on the basis of the mRNA sequence. Estimated Time for Activity: 30 min Content: Students assemble toys in a way that simulates protein synthesis. 3 min: Teacher brings up chromosomes and class recalls some aspects of them. Chromosomes contain genes and are found in the nucleus. 5 min: Students are told the rules of the Protein Game. Students are to be in groups of 5. Each group will get a section of the class in which to do the activity (see figure). In the nucleus, one student (A) from the group will represent DNA and its machinery. S/he will have instructions for the assembly of different simple toys, such as Kinder Surprise, and will show them to the two students (B) who come into the nucleus. Bs must take cards, each with the name of a toy, from the front of the class, and bring them into the nucleus. After showing them to A, they may make a copy (by hand) of the instructions for assembly of the toy. Once a copy is made, B takes it to the two remaining students (C). The Cs, who have the various parts needed for all the toys, use the copied instructions to make the toys. 2 min: Groups plan their strategies for the game. Strategies can be altered in the course of the game. 13 min: The groups do the activity. The short time may force the students to make the errors that cell machinery sometimes does. Teacher may have the groups compete to make the most toys. Clean up. Closure/Wrap-Up: (10 min) Class discussion of activity. Groups can describe their strategies and what about them worked well or did not work well. Teacher leads discussion about how the game mimics those processes. Differences between the game and what happens in a cell should be mentioned. Assessment: Teacher assesses participation in the activity and discussion. |