Summer Research Program for Science Teachers
Judith Exler
Norman Thomas High School
Manhattan
August 2004
Anticodons and amino acids game
Objective: To review the process of protein synthesis
Materials: Index cards with DNA sequences; chart of amino acid(word)/anticodon
Suggested DNA sequences:
1) AAA GTA AAT GTC
2) AAG CUU AAC GTT
3) CAG ACC CCA
4) TGT ACC TAT CTA
5) AGA TTT TTA ACA
6) CGC ACC CCG
Procedure:
1) Students are broken up into groups of three students- one translates DNA into mRNA, one translates mRNA into tRNA, and the third student translates tRNA into the amino acids(words).
2) The first student goes to the teacher’s desk and selects an index card. The student translates the DNA into mRNA at the teacher’s desk. Then the student brings the mRNA to his team’s table.
3) The second student then translates the mRNA into tRNA.
4) The third student looks up the words on the anticodon/amino acid chart.
After the students are finished, the teacher discusses the meaning of what happened.
Some questions that the teacher might ask include:
Why weren’t the students allowed to take the index cards off the teacher’s desk?(DNA doesn’t leave the nucleus)
What do the students’ desks represent? (ribosomes in the cytoplasm)
Why did some of the students end up with sentences that didn’t make any sense? (mutation, misreading of genetic code)
Students’ names___________________________________________________________________
Anticodons and amino acids game
Word (amino acid) Anticodon
1. your AAA; AAG
2. wears AAU; AAC; GAA; GAC; GAU; GAC
3.in UAC
4. the UAA: UAG: UAU
5. this CAA: CAG: CAU
6. we AGA; AGG, AGU, AGC, UCA, UCG
7. around GGA, GGG, GGU, GGC
8. DNA UGA, UGG, UGU, UGC
9. biology CGA, CGG, CGA, CGC
10. you AUA, AUG
11. father GUA, GUG
12. sneakers GUU, GUC
13. all UUA, UUG
14. are UUU, UUC
15.code CUA, CUG
16. brother CUU, CUC
17. together ACA, ACG
18. is ACC
19. life UCA, GCA, GCG, UCC, GCU, GCC
20. fun CCA, CCG, CCU, CCC
Your sentence in codons:
Your sentence in anticodons:
Your sentence in English:
National Standards:
Program Standard A: Teaching practices need to be
consistent with the goals and curriculum framework.
Content Standard C: All students will develop an understanding of the
molecular basis of heredity.
Teaching standard A: Select teaching and assessment strategies that
support the development of student
understanding and nurture a community of science learners.
Teaching Standard B: Teachers of science guide and facilitate learning.
The NYC science standards:
S2b The student produces evidence that demonstrates
understanding of the molecular basis of heredity
S2d Demonstrate an understanding of matter, energy,
and organization of lving systems
S4a Demonstrates an understanding of big ideas and
concepts
S5f Works individually and in groups to collect and
share information.