Hands-On Practice with Cutting & Combining DNA, Protein Synthesis Coding, and Disease Research.

This interactive Google Slides lesson introduces students to recombinant DNA as a biotechnology tool and emphasizes how genetic engineering is used to produce medically important proteins. Students move beyond definitions to examine how genes are cut, inserted, expressed, and translated into functional products used to treat disease.

Students begin by developing a clear understanding of what recombinant DNA is and how restriction enzymes and plasmids are used to transfer genes between organisms. Through guided, interactive practice, they model how inserted genes are transcribed and translated into proteins.

The lesson includes structured transcription and translation tasks in which students decode messages using a modified codon conversion chart, reinforcing protein synthesis skills in an applied context. Students then select one of several genetic diseases or disorders treated with recombinant DNA products and complete a mini research investigation to examine how biotechnology addresses real biological problems.

Throughout the lesson, students connect molecular processes to real-world applications, including the production of insulin, growth hormone, clotting factors, and other therapeutic proteins. The combination of guided practice, choice-based investigation, and research supports both conceptual understanding and student engagement.

This lesson supports students in:

• Defining and modeling recombinant DNA

• Explaining how restriction enzymes and plasmids are used in genetic engineering

• Applying transcription and translation skills to real examples

• Connecting protein synthesis to disease treatment

• Investigating medical applications of biotechnology

Designed for use after instruction on protein synthesis, this lesson works well in high school biology and introductory biotechnology courses. It includes built-in differentiation through student choice, a teacher answer key, and a printable, literacy-based exit ticket for optional written synthesis.

To see a preview of this lesson, click here.

Grade & Course Recommendations

High School

Highly recommended for:

• Biology / Living Environment

• Honors Biology

• Biotechnology

• Anatomy & Physiology (genetics/enzymes units)

Difficulty level: Moderate to high — appropriate for grades 9–12.

Cross-Curricular Connections & Extensions

📘 ELA / Literacy

• Research writing: Students investigate a genetic disease caused by a missing enzyme and answer structured research questions, aligning with informational writing standards.

• Scientific communication: Students summarize processes such as transcription, translation, and gene insertion in their own words.

• Evidence-based explanation: Students construct CER-style responses when explaining how enzyme deficiencies lead to symptoms.

🧮 Math

• Codon decoding & pattern recognition: Students apply consistent rules to convert DNA → mRNA → English letters, which mirrors functions, mapping, and pattern-based reasoning.

• Counting & probability connections: Extensions could include calculating the probability of inheritance patterns (connection to Punnett squares).

🧪 Biotechnology / Medical Science

• Directly connects to:

  • Recombinant insulin production

  • Gene therapy models

  • CRISPR (possible extension)

• Students can explore biotech careers (lab technician, genetic engineer, molecular biologist).

👩‍⚖️ Social Studies / Ethics

• Bioethics extension: Students can evaluate ethical considerations around:

  • GMOs

  • Gene therapy

  • Patent ownership of genes

  • Commercialization of recombinant pharmaceuticals

  • Debate-style extensions such as “Should pharmaceutical companies own patents on genetically modified bacteria?”

🎨 Art / Media

• Students can design:

  • Infographics explaining recombinant DNA

  • Posters about biotech careers

  • Graphic storyboards showing the “journey” of a gene through the process
    

Daily slide + literacy - based exit ticket included with purchase

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NGSS Standards (with SEP + CCC)

High School NGSS Performance Expectations

• HS-LS1-1 – Students model DNA structure and the role of DNA in encoding instructions for traits.

• HS-LS1-6 – Construct explanations of how DNA structure determines protein structure.

• HS-LS3-1 – Ask questions to clarify how DNA mutations or missing enzymes lead to genetic disease.

• HS-LS3-3 – Apply concepts of biotechnology and inheritance to real-world genetic case studies.

Science & Engineering Practices (SEPs)

• Developing and Using Models – Students model the transcription/translation process and the creation of recombinant DNA.

• Constructing Explanations – Students explain how recombinant DNA produces therapeutic proteins.

• Analyzing and Interpreting Data – Students decode DNA sequences and analyze resulting proteins.

• Obtaining, Evaluating, and Communicating Information – Research task on enzyme-related diseases.

Crosscutting Concepts (CCCs)

• Structure & Function – How DNA sequences determine protein products; how missing enzymes cause disease.

• Cause & Effect – Mutations or missing enzymes → physiological symptoms.

• Systems & System Models – Gene insertion into plasmids models biological engineering systems.

• Stability & Change – How introducing recombinant DNA changes an organism’s protein profile.

Common Core Standards

• RST.9-10.1 / RST.11-12.1 – Cite specific evidence about enzyme functions & genetic disorders.

• RST.9-10.2 / RST.11-12.2 – Summarize biotechnology processes clearly.

• RST.9-10.3 – Follow multistep procedures when decoding DNA and making recombinant DNA.

• WHST.9-10.2 / WHST.11-12.2 – Write informative explanations of a disease treatable with recombinant DNA technology

• WHST.9-10.7 – Conduct short research on a chosen disorder.

• WHST.9-10.9 – Draw evidence from informational texts when completing research portions.