| Lesson Plan |
| Grade: |
Date: 25/02/2026 |
| Subject: Biology |
| Lesson Topic: describe the differences between structural genes and regulatory genes and the differences between repressible enzymes and inducible enzymes |
Learning Objective/s:
- Describe the key differences between structural genes and regulatory genes.
- Explain how repressible enzymes are turned off by end‑product accumulation.
- Explain how inducible enzymes are activated by the presence of a specific substrate.
- Compare the roles of these gene types and enzyme classes in metabolic pathways.
- Apply the concepts to predict gene‑expression outcomes in simple scenarios.
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Materials Needed:
- Projector or interactive whiteboard
- Slide deck with operon diagrams
- Handout summarising structural vs. regulatory genes and enzyme regulation
- Printed lac operon schematic (cards for a modelling activity)
- Worksheet with comparison tables and short questions
- Clickers or online quiz tool for quick checks
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Introduction:
Begin with the question, “What would happen if a factory kept all its machines running all the time?” Students recall basic transcription/translation concepts, then are told they will learn how cells switch genes and enzymes on or off. Success criteria are stated: by the end they will be able to distinguish structural from regulatory genes and explain repressible versus inducible enzyme control.
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Lesson Structure:
- Do‑now (5') – Matching activity: pair gene names with their functions.
- Mini‑lecture (10') – Slides comparing structural and regulatory genes, highlighting location and products.
- Guided analysis (10') – Examine comparison tables for repressible vs. inducible enzymes; discuss examples.
- Group modelling (15') – Using printed lac‑operon cards, students simulate induction and repression scenarios.
- Check for understanding (5') – Clicker quiz with immediate feedback on key differences.
- Summary discussion (5') – Students verbally recap the four main distinctions.
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Conclusion:
Review the four core contrasts covered today and ask a few students to summarise each in their own words. Students complete an exit ticket stating one real‑world example of an inducible and a repressible system. For homework, they answer a short worksheet that asks them to predict gene‑expression outcomes for novel metabolic scenarios.
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