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TE 802: Guided Lead Teaching Unit Plan and Report

Name: Klaudia Burton

Partner: N/A

Mentor Teacher: Stephanie Robinson

School: Everett High School

Class and grade level: Biology (9th/10th)

Date: October 31st, 2014

Part I: Information about the Lesson and Unit


Topic: DNA/Protein Synthesis
Abstract
DNA is a molecule that is fascinating and intriguing in both its structure and function. In
this unit, students will be introduced to the unique structure of DNA and how that unique
structure encompasses so much information to be used in an organism for proper functioning. By
introducing students to real life examples of how scientists use this microscopic structure to
better the health and well-being of some many people, they will be further engaged and helped to
make connections on the importance of DNA being properly constructed. Students will watch a
brief clip from 60 Minutes entitled Breeding Out Disease in which they will see how far
science has advanced in the world, to where potential parents can partake in genetic screenings
of their embryo (e.g. looking at the DNA structure of their potential child) in order to eliminate
the possibility of extremely harmful genetic traits being passed down to the child. From then on,
students will engage in a series of activities in which they will describe the structure of DNA and
become familiar with its inner workings and how important DNA is to the building of many
more complex structures in an organism.

Part II: Clarifying Your Goals for the Topic


A. Big Ideas
One of the seven characteristics of living things is that they are all composed of DNA.
Deoxyribonucleic acid is a molecule that encodes the genetic information used for development
and function of an organism. Belonging to the group nucleic acids, one of the four major
macromolecule groups essential for living things, DNA is encompasses many parts that attribute
to its unique structure. Possessing a unique two-stranded, polynucleotide coiled structure, better
known as a double helix, allows for this extremely lengthy macromolecule to be condensed in a
form able to fit into an organism. The polynucleotide backbone of DNA consists of three major
parts, a sugar (deoxyribose), and phosphate group and one of four nitrogenous bases: Adenine,
Guanine, Cytosine and Thymine. The four nitrogenous bases are responsible for a unique pairing
that allows for each organism to have a unique strand of DNA, with Adenine always pairing with
Thymine and Cytosine always paring with Guanine. All cells contain genetic information in the
form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for
the formation of proteins, which carry out most of the work of cells. (NGSS, HS-LS1-1)

B. Student Practices
1. Naming key practices
Using Models
Obtaining, Evaluating, and Communicating Information

C. Performance Expectations for Student Learning


Performance Expectation

Associated
NGSS Practice

NGSS Performance Expectation(s)


1. Construct an explanation based on evidence for how the structure of DNA determines the
structure of proteins which carry out the essential functions of life through systems of
specialized cells. (HS-LS1-1)

Using Models
(Application)

Specific Lesson Objective(s)


1. Describe the structure of DNA and its codes for the production of proteins.

Using Models
(Application)

2. Recognize that every species has its own characteristic DNA sequence. (HSCEs, B4.2B)

Obtaining,
Evaluating, and
Communicating
Information

Part III: Example Activity Sequence


A. Storyline for the Activity Sequence in Context
Stage

Role in Storyline

Lessons
before your
sequence

Cell Membrane Structure and Function, Cell Transport (Osmosis, Diffusion, etc.)

Lesson 1

Breeding Out Disease video; DNA history/structure notes; Ss will use Metatcognitive
Making Connections Bookmark log during video and Course Packs for notes

Lesson 2

DNA structure coloring; Students will use Course Packs to label and color multiple
interpretations of DNA (i.e. Helical, Ladder, etc.)

Lesson 3

DNA card activity; Ss will be given a card with three bases on it, in the combination using
A, T, C and/or G, there job is to find their complimentary strand; Whole class will form
two complimentary strands by lining up in two lines across from their perspective base
pair

Lesson 4

DNA vocabulary; RNA notes; quiz over DNA structure

Lessons after
your
sequence

RNA, Protein Synthesis, etc.

B. Activity Sequence Details


Focus Objective
Objective

NGSS Practice

Describe the structure of DNA and its codes for the production of proteins. Using Models

1. Application Cycle
Examples and Scaffolding (Pattern in Student Practices)
List of examples
1. All living things are composed of DNA (Characteristics of Living Things Unit)
2. DNA is one of the four organic compounds essential to the functioning of all living things
(Organic Compounds Unit)
3. DNA contains hereditary information; DNA is located in the nucleus of animal and plant
cells (Cell Structure and Function Unit)
Scaffolding that applies to all examples
Use of Visual Aids (PPTs, videos, pictures, etc)
Give time to talk (Think/Pair/Share)
Offering explanations

Inviting for students to contribute clues


Draw upon personal connections/experiences on the issues of DNA (i.e. genetic
diseases - Tay Sachs, Crohns, Huntingtons Diseases) to stress importance of its
structure

Stages in Your Application Sequence


Stage

Teaching Activities

Establishing
the
problem

How is that scientists are able to possibly eliminate harmful genetic


diseases simply by looking at a potential embryos DNA?
(Metacognitive Bookmark Log/ 60 Minutes - Breeding Out
Disease Video)

Modeling

Ss will watch short 15 minute clip describing ways in which modern


technology is used to better the advancement of eliminating
harmful genetic diseases by simply looking at the unique
structure of DNA; Ss will fill out a Metacognitive Log in which
they are asked to make connections of the Video to Self, Other
Text and World
Ss will also take notes about the basic structure of DNA; tying in Ss
personal connection to DNA with the basic structure and why
this structure has to be so unique (Teacher explains if DNA
were to be stretched out from a human, it would be entirely to
long; structure allows for it to be condensed to fit into an
organism);
Notes on structure (Double Helix, Nucleotides, Base Pairs, etc)
Teacher engages Ss in in coloring of DNA structure activity that shows
the significance of proper base-pairing (A to T and G to C);
Ladder image > Twisted Ladder

Coaching

Reiterating the important connections to previous units (Cells, Organic


Compounds, Char. of Living Things) and how they to tie in the
importance of knowing the structure of DNA
Ss will engage in DNA complimentary strand card activity; each
student will be given a card of a particular color and they must
find their complimentary base pair strand of a different color
(i.e. Student #1 has a green card with letters TCT, they must
locate the student with the purple card reading AGA); Ss are
encouraged to use their notes and classmates for help, but minor
help from the instructor; Ss should eventually find their
individual match and create 2 lines mimicking a strand of DNA
Discuss the importance of having the base pairs correctly matched;
make reference to 60 Minute video and things that will be
discussed in the next couple of units (Protein Synthesis and
Genetics - Mutations, Genetic Diseases, etc)

Fading

Ss will engage in Decipher the Code activity in which they will be given a
worksheet in which it contains multiple strands of DNA, they will be
responsible for completing the complimentary strand of the one given on
the worksheet; once Ss have finished the complimentary strand, each
letter of the complimentary strand will code for another letter and/or
number and this secret code will lead them to a reward (i.e. decipher the
correct code may tell them Go get candy from 2nd cabinet in front of the
room)
Ss will not receive help from teacher or classmates

Maintenanc
e

Clear up any misconceptions Ss may have about the structure of DNA (i.e
incorrect thoughts about base pairing, shape and use in organisms)
Ss will also be given materials to DNA model kits in which they will build a
3-D structure of DNA in groups of 3; Ss should rely on group members
for help; once model is complete Ss will show instructor for a quick check
of correct completion
Ss will answer Exit Question concerning the structure of DNA

C. Lesson Plans
Lesson 1 Materials
Presentation materials (Overhead transparencies or PowerPoint presentations, etc): N/A
Copied materials (Handouts, worksheets, tests, lab directions, etc.): Student Course Packs (pg.
62-63); Metacognitive Bookmark Log

Other materials: 60 Minutes Video - Treating Ebola, Breeding Out Disease, Foo Fighters
(https://www.youtube.com/watch?v=MTUTklXtAIU)
Lesson 1 Activities
Lesson 1 Introduction (10 minutes)
DO NOW Question: Name 3 things you know about DNA? Where do you remember
learning this? (Daily beginning of the hour question; gets students focused, settled and
instructor time to take attendance and attend to other miscellaneous task)
TPS (Think, Pair, Share): Think - answer question individually; Pair - Share/Compare
answers with table partner; Share - instructor will a select few of students to share out to entire
class
Lesson 1 Main Teaching Activities (45 minutes)
60 Minutes video - Breeding Out Diseases; Ss will watch 15 min portion of this 60
Minutes episode discussing the ability to eliminate genetic diseases presenting themselves in
offspring via reproductive genetics
Ss will complete a log that contains questions that ask them to make connections from
the video to themselves, other text and the world
After video, Ss will refer to page 62 in the Course Pack where they will take notes on
the structure of DNA
On page 63, Ss can begin to color DNA diagrams (Ladder and helical images)
Lesson 1 Conclusion (5 minutes)
Students will place CPs in the class crate or take with them
All in class items (textbooks, colored pencils, pens, highlighters, etc.) must be returned
to proper place in the classroom
Students check to make sure area around them is clean for the next class
Teacher explains that if we did not finish coloring the DNA images there will time in
class tomorrow
Lesson 2 Materials
Presentation materials (Overhead transparencies or PowerPoint presentations, etc): N/A
Copied materials (Handouts, worksheets, tests, lab directions, etc.): Student Course Packs (pg.
62-64)
Lesson 2 Introduction (10 minutes)
DO Now Question: Name the 3 parts of a nucleotide. (Daily beginning of the hour
question; gets students focused, settled and instructor time to take attendance and
attend to other miscellaneous task)
TPS (Think, Pair, Share)

Lesson 2 Main Teaching Activities (45 minutes)


Complete DNA coloring pictures on 64 of Course Pack
DNA Complimentary Strand Card Activity; Ss will receive one card containing 3 base
pairs on it (A,T,C,G) of a particular color; Ss are to find their complimentary strand in
the opposite color (NOTE: Card TTT in green, does not go with AAA in green; Card
TTT in green can match with AAA in purple); Once all students are matched correctly
and standing opposite their complimentary part of the DNA strand teacher will assess
for correctness and either give a thumbs up for correct or thumbs down for incorrect; If
incorrect Ss will have to adjust accordingly until teacher gives the okay
Ss will complete notes on page 64 of CP; Teacher will go over notes with whole class
to ensure correctness
Lesson 2 Conclusion (5 minutes)
Students will place CPs in the class crate or take with them
All in class items (textbooks, colored pencils, pens, highlighters, etc.) must be returned
to proper place in the classroom
Students check to make sure area around them is clean for the next class
Teacher reminds Ss to study for upcoming quiz
Lesson 3 Materials
Presentation materials (Overhead transparencies or PowerPoint presentations, etc): N/A
Copied materials (Handouts, worksheets, tests, lab directions, etc.): Student Course Packs (pg.
62-64)
Other Materials: DNA Model Kits + Instructions (12)
Lesson 3 Introduction (10 minutes)
DO Now Question: Complete the correct complimentary strand for this DNA: ATC
TAG GGC ATA. (Daily beginning of the hour question; gets students focused,
settled and instructor time to take attendance and attend to other miscellaneous task)
TPS (Think, Pair, Share)
Lesson 3 Main Teaching Activities (45 minutes)
Ss will do DNA Vocabulary in the form a crossword puzzle on page 65 of CP
Teacher will distribute to groups of no more than 3 Ss a DNA model kit in which in
each group must assemble the structure of DNA with the help of the instructions; once each
group is complete teacher will check to see if it is correct; if correct Ss can dissemble model
and have time to study for quiz at the end of the hour
Lesson 3 Conclusion (5 minutes)
Quiz
Students will place CPs in the class crate or take with them
All in class items (textbooks, colored pencils, pens, highlighters, etc.) must be returned
to proper place in the classroom
Students check to make sure area around them is clean for the next class
Teacher reminds Ss to study for upcoming quiz

Part IV: Assessment of Focus Students


A. Focus Objective
Describe the structure of DNA and its codes for the production of proteins.

B. Developing Assessment Tasks


1. My Assessment: New Student at Everett High School (Handout Attached)
2. Mentors Assessment: Unit Test (Attached Document/Emphasis on Question 34)
3. Content Group Leaders Assessment: DNA holds the code for manufacturing
proteins in the body. How does it do this?

Part V: After the Unit Report


A. Description of Changes in Your Plans
In my original plans I added some things to the unit based on the fact that I was able to
teach all the way through to protein synthesis and not just DNA and its structure. My original
objective was for the students to be able to describe the structure of DNA, that was slightly
modified in the sense that they now had to not only describe and understand the structure of
DNA but translate that knowledge of into protein synthesis. I believe this also helped with the
fact the comment that my original focus objective may have been to general. In my original plan
I had the students doing a exit question as my assessment, but after thoroughly reviewing the test
that mentor had created, I realized that my question was really similar to questions they would
eventually see on the test. Instead I decided to use one of the activities I planned for them to do
as a formative assessment. In this activity, students were placed into groups of three or four and
given a task to design an ID badge for a new student coming to Everett. There were five
strands of DNA in which they had to translate and transcribe and then use the anticodons of the
RNA with the cards given to them that had a word on the opposite side and build the sentence
which coded for a certain characteristic (Ex: Lebron has blue eyes.) The cards represented
what an anticodon or codon chart would represent, except they use words to build a sentence, but
they know that amino acids are actually put together to build a protein. Once they decoded what
each characteristic was they had to illustrate what the person would look like on their new ID
card anyway they wanted as long as the image included the five characteristics I listed.

B. Story of What Happened


This unit in particular I thought would spark a lot of interest in the students because they
are constantly saying that biology has nothing to do with them, and this is one of the units I feel I
could've really gotten the students to relate to. In this unit my mentor and I devised several
activities to help the students learn about DNA and its role in the process of protein synthesis.
One of the ways we introduced them to this unit was a video from the TV show 60 Minutes,
which had segment discussing the ability in modern medicine to breed out certain diseases in
embryos through genetic screening. I was worried it would not connect with students, being that
many students in my class do not watch this show, but many of them enjoyed the clip and had a
lot of follow up questions concerning the video. We had the student make connections with the

video as they watched, with themselves, with other text, and real world examples. I particularly
focused on self connections as a way to start conversation with the students about certain genetic
diseases present in humans and how our DNA tells us so much about an individual and is
responsible for so much in the body.
This unit allowed for students to learn this topic in many different ways, not all students
learn by taking notes, listening to the teacher, or doing hands-on activities, so it is our
responsibility as teachers to create a combination to serve all the types of learning styles in the
classroom. From being able to physically build models of DNA and being able to practice
protein synthesis through a hands-on dry erase activity, they got a plethora of ways to learn the
material. I believe we got the best engagement out of the students during these types of activities,
however some of them still struggled with this unit in the end and this was made apparent by the
assessments given to them. I also believe that in many of the activities I had the students in
groups and I often let them pick their own groups, however there is usually one or two students
who rise as the alpha student(s) in the group and the others don't provide that much of an input,
therefore the activity doesn't do that much to increase their understanding.

B. Making Sense of Focus Students Responses


1. Descriptions of focus students
Pseudonym

Academic Standing

Personal Description

Amber

Very Good (A)

Student is very high achieving and independent; does


not require a lot of instruction or independent help;
diligent about work and studying outside of class;
very motivated

Gerald

Average (C)

Okay students; easily distracted by environment around him;


doesnt really show signs of lack of understanding in classroom
setting, but performs subpar on assessments

Allison

Poor (E)

Student is very disengaged in classroom setting, requires a lot of


scaffolding in assignments; does not complete majority of classroom
assignments

2. Excellent Response or Rubric


In my assessment, I was looking for a couple of the things. The main thing I was looking
for was did the students successfully transcribe and translate the DNA strand into mRNA and
tRNA and then were they able to properly use those codes with the cards given to construct the
sentence that told them the characteristic their particular person had. Once that part was
complete, the students illustration of the person was key as well. The illustration was a
representation of their understanding of the assignment, in that if they did not transcribe and
translate the DNA correctly, they could not successfully get the correct characteristics and
therefore they would not be able to successfully be able to illustrate the student on the ID card.
Also, there were a series of questions they had to answer, but one of the questions I was looking

to focus on was #10, in which I was looking for the students to answer saying that this activity is
primarily the same as how their DNA codes for certain characteristics in their body. There genes
codes for specific proteins which then translate to certain characteristics in their body and
produce certain traits.
3. Finding and Explaining Patterns in Student Responses
All the students in the class had moments where they were confused and for the most part
many of them were confused about the same things. Many of them struggled with the idea that
the DNA is what has the code to make proteins, because while learning about protein synthesis
they were taught that mRNA has the message or the information to build whatever protein that
gene on DNA was coding for. This was apparent on the exit question given to them about DNA
having the code for manufacturing proteins in the body in which the students gave a wide range
of answers, all from its made in the ribosome to things like tRNA and mRNA. I would have liked
the students to say something about genes being specific sections on the DNA that code for these
proteins and that the DNA code is transcribed and translated in the process of protein synthesis
by the specific and unique arrangement of the bases in each individuals DNA. I thought I made
this apparent to them throughout the unit when gave examples about how we all have different
DNA and it is in our special code that or arrangement of bases in our DNA that makes us so
unique. That was one pattern I saw present in the students as far as misconceptions.
Amber did really well throughout the unit, but I expected that from her not because of
previous units but because she has a really good work ethic and had extreme curiosity about a lot
the subject matter. She was one of the students who gave the answer of protein on her exit
question and the assessment I assigned was done really well and without my need of much
instruction. She also performed very well on the final assessment.
Gerald, did okay throughout the unit, but I did feel that he needed a little bit more
scaffolding than some of the other students. On his exit question he too mentioned protein
synthesis, but he did not fair well on his test. He did well with things like vocabulary and
matching but when it came to tying ideas together such as question 34 that I chose to focus on he
couldn't produce solid answers. I believe he lacks confidence in his abilities to do well, because
he has mentioned to me before that he has never gotten good science grades in the past and also
when he turned in his test he said I did what I could, but I just don't want to try anymore. I
believe that he is capable of more and I searching ways to increase his motivation.
Allison, is a very low achieving student and has an extreme attitude that makes it hard for
me to get through to her. She is constantly on her phone in class and doesn't pay attention too
much when she does come to class. If I am to take away her phone, she becomes completely
disengaged and shut down for the rest of the class, and gets nothing accomplished which shows
in her grade. In this unit she managed to complete some of the work although most of it was not
completed or it was incorrect. I didn't even have much to assess her on during this unit, as it
shows in the evidence that she didn't even complete my assessment assignment. I do believe her
ability to produce some work in this unit was achieved because of the many different activities
we prepared for the students to do. Originally, I thought her lack of motivation might have been
a seating assignment issue, but we have changed seats several times and that hasn't seemed to
change much. So I combed through many of her assignments to find commonalities in her
misconceptions and I found that she is not exuding a lack of care in her work for no reason, she
cannot comprehend a lot of the things in class due to her low reading level. So I presented to her

on many occasions that I am willing to work with her after school some days and help her
succeed in the class but she has not taken me up on the offer.

C. Improvements Parts I-IV


1. Group Activities: I would change the way I do a lot of the activities because it is hard
sometimes to manage these small groups and make sure each student is contributing to the
assignment and increasing their understanding. We make a lot of things group work because
we simply don't have enough materials for things to be individual activities. In the future I
will try to make activities/assignments that I feel carry more weight individual if possible.
2. Exit Slips: I dont know how useful the exit slips are for students because many of
them love to pack up five minutes before the bell rings anyway, so by the time I hand them
an exit slip they are rushing through it and not giving it much thought. I believe in the future
I would give the exit slip earlier in class and also put more weight on it grade wise to ensure
the students take it seriously, not only for them to add points to their grade but as a good way
for me to check understanding and be able to properly tweak my lessons if I see patterns of
misconception throughout the whole class.
3. Technology Usage: One of the things that was presented by my field instructor was
that I should to try vary some of the techniques (technological tools) in my teaching.
Towards the end of the unit I thought that it would have been a good idea for students to use
their phones for good and look up videos about protein synthesis and watch over and over
and eventually be able to narrate them so that they could understand better what was going
on. I could have turned it into an assignment where they could've found a video and turned it
in to me for points. I will try to implement some use for technology in the classroom next
unit.

D. Improvements in Your Understanding of Science Teaching


Something I learned that will definitely help me in the future as a science teacher is that
even though I create lessons in which I feel are engaging are not always going to translate with
the students. Also, even though I plan lessons with many activities that try to aid to many
different types of learning styles I am not going to be able to please every single student.

Attachments
Attachements uploaded to D2L.

Grading Rubric
Summary Comments
Comments on specific sections. Criteria for grading are the bulleted lists in each section.
I: Abstract
IIA: Big ideas
IIB: Practices
IIC: Performance
expectations
IIIA: Storyline
IIIB: Steps in activity
sequence
IIIC: Lesson materials and
activities
IV: Assessment tasks
VA: Story of what
happened
VB: Analysis of focus
student responses
VC: Improvements for
next time
VD: Improvements in your
understanding

Final Grade =

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