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B. Student Practices
1. Naming key practices
Using Models
Obtaining, Evaluating, and Communicating Information
Associated
NGSS Practice
Using Models
(Application)
Using Models
(Application)
2. Recognize that every species has its own characteristic DNA sequence. (HSCEs, B4.2B)
Obtaining,
Evaluating, and
Communicating
Information
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
Lessons after
your
sequence
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
Teaching Activities
Establishing
the
problem
Modeling
Coaching
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)
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.
Academic Standing
Personal Description
Amber
Gerald
Average (C)
Allison
Poor (E)
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.
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 =