.Teacher: Mrs.

Cassiday

Room#: 525

Lesson#inunit:6

Topic:Biology/DNA

LessonObjectiveandAssessmentoftheobjective
This lesson will prepare students for upcoming test by reviewing DNA and RNA.
Objectives:
OBJ: 13.2.3 Describe the central dogma of molecular biology.
OBJ: 12.1.3 Identify the role of DNA.
OBJ: 12.3.1 Summarize the events of DNA replication.
OBJ: 13.1.1 Contrast RNA and DNA.
OBJ: 13.3.2 Describe the effects mutations can have on genes.
Standards:
B.5.1 Describe the relationship between chromosomes and DNA along with their basic structure and function.
B.7.5 Explain and demonstrate how inserting, substituting or deleting segments of a DNA molecule can alter a
gene, how that gene is then passed to every cell that develops from it and how the results may be beneficial,
harmful or have little or no effect on the organism
*Strengths:
The strengths that this lesson provides are:
Multiple uses of representation in which the material is presented.
Every aspect touches on qualities that enhances the students abilities to participate in the lesson.
These are brought out by using the seven adaptations throughout the lesson.
The results of this differentiated plan proves to bring out the positive outcomes by student
engagement. This in turn creates an overall sense of security in students learning.
Given some challenges to build on, but not overwhelm.
*Benefits:
This lesson benefited the students by building prior knowledge, to get students minds primed for the
upcoming subject matter. It also builds a sense of community and involvement. Many times students do
not feel as if they are a part of a class. Using the small groups gives everyone a chance to participate in
discussion and having the use of technology tends to apply to the interest of younger students. And
finally the modified note sheets reduces anxiety when having to write so much, and allows for the
students to focus more on the material than making sure they write out long sentences.
*Adaptations (7) used:

Input- Quick pair and share.

Difficulty level- Being more direct to the point, less confusing.
Support- Six students will be pulled. Three identified, and three not.
Participation- Game promoting team work, but can be individualized as well.
Size- Questions have been reduced to need to know, not excessive.
Time- Giving students the extended time when completing an assignment.
Output- Student to tell something they learned out loud

Method(s)forInstruction
Class/GroupDiscussion
CooperativeLearning

TeacherModeling/Demo.
XJournalwriting
Studentswillwritequestion,and
answertosupporttheirownlearning

UseofMaterials
TeachersManualpg#
StudentTextpg#

UseofTechnology
CellPhone

PollEverywhere.co

XSmallGroup
Sixstudentswillbepulled.
Threeidentified,andthreenot.
(Support:foridentified
students)
GuidedPractice
Lab
LectureorDirectInstruction
XQuestion/Answer
Studentswillbeworking
togethertoanswerquestionsthe
Kahoot
LearningStations
Readers/WritersWorkshop

RolePlay
Handson
InquiryLearning
XGame
Kahoot
Simulation/RolePlaying
IndependentLearning
Other

PictureBooks
Handouts:
Manipulative:
RelatedEquipment:
XOther:
Chromebooks,paper,pencil
Adaptedmaterials

CPSClickers
ElmoDocumentCamera
Software
StudentComputers
VideoClips/DVD
XWebsite
Kahoot
Web2.0tool
Other

Strategies/ActivitiesSelected:
Minilesson:QuickpairandshareaboutRosalindFranklin,andwhysheimportant,anddidnotwintheNoble
Prize.
RosalindFranklin,isanintroductorytotheDNAlesson
Lesson:ReviewDNAandRNA
Formativeassessment:PlaygameKahoot(preparesforupcomingtest)
Journalquestionsandanswers

*Differentiated content used so that student will get access to the information:
Whiteboard
Paperpencil
Group
Audio/visual

*Differentiated process activities in which the student engages in order to make sense:
Whiteboarddisplaycontentvisualaidtoseeresponseswrittenout.
PaperpencilforJournaling.Studentsbenefitfromreading,andthentransferringtowriting.Areinforcementof
learningprocess.
Groupthinkpareshare.Studentsgiveinputtobeheard,andlistentootherresponses.Buildingcommunication
skills,andinvolvement.
Audio/Visualanotherchoiceofvisualaidetoconnecttodifferentlearners.Studentstakeininformationbeing

displayedasagame.Thiskeepsstudentsinterestbyhavingfunwhilelearning.

Scope and
Sequence
i Biology
Course Content:
Students Will

Describe the
central dogma of
molecular biology.
Identify the role of
DNA.
Summarize the
events of DNA
replication.
Contrast RNA and
DNA.
Describe the effects
mutations can have
on genes.

*Read
ness,
Student Activities

Mini lesson:
Quick pair
and share
about
Rosalind
Franklin,
and why she
important,
and did not
win the
Noble Prize.

Assessment
Tools
Formative
assessment:

Play game
Kahoot
(prepares for
upcoming test)

Think, pair and

share.

Assess knowledge by
playing game.

Lesson:
Review
DNA and
RNA
Board work
with visual
representation
on white
board.

Take notes on
assessment.

Play Game
Kahoot
Technology
based.

Journal
questions
and answers,
to enhance
learning by
seeing,
writing, and
memorizing.

Completion of
writing notes to
review for future
test.

Special Education,
Accommodations
How will curriculum instruction
and/or assessments be
accommodated to meet the needs of
each student
Student A: Works best in small
group. This allows him to focus on
related items being taught without
others around him. Also with the
read aloud helps benefit his ability
to absorb the lessons objectives.
Based on his past comprehension
barriers this best fits instruction for
him.

Student B: Historically the student

has had difficulties writing out long
assignments. It was best to connect
with the student by making the
written part of the lesson less, more
direct to the content in which the
student is expected to know. This
breaks the barrier of having anxiety
that reduces the chance of this
student being successful in this
lesson.

Student C: His disability keeps him

from interacting with others and
socialization. The small groups,
and partnering addresses his need to
be part of a peer group with positive
role models. This provides
opportunity to improve his language
communication.

interests,learningprofileofstudent:
Student A: Works at grade level, but can be overwhelmed by large amounts of text. The lesson benefited his,
because I read aloud most everything. Biology happens to be one of his favorite subjects. Mainly, because of the
labs. He is very hands on, and likes building things. So, when I plan a non-lab day I like to make it so that it is
activity based. Not so much text book.
Part of his OHI, is that he has to have reader services. This helps with his comprehension of the subject matter.
Sometimes, using the audio representation also helps assist. The note taking that was assigned to do was also
modified in order for information rather than writing out long questions and answers. He loves video games, so the
use of the Kahoot really addresses what connects to him personally.
Student B: He often shuts down when it comes to writing. I know it is not easy for him, but using small steps as
in the writing of questions and answers is done to advert his aggravation by showing one on the game screen at a
time. This benefits him, because in his eyes he does not see the long sheet of questions and answers. Just the one
on the screen at a time.
If he would see the whole list he would have immediately shut down. This way the student is still writing to
assist in his writing skills without causing undue stress. Also, he likes the small group. I believe he works more hi,
because of less distractions from the larger classroom.
Student C: Benefitted from the teacher (me) explaining the activities for the day. This was to prepare him, so
that he was aware of what would be expected of him during this lessons. Having time to process this he can be
engaging in the game, and know what to expect. Standing true to the schedule benefits his emotional state,
therefore he is able to focus. He is always directed in the transition of moving from one activity to the next. I give
time so that he can take time to do as I say in class.
He is also really into games. So, I incorporate the activity of learning into a game. This way he learns what I
need him to, without him looking at it as actually being taught as a lesson. I believe the web site Kahoot to be a
tool to help with this. You can allow music during the questioning, add 2 to 4 options for answers. Alter it to your
needs. I has worked well for me.
By putting text materials on board, presenting ideas through both auditory and visual means, using peer
buddies, and meeting with small groups benefits the needs of all three of these learners.

Lesson Agenda Teacher: will go over the schedule for the day (I always do this as part of an everyday event)
*Introduction:

Teacher: Will talk with students as they come in the door to make a connection that they are noticed.
Students: will do a quick pair, share, and shout out (Input) about what they know about Rosalind Franklin, and why
she did not win the Noble Prize.
*Improvement (1 0f 6):
Have students be more elaborate in their answers. Not just she invented DNA, but more back ground about her by
using a KWL chart to be more of a tool for this part of the lesson.
*Benefit: Using this chart gives students the opportunity to expand on their knowledge of what they know or want
to know. More so that when they look back on it, they have a place where they have kept their thoughts organized.
Teacher: This will build the habit of reflection into a learning experience. This provides a purpose for reading, and
assess student knowledge about the students comprehension of what has already been read:

Discovery of the structure of DNA

ex-rays of the DNA molecule
Died to ovarian cancer died at age 37.
Crick and Watson

*Task Analysis: Teacher will address what the next step in our lesson is: First Mini lesson, and review before
game. Use of white board to write out for students to see responses.
Transition Guided Practice:
(Difficulty level, being more direct, less confusing, but challenging on the review)
DNA: What does DNA do? Three things: Stores, replicates cells, and transmits information.
DNA replication results in two DNA molecules: one new strand and one original strand (Draw Pic)
Unlike DNA, RNA contains?
*uracil or
thymine
Remember RNA that are represented by the letters A, G, C and U. U stands for uracil. The others are adenine (A),
cytosine (C), and guanine (G).
*Improvement (2 of 6): Would have had students make up their own codes, and switch with a neighbor. This
gives the students the ability to practice on the own. Then return page to the owner, and they check for accuracy.
*Benefit: Giving them the chance to be the teacher, and teach what they have learned to each other. Building
strength in their own learning.
There are four basic types of unit of DNA are: A, T, G, and C. These letters represents the type of base each unit
carries: adenine, thymine, guanine, and cytosine.
What is the central Dogma? Information is transferred from DNA to RNA to protein. (Use of white board to ask
demonstrate a visual).

Why can insertion and deletion point-mutations be so detrimental?

If the reading frame is shifted, completely different protein would be formed.

*Improvement (3 of 6): With the insertion and deletion process, I think that students were confused. Using a
visual aid for this may have been better. I have actually found a site that kids could relate to better. Possibly
putting it more on a level they can understand: https://www.youtube.com/watch?v=eDbK0cxKKsk
*Benefit: Some students learn in a variety of ways. Using a representation piece like this connects to the younger
body students. It is less like a documentary, and is on their level of learning.
Read questions that are going to be on the quiz to prepare what they will be answering.
Direction was given as a lecture scenario. Students participated orally while writing directive information on the
board as answered by the students.
*Improvement (4 of 6): This took more time than expected. I feel that it was an overload on information that was
going to be repeated when they played the game. Possibly just identifying with what topics that were going to be
covered as a transition into the game would have been more effective, then the students watching me write the
answers on the board.
*Benefit: Students do not become restless in hearing the same thing more than once. Letting the students get
briefed can spark thought rather than melt them down with overload.
Transitioning: Teacher: Students get Chrome books (Technology) out. They will need note book paper/pencil. We
will be playing Kahoot. Everyone should be familiar with the game (Participation: Game promoting team work,
but can be individualized as well), it has been in the past. Students are partnered up, so that group discussion, and
team work can be played among the students. Each student will have their own Chrome book to answer questions.
Transition to Independent Practice and Conferencing: Students Log in to https://kahootit (Appendices 1).
Here they will be ask to enter a pin number. Teacher will log into https://getkahoot. , and pull up account, to start
game. Once account is brought up, start game and get students logged in. While students are logging in, teacher
will ask students if they are any questions how to play the game (Visual aide). Pause and allow for responses.
Once every one is ready, and logged in, read questions and answers (Size: questions have been reduced to need to
know, not excessive). This giving verbal (for students that need reader services) direction as well as the students
reading to aid their own learning. Once question have been read, and students have answered, deliver the correct
answer. Journal question and answer (Appendices 2). Give student time to write, and wait till all are finished
(Time: Giving students the extended time when completing an assignment), so that students can have as an extra
study guide to take with them. Students may add these notes to existing notes taken from class. Once game is over,
see where the most answers missed and have the students put a star, or a mark by that question as one that may
need studied more before testing.

*Improvement(5of6):Wouldbehavingmoretimebuiltinfordiscussiononquestionsthatstudentsareunsure

of.Justbecausetheymarkthem,andknowthattheyneedmoreclaritydoesnotmeanthattheywilldothatonce
theyleavetheclassroom.
*Benefit:Addressingthebarriersinthesametimeframemakesmoresensethantohavethemtoleaveit
unansweredintheirminds.Thestudentswouldthenleavefeelingsatisfiedandcontent.

*Closure:
(Output) Will go around the room, and ask each student to tell something they learned from todays lesson.
*Improvement (5 of 6): Students could whisper something to each other what they learned from the days lesson,
or could have wrote what they learned on a piece of paper as an exit ticket.
*Benefit: Giving students options, using multiple ways of showing what they have learned.

DailyAssessmentHowdoyouknowyour
studentsmetyourlessonobjective(s)andto
whatextent?
Xknowledge

Studentsareaskedtoactivateprior
knowledgeandapplyittoactivitytomake
connectionstocurrentactivity.
comprehension
application
analysis
synthesis
evaluation

Formative:
Classdiscussion
CPSclickers
Emailteacher
Entrance/Exitslip
TeacherObserve
Listenedtoconversations
Quiz
Thumbsup,neutral,ordown
Homeworkcheck
XVideoquiz

Summative:
Test
Project
Report
Presentation
FinalExam
Other

Kahoot!Studentsplayedgamethatrecords,
anddisplaysstudentanswerstoquestions.
Voting
WhiteboardCheck
XOtherNotecheck

Additional Teacher Preparation:

Prepare Kahoot Quiz according to discussion, so that content covered relates to topics that are presented and
reviewed.
Materials: Dry Erase Markers, paper, pencil, projector for game, Chromebooks, white board, computer
Accommodations for each student with IEPs, and goal:
Student A: OHI: Reader services for tests, assignments, extra time (time and a half) for assignments, copies of
notes provided upon request to supplement students own notes, small group settings, and to use self-advocacy.
Student B: SLD: Small group settings, needs to improve in writing skills.
Student C: AUT: Extra time, reader services, small group work, and will engage in class or follow teacher
directions.

*ReflectionOntheImpactoftheLessononStudentLearning:
Thestudentsdidwellinparticipationofthelesson.Theiraccommodationsforallthreeidentifiedstudents

weremet.ApartofthislessonthatIusedwasmerelyanadaptationthatbenefitalllearnersnotjustidentified
ones.Sometimes,Ihearstudentstalkabouthowfunitistocomewithme.IstepbackandlookatwhatIdoto
makeitfunintheireyes.PossiblyIamjustdifferentthantheireverydayteacher,thereforetheylikethechange.It
couldalsobethewayIpresent.Idonotstandbehindadeskandlecture.IwantstudentstoseethatIamintomy
teaching.IwantthemalltolearnwhatitisthatIhavetoteachthem.Iamresponsibleforconveyingthistomy
students.
Sometimesworkinginthissmallgroupcanbecomfortingtostudentswithspecialneedsbygivingthemthat
moreoneononethatStudentAtypicallylikesinoursessions.Hecangetdiscouragedinalargeroomofstudents.
Hisbehaviorsofclammingupsotospeakgetactivated.Whenhedoesthishewillnotselfadvocateandaskfor
assistancewhenhedoesnotunderstandthings.Thisiswhysmallgroupsettingsnanyoccasionreallyisgoodfor
him.WhenweworkedontheguidedpracticewhereIdidalotofthedirectinstructionwithparticipationofthe
group,hewasmorerelaxedbethewayhedispositionwas.Hewasnotastenselooking,andmoreopentoasking
questions.
AswecontinuedthroughthelessonStudentBgaveanoverwhelmingamountofdetail.Thisstudentisamore
verbaloutspokenstudent.Heroralcommunicationisgreat.StudentBhoweverdoesnotliketowrite,especially
longdrawnoutassignments.Ithasalwaysbeenthisway,butattimesitisimpossibletoavoid.Ifinfactthatisthe
case,inearliertimesStudentBhasbeenknowntobreakpencilsinhalf,orjusttheleadofftokeepfromdoingit.
Thesmallerstructurednotetakingreducesthebehaviors,andstilladdressingtheneedtoimproveonwritingskills.
Whenothertimesthelengthyassignmentsdocomeup,theyareallowedawordprocessortypicallyusedin
English.Theywanttodowell,andknowthattherearegoingtobethosetimesthatitwillhavetobedone.Forour
lessontoday,wefocusedonwhatisattheirlevelthatnottocauseunduestressforgroupworkingenvironment.
FollowingupwithStudentC.Everydayisdifferent,andsomedaysarebetterthanothers.Hisbehaviorscan
getinthewayofhisacademics.Manytimesplanninglessons,andadaptingthemtohimcanbechallenging

becauseofthesereasons.Hehasmanydayswerehiscommunicationisbetterthanothers.InthislessonIput
togetherIaddedthegameforfun,butalsobecauseheisintoanythingelectronic.IknewwhenIintroducedthe
gameintheorderinwhichIplannedthelessonthatheknowsthathewouldhavetodotheprioractivitiesbefore
gettingtotherewardofplayingthegame.WhenIexplainedthescheduleofevents,Ialsomentionedthatifwe
workedhard,participated,andworkedtogetherthenwewouldhavetimeforthegame.HeunderstoodthisasI
mustbehaveanddowhatisexpected.Theschedulealsowroteoutsohecanseealsobenefitshim.Hedidbecome
alittleunfocussedattimes,butwithsomeredirectionthingswentfine.
WhenIputlessonslikethistogetherusingsmallgroupinstructionwiththesupportofpeerstudents,itis
importanttomakewisedecisionsonwhotoinviteintothatgroup.TypicallyItrytoavoidstudentsthatcould
potentiallycausemoredisruption.Mygoalistoshowpositiverolesinlearninginwhichmystudentscanpickup
ontobuildthatkindofworkethicanduseofdesiredbehaviors.Thisinturngivesthosepeersandopportunityto
workwithothersthatneedassistance.Ihavefoundthatthepeersbecomemoreunderstandingofthestudentsthat
arespecialneeds.Thesestudentsnormallybuildamuchmoreroundedsenseofbeingthemselves.

StudentLearningData/Appendices

Appendices1of3
KahootFormalAssessment
Quiz:DNA/RNAassessment
Kahootlinktomypersonalgamesite:
https://create.kahoot.it/?_ga=1.265210184.658468018.1453897183&deviceId=4e9471d6e33e4d8abeb5
60599e71705a#quiz/142d1462b47d4b389c165582cddfb9ba
*(WebsiteconfidentialpleasedonotshareregisteredundermymaidennameofBaker)
Optional:Reorderquestionsbydragginganddroppingthemintoplace.
1

Whatisthecentraldogmaofmolecularbiology?

Whatstoresinformationinacell?

WhatdidRosalindFranklincontributetotheefforttoidentifythestructureofDNA?

DNAreplicationresultsintwoDNAmolecules,

UnlikeDNA,RNAcontains?

Whichofthefollowingistrue?

Mostmutations

Whycaninsertionanddeletionpointmutationsbesodetrimental?

Whichisthecorrectsequenceofthetransferofinformationinmostorganisms?

10

Whathappensduringtranslation?

Asyoucanseethequestionsareshortanddirect,justasintheminilesson.Whengameisfinishedtheteachercansee
whoallparticipated,andhowmanyguessedrightandwrong.Itcanbeusedasagoodformalassessment.Unfortunately,asa
downfallthegamedoesnotholdthatinformationtokeepforfutureuse.Althoughthesitedoeskeepthegame,sothatit
maybeusedmultipletimes.

Appendices2of3
FormalAssessment:Notestakenfromgame.

Appendices3of3

*StudentInterview:StudentA
1. Whatwasthebestpartoftheclasssession?
StudentA:PlayingKahoot
2. Whatdoyoulikemostaboutthegame?
StudentA:Igetchoicestopickfrom,anditisfuntothemusicplaying.
3. Doyoulikethegroupweworkedwithtoday?
StudentA:Yes,butsometimesPeer1canbetooloud.
Me:Iagree.Hesometimesjustgetsintobeingcompetitive.Wemightchoosetobringinadifferent
peernexttime.
4. WhatwouldyouthinkIcoulddotomakethelessonbetter?
StudentA:Idonotknow.Ilikedit.

5. Howdoyoulearnthingsthebest,ImeanhowcanIhelpyoulearnbetter?
StudentA:SometimesIwouldliketodomorelikeIlabs.Iamreallygoodatdoingthingsinour
labs.
Me:Iknowyouare,butitwashardtofititintoourday.Maybeattheendoftheweekwhenwe
havetimewecanthinktogetheraboutworkingonaplanforaprojectthatwillgowithournext
lesson.Howdoesthatsound?
StudentA:Great!
Me:Awesome.Thanksfortalkingwithme.

Ididthinkaboutaddinginacraftthatwouldhavethestudentsmaketheirowndoublehelix
usingpipecleaners,andbeads.Ichoosenotto,becauseofthetimeconstraintofhavingtotry
tofiteverythingin.Possiblyaddingthatinatalaterdateasarewardforgoodbehavior.