Matthew Ellis TED 400 Summer 2016

Marquez High School

Chromosomes/Genes/DNA Structure Lesson Plan

CSUDH - Division of Teacher Education
Candidate: Matthew Ellis
Subject(s): Biology
Grade level(s): 9th12th
Standard(s):
HS-LS3Ask questions to clarify relationships about the role of DNA and
1.
chromosomes in coding the instructions for characteristic traits passed
from parents to offspring. [Assessment Boundary: Assessment does not
include the phases of meiosis or the biochemical mechanism of specific
steps in the process.]

Date: 6/28/16
Single/Multi-Day
Lesson:
Single

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

Students will learn about the structural layout of DNA and how it contributes to inherited traits.
II. LEARNING OUTCOME (Objective):
Students will navigate through the structural variations of DNA and know the vocabulary for many of
its forms and be able to explain how genes on each chromosome are responsible for inherited traits.
Students will know that DNA is coiled, that coiled DNA forms a chromosome, and that there are genes
on a chromosome that are responsible for inherited traits.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): This lesson fits into
the larger curriculum by enabling students to know the structure of DNA, and the introduction to
chromosomes. The following day, they will be introduced to karyotypes and the usage of
chromosomes to determine sex of the suspect.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
The engagement activity will be a video of a digital reconstruction of DNA, the process of it coiling
up, and the process of it forming chromosomes leading up to cell division. This will end with a
discussion on what we saw in the video, and what we learned in class during the Prezi presentation.
The students will be the ones answering the questions as I guide them down the right thought paths.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Step #1: Warm-up
The warm up prompt will be for the students to answer the question of why everyones DNA is so
unique if there are only four nucleotides that can make up a DNA sequence. The question will be:
If there are only four nucleotides (A, T, C, and G), then why is everyones DNA unique?
Step #2: Assignment Instructions
a. The students will come in, and take out their notebooks, and write down the warm up. I will
ask someone to read the question.
b. The students will complete their warm up and share responses with elbow partners, then
share in a class discussion. We will discuss the question brought up by a student recently and
try and open their mind sup to the fact that our genome is really large and this gives plenty of
room for different variations in nucleotides and amino acids.
c. We will begin the lesson with the Prezi Presentation. It will contain the vocabulary words the
students are required to know (coiled, chromosomes, genes, traits) for the PBL unit, as well as
pictures visualizing the structure of DNA. I will ask the students to write down the text in
their notes, as well as make a quick sketch of the visual aids in the presentation.
d. Each slide will represent a continually microscopic view of DNA, as we progress from
structure to function and how genes come into play as far as determining what traits we end
up inheriting. We will brainstorm a few traits and share them out loud, then use one or two of
those traits as an example in the following diagrams. Students will be able to visually
identify parts of the chromosome, and correctly identify the double helix, a gene, and a

Matthew Ellis TED 400 Summer 2016

Marquez High School

chromosome on a diagram.
e. After the presentation, students will be divided up into DNA Buddies and grouped
according to their letter. They will be lettered off by the four nucleotides, A, C, T, and G, and
each letter group will grab a poster and some markers and make a poster with BOTH words
and a drawing representing one of the following topics, which will be assigned:

1)DNA Structure-Double Helix, Base Pairing: students will draw the double
helix structure of DNA, along with matching base pairs and include a short
description about what they drew.

2)DNA Coiling: students will draw the process of DNA coiling, with the use of
histones, and include a short description about what they drew.
3)Genes on chromosomes: students will draw an illustration of a
chromosome, and the genes located on it. They will select traits and place
them on the chromosome. They will include a short description.
4)Chromosomes in the cell: students will illustrate the nucleus of a cell, and
the presence of chromosomes inside of it. They will include a short
description.
f. In their groups, students will be given the above directions on a slide, which will be left up.
g. Students will design a poster with words and pictures to illustrate their assigned concept
regarding DNA structure and function.
Step #4: Discussion
a. Students will watch a video explaining the different situations that they learned about. I will
relate the video to the four different topics that the four groups made posters about.
b. The exit ticket will consist of a fill in the blank paragraph with a word bank where students
will copy the paragraph into their notebooks.
C. APPLICATION ACTIVITY (Practice and/or Reflection):
The activity in this lesson will be the completion of the DNA posters, as we progress in our
groups. In addition, the exit ticket will be asking them to briefly complete a sentence in terms of
how information in DNA is bundled into chromosomes, and the location of genes. The
engagement video at the end will also serve to allow students to reflect on the information that
was presented and visualize it as the structure really does occur.

D.

MATERIALS & RESOURCES: Students will be using a poster paper and markers. I will be
using a Prezi Presentation.
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
I will ask the students questions about the different key words they are required to know and have them
drive the story that the lesson will be writing. Their understanding will be checked at various points
throughout the lecture, including after the warm up, during the lecture, and after the video at the end.
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION,
PRACTICE):

This lesson features visual learning, as well as collaborative learning. The

information will be presented in both diagram and multimedia format, as well
as group discussion for those that rely on a scaffolding technique to learn the
content. Monitoring of the groups will ensure that all members understand
and master the material. Students requiring scheduling and timing

Matthew Ellis TED 400 Summer 2016

Marquez High School

accommodations may take more time to finish their writing if necessary.

Students needing setting accommodations shall sit in front of the class, or in
an area of the class that best suits their needs. Students will be able to
receive response accommodations if needed, writing down their answer if
they wish to do so, instead of verbalizing it. Lastly, presentation
accommodations shall include hearing instructions orally instead of written,
or on the slides, collaboration with an elbow partner to retrieve class notes,
and, if necessary, I will write the instructions down for the student in a
private conversation.
VII. HOMEWORK (IF APPROPRIATE): None.