SINGLE SUBJECT SCIENCE

CREDENTIAL PROGRAM
LESSON PLAN FORMAT
Revised Jan 2012

NOTE: This lesson plan functions as a guide map to your instruction. Please include details about the examples you will give students,
the structure of notes if you will lecture, the directions for any activities, and key questions you intend to pose to students. In addition,
give time frames to help with pacing and attach any handouts that will be used.
UNIT TITLE:
INHERITANCE OF
LESSON TITLE: WHAT ROLE DOES DNA PLAY IN CENTRAL
DOGMA?
GENETIC INFORMATION

STUDENT TEACHER:

SCHOOL
:

Cal State University

Fullerton

DAY:

SUBJEC
T:

Dec.
3,
2016

PERIOD:

Biology

ROOM
:

GRADE
LEVEL:

9th

TEXTBOOK LINK:
1 LEARNING GOALS OF LESSON (WHAT WILL STUDENTS UNDERSTAND? WHAT KNOWLEDGE AND SKILLS WILL THEY BE ABLE TO
DEMONSTRATE?)
Students will work in groups of 2 to construct an explanation based on evidence by creating a
flow chart of the 3 main steps of Central Dogma to make connections among genes, proteins
and traits when considering inheritance of coat color in dogs
2 STANDARDS:
Content

HS-LS1-1.
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.

3 LESSON INTRODUCTION/ANTICIPATORY SET (THIS WILL GET STUDENTS ATTENTION FOCUSED ON THE OBJECTIVES INCLUDES
CONNECTING TO PRIOR CONTENT KNOWLEDGE AS WELL AS TO THEIR LIFE EXPERIENCES AND INTERESTS) INDICATE AMT:
TIME
DESCRIPTION
MATERIALS
THE TEACHER WILL READ THE LEARNING OBJECTIVE FOR THE DAY ALOUD TO
JOURNAL ENTRY
STAMP
10 MINUTES THE STUDENTS. NEXT, THE TEACHER WILL POSE A QUESTION TO THE STUDENTS
THAT REFLECTS ON THE PREVIOUS DAYS MATERIAL. YESTERDAY, WE MADE A
RECIPE FOR A DOG. WHAT DID THE SYMBOLS REPRESENT? WHY DID ALL OF THE
DOGS LOOK DIFFERENT? AND HOW DO YOU THINK THAT THE GENETIC CODE
TRANSLATES TO THE PHYSICAL TRAITS THAT WE SEE? STUDENTS WILL ANSWER
THE QUESTIONS IN THEIR JOURNAL THAT THE TEACHER WILL STAMP FOR

CREDIT. TEACHER WILL HAVE STUDENTS THINK-PAIR-SHARE THEIR ANSWERS

WITH THEIR PARTNERS, AND THEN WILL CALL ON STUDENTS USING EQUALITY
CARDS TO SHARE THEIR ANSWERS WITH THE CLASS.

4 LESSON BODY/STUDENT LEARNING ACTIVITIES (PROVIDE DETAIL ABOUT WHAT BOTH TEACHER AND STUDENTS WILL BE DOING.
INCLUDE SAMPLE PROBLEMS YOU MAY DO, MEDIA YOU WILL SHOW, QUESTIONS YOU MAY ASK, ETC.) INDICATE AMT:
TIME
DESCRIPTION
MATERIALS
THE TEACHER WILL INSTRUCT THE STUDENTS TO MOVE INTO THE LAB.
CHROMEBOOKS
AT EACH LAB TABLE THERE ARE 2 CHROMEBOOKS. IN GROUPS OF 2,
ARTICLE
30 MINUTES
FLOW CHART
STUDENTS WILL LOG ONTO GOOGLE CLASSROOM TO READ AN ARTICLE
COLORING UTENSILS
ABOUT THE STEPS OF CENTRAL DOGMA. THE ARTICLE WILL INCLUDE
READING GUIDE
YOUTUBE LINKS OF EACH STEP TO FURTHER UNDERSTANDING. AS THE
STUDENTS READ, THEY WILL DISCUSS WITH ONE ANOTHER ANSWERS TO
QUESTIONS ABOUT THE ARTICLE IN A CAUSE AND EFFECT READING
GUIDE. THE TEACHER WILL GO FROM GROUP TO GROUP POSING
GUIDING QUESTIONS AND CLARIFYING THE CONCEPT. STUDENTS WILL
USE THE ARTICLE/READING GUIDE AS EVIDENCE TO HELP THEM CREATE
THEIR FLOW CHARTS. AFTER STUDENTS HAVE COMPLETED THE READING
GUIDE, THEY WILL WORK TOGETHER IN GROUPS OF 2 TO CREATE A
FLOWCHART THAT EMCOMPASSES THE 3 MAIN STEPS OF CENTRAL
DOGMA (DNA RNA PROTEIN). STUDENTS WILL SHARE THE
COMPLETED FLOWCHART WITH 2 OTHER GROUPS, AND DISCUSS HOW IT
RELATES TO THE DOG BREEDING ACTIVITY. AFTER STUDENTS HAVE
SHARED THEIR FLOWCHARTS WITH OTHER GROUPS, THE TEACHER WILL
FACILITATE CLASSROOM DISCUSSION, EMPHASIZING KEY VOCABULARY
LEARNED AND HELPING TO ELIMINATE ANY MISCONCEPTIONS STUDENTS
MAY HAVE. TEACHER WILL BE GIVEN FEEDBACK TO STUDENTS
UNDERSTANDING ON THE TOPIC AND WILL SEE IF ANY STEPS OF
CENTRAL DOGMA NEED TO BE READDRESSED. STUDENTS WILL TURN IN
THE COMPLETED READING GUIDE TO THE TEACHER AT THE END OF
CLASS FOR CREDIT.

5 LESSON CLOSURE (HOW WILL I HELP STUDENTS TO PROCESS AND ORGANIZE WHAT WAS LEARNED?) INDICATE AMT:
TIME
15 MINUTES

DESCRIPTION
IN THEIR SCIENCE NOTEBOOKS, STUDENTS WILL INDEPENDENTLY CREATE A
CER ABOUT CENTRAL DOGMA THAT RELATES RELATES TO THE DOG BREEDING
ACTIVITY. STUDENTS WILL DEVELOP A CLAIM, USE THE INFORMATION

MATERIALS
SCIENCE NOTEBOOK

OBTAINED FROM THE ARTICLE AS EVIDENCE AND THE REASONING WILL RELATE
GENETICS TO THE DOG BREEDING ACTIVITY.

6 ASSESSMENT OF LEARNING (WHICH OF THE 6 FACETS OF UNDERSTANDING WILL BE UTILIZED: EXPLANATION,

INTERPRETATION, APPLICATION, PERSPECTIVE-TAKING, EMPATHY, SELF-KNOWLEDGE? WHAT FORMAT WILL BE USED?)
FORMATIVE ASSESSMENTS:
STUDENTS WILL ANSWER QUESTIONS AT THE BEGINNING OF CLASS THAT REVIEWS THE PREVIOUS DAYS MATERIAL AND HAS
STUDENTS MAKE PREDICTIONS ABOUT HOW IT WILL RELATE TO THE CURRENT DAYS LESSON.
FACET OF UNDERSTANDING = APPLICATION
PROGRESS MONITORING ASSESSMENTS:
STUDENTS WILL FILL OUT A READING GUIDE AND CREATE A FLOWCHART OF THE 3 STEPS OF CENTRAL DOGMA. THEY WILL
PARTICIPATE IN ARGUMENTATION AS THEY SHARE THEIR FLOWCHARTS WITH OTHER GROUPS.
FACET OF UNDERSTANDING = EXPLANATION

SUMMATIVE ASSESSMENTS:
STUDENTS WILL CREATE A CER ABOUT CENTRAL DOGMA AND RELATE IT TO THE DOG BREEDING SCENARIO.
FACET OF UNDERSTANDING = INTERPRETATION AND APPLICATION
SIOP MODEL STRATEGIES INCORPORATED (FROM THE SIOP INSTITUTE, PEARSON ACHIEVEMENT SOLUTIONS, 2005):
PREPARATION/MOTIVATION

___ Adaptation of Content

___ Link to Background
Link to Prior Learning

Identify Key Vocabulary

COMMUNICATION PROCESSES

Reading
Writing
Speaking
Listening

SCAFFOLDING

Modeling in Multiple Ways

___ Wait Time
Communication
Comprehensible Input

APPLICATION/REPRESENTATION

___ Hands-on
Meaningful
Linked to objectives
Promotes engagement

GROUPING
Whole Class

___ Small Groups

Partners
Independent
ASSESSMENT W/ APPROPRIATE FEEDBACK

Individual
Group
Written
Oral

7 SPECIFIC ADAPTATIONS FOR:

ELL:
ELD.P1.9-10.A.BR. EXCHANGING INFORMATION AND IDEAS WITH OTHERS THROUGH ORAL COLLABORATIVE DISCUSSIONS ON A
RANGE OF SOCIAL AND ACADEMIC TOPICS.
TEACHER READS INSTRUCTIONS ALOUD WHILE STUDENTS FOLLOW ALONG. TEACHER ENCOURAGES GROUP WORK AND ORAL
COLLABORATION. THE YOUTUBE LINKS AND FLOWCHARTS ARE VISUAL TO ENHANCE EL UNDERSTANDING. THE READING GUIDE
HELPS TO ORGANIZE INFORMATION AND FOCUSES ON KEY POINTS OF THE CONCEPT.
SPED / RESOURCE: THINK-PAIR-SHARE HELPS STUDENTS TO DISCUSS WITH EACH OTHER IDEAS THEY HAVE ABOUT THE
TOPIC AND ANY AREAS OF CONFUSION. HAVING STUDENTS READ THE ARTICLE AND CLICK ON YOUTUBE LINKS HELPS TO
INCORPORATE TECHNOLOGY INTO THE LESSON. YOUTUBE VIDEOS ARE A SUPPLEMENTARY ACTIVITY FOR SPED/RESOURCE
STUDENTS BECAUSE IT IS VISUAL AND MORE ENTERTAINING THAN READING THE ARTICLE AND MAY HELP THE STUDENTS TO
VISUALIZE THE CONCEPT. THE FLOWCHART IS A FUN ACTIVITY THAT ALLOWS THE STUDENTS TO EMPHASIZE THE MAIN PARTS
OF CENTRAL DOGMA BY MAKING IT MORE VISUAL. STUDENTS ARE ABLE TO COMPLETE THIS ACTIVITY IN PAIRS, WHICH
ALLOWS THEM TO DISCUSS THE KEY CONCEPTS BEING LEARNED.

GATE: DURING ARGUMENTATION SESSION, GATE STUDENTS CAN SHARE THEIR IDEAS WITH OTHER STUDENTS AND EXPLAIN
THE TOPIC IN THEIR OWN WORDS TO STUDENTS WHO MAY BE STRUGGLING. GATE STUDENTS ALSO WILL BE REQUIRED TO THINK
OUTSIDE THE BOX TO MAKE CONNECTIONS BETWEEN THE MICROSCOPIC LEVEL AND THE MACROSCOPIC LEVEL, WHICH TENDS
TO BE A VERY ABSTRACT CONCEPT FOR STUDENTS. GATE STUDENTS CAN ALSO VIEW MORE IN DEPTH YOUTUBE LINKS THAT
EXPLAIN THE STEPS OF CENTRAL DOGMA TO GET MORE DETAIL AND FURTHER THEIR UNDERSTANDING OF THE TOPIC.
GRAPHIC ORGANIZER

STUDENT INTERACTION

VISUALS:

Thinking map
Foldable
Cornell notes
Cloze notes
Outline
Other: Flow Chart

Numbered Heads
Think-pair-share
Around the World
Steal & Share
Appointment Clock
Chalk Talk
Carousel
Other:

Media Clip
Chart / Graph
Model
PowerPoint
Other:

8 CROSS-CURRICULAR CONNECTIONS (MATH, ELA, SOCIAL SCIENCE, ART)

Students created a flowchart which requires art skills, and ELA is incorporated when students wrote the reasoning for the CER.