EDSC 330 Strategy Presentation Lesson 1 Template

Names: Vaness Crook Subject Area(s): Biology

Lesson Topic: Discover DNA Grade Level(s): 9th Grade

Standards
Literacy Standard(s):
RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts,
attending to important distinctions the author makes and to any gaps or inconsistencies in the
account.
WHST.9–12.2.a–e Write informative/explanatory texts, including the narration of historical
events, scientific procedures/experiments, or technical processes.

Content Area Standard(s):

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.

English Language Development (ELD) Standard(s):

SL.9-10.1, 3, 6
Emerging: Demonstrate comprehension through discussions on familiar social and academic
topics by answering questions, with prompting and substantial support.

Expanding: Demonstrate comprehension through written work and discussions on a variety of

social and academic topics by asking and answering questions that show thoughtful
consideration of ideas or arguments, with moderate support.

Bridging: Demonstrate comprehension through written work and discussions on a variety of

social and academic topics by asking and answering detailed and complex questions that show
thoughtful consideration of the ideas or arguments, with light support.

Lesson Objectives & Supports

Content Objectives-
Student will be able to:
• demonstrate knowledge of DNA, the DNA structure, and the individuals involved in the
discoveries of DNA through various means
• construct DNA molecules using the 4 nitrogenous bases (ATCG), sugar, and phosphate groups
• plan and design a model of DNA.
Language Objectives-
Student will be able to:
• write about the structure and function of DNA

Academic vocabulary:
Tier II (General): DNA
Tier III (Domain specific): Nucleotides, nucleic acids, nucleobases, and phosphates
Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed Academic
Instruction in English):
1. Activating Prior Knowledge (Neufeld, 2005)
2. Guided Note Taking (Neufeld, 2005)
3. Magnet Summaries (Buehl, 2014, pp. 140-143)
4. Exit Slip (Tovani, 2008)

Implementation:
Students will be able to connect vocabulary terms to DNA and the structures, specifically
proteins, that DNA is comprised of. The literacy strategies used in the lesson were modeled
activating prior knowledge in the presentation (Neufeld, 2005), writing in the form Guided Note
Taking (Neufeld, 2005) and Magnet Summaries (Buehl, 2014) for English Language
Development.

Assessment:
Content Objective Assessment: The teacher will assess students’ progress and comprehension of
the DNA structure and the components through the following assessments and their respective
means:
- Entry Level: The teacher will assess students’ prior knowledge by asking critical thinking
questions about how the DNA structure is formed and supported.
- Formative: The teachers will assess students’ comprehension of lecture material by
reviewing the students’ work produced on the Guided Note Taking and Magnet
Summaries. Also, students will show their understanding through Exit Slips.

Literacy Objective Assessment: The teacher will assess students’ reading comprehension and
proper use of academic vocabulary through monitoring group discussions and verifying
understanding of the materials read through accurate completion of the worksheets.

Instruction: What you’ll teach, and how

Lesson 1: Introduction/Anticipatory Set

Time Teacher Does Student Does

5 Will introduce the lesson plan through
minutes a Knovio presentation that
demonstrates how DNA is structured
and the proteins that builds it.
Students listen actively to the overview of
the chemical elements and DNA. Students
will fill out their guided notes.
Students will use their guided notes during
the presentation.

Lesson Body

Time Teacher Does Student Does

20 Introduce the assignment and provide Students will listen actively to the
minutes explicit directions. description of the different components
and observe the illustrations.
Instruct the groups to complete their
corresponding sections using the Students will complete the Magnet
resource provided at their table. Summaries: Connecting the DNA Dots
worksheet. Students will work in groups of
Student comprehension of instructions four to fill in the blanks.
will be assessed. In their groups, students refer to their
given resource as evidence to support
Teachers monitor the groups’ progress, thoughtful discussion and accurate
answering any questions and providing completion of their assigned worksheet.
feedback on students’ answers. Ensure
that all students participate evenly. Students will elect one member of the
group to say their group's summary.

20-25 Show this video: Students will break up into groups of four.
minutes https://dnalc.org/resources/3d/25-
basepairing.html Work together to identify which part of the
DNA structure they received.
Provide blank paper cut outs of each
DNA structure Write the appropriate letter (A, C, T, G),
sugar molecule (S*), or phosphate
Display what each structure is based molecule (PO4) on the piece of paper
on shape
Students will create their section of the
Student comprehension of instructions DNA by piecing together their papers.
 will be assessed and that they have
correctly identified which structure
they received.
Once all groups have created their DNA
they will piece together DNAs with the
group next to them.
(This will continue until the students have
created TWO giant DNA strands.)

Lesson Closure

Time Teacher Does Student Does

1 Provide instruction on Exit Slip Students will take out a blank piece of
minute paper and write anything that they do not
State that they will discuss the understand
questions/issues further tomorrow at
the beginning of class before the
verbal “quiz”.

Instructional Materials, Equipment & Multimedia

Computer, ChromeBooks, projector, Guided Note Printouts, Magnet Summary Printouts, blank
paper cut outs of DNA structure, tape, markers.
(See below for resources)

Differentiation:

English learners: More descriptive guided notes for the PowerPoint that is partially filled in.

Striving readers: More descriptive guided notes for the PowerPoint that is partially filled in.

Students with special needs/IEP: More descriptive guided notes for the PowerPoint that is
partially filled in.

Advanced students: Longer and more in-depth summaries on the Magnet Summaries:
Connecting the DNA Dots worksheet.

Work Cited
Buehl, D. (2014). Classroom Strategies for Interactive Learning, 4th edition, Newark, DE:

International Reading Association.

Chalmers, A. F. (2013). What is this thing called science?. Hackett Publishing.

Chargaff, E. (Ed.). (2012). The nucleic acids. Elsevier.

Cohen, S. (2010). Lehman r. Erwin Chargaff. 1905–2002. Biographical Memoir. Washington,

DC: National academy of Sciences.

Crick, F. H., Wang, J. C., & Bauer, W. R. (1979). Is DNA really a double helix?. Journal of

molecular biology, 129(3), 449-461.

DNA Learning Center: Preparing students and families to thrive in the gene age, (ND) Cold

Spring Harbor Laboratory. [Video File] Retrieved from:

https://dnalc.org/resources/3d/25-basepairing.html

DNA Worldwide (ND). The History of DNA Timeline. Retrieved from:

https://www.dna-worldwide.com

Grosjean, H. (2009). DNA and RNA modification enzymes: structure, mechanism, function and

evolution. CRC Press.

Neufeld, P. (2005). Comprehension instruction in content area classes. The Reading Teacher,

59(4), 302-312.

Sayre, A. (2000). Rosalind Franklin and DNA. WW Norton & Company.

Seelig, G. (2016). Science Friday: Plugging Into DNA for Digital Data Storage. Retrieved from:

https://www.sciencefriday.com

Serafini, A., & Rigden, J. S. (1990). Linus Pauling: a man and his science. Physics Today, 43, 81.

Tovani, C. (2008). I read it but I don’t get it: Comprehension strategies for adolescent readers.

Portland, ME: Stenhouse

Wilkins, M. (2005). Maurice Wilkins: the third man of the double helix: an autobiography. OUP

Oxford.