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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.
WHST.9–12.9 Draw evidence from informational texts to support analysis, reflection, and
research.
Language Objectives-
Student will be able to:
• write about the structure and function of DNA
• discuss important events that involve the discoveries of DNA
• read about historical individuals’ involvement and discoveries in DNA
• write historical individuals’ involvement and discoveries in DNA and why their contributions
were significant
Academic vocabulary:
Tier II (General): DNA, corroborate, reiterate, advocate, ergodic, eloquent, and
ostracism
Tier III (Domain specific): Nucleotides, nucleic acids, nucleobases, phosphates,
crystalized, diffraction, chromatin, and extracellular nucleic acid
Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed Academic
Instruction in English):
1. Vocabulary Overview Guide (Buehl, 2014, p. 259)
2. Double Entry Diary (Buehl, 2014, pp. 98- 100)
3. Science Connection Overview (Buehl, 2014, p. 255)
4. Highlighting and Making Connections (Tovani, 2008)
Implementation:
Students will be able to connect vocabulary terms to DNA, its structure, and the individuals
involved with the DNA discoveries. Specifically, the literacy strategies used in the lesson were
Vocabulary Overview Guide (Buehl, 2014), Double Entry Journal (Buehl, 2014), Science
Connection Overview (Buehl, 2014), and Highlighting and Making Connections (Tovani, 2008).
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
providing a verbal quiz and identifying where the class and individual students are.
Students will show their understanding of the lecture by completing a double entry
journal and article by using note-taking strategies for homework. The teacher will assess
completion and the materials and information relayed in these assignments.
- Summative: The teacher will assess students’ knowledge by reading the students’
worksheets to identify if the students can effectively interpret and summarize the
materials.
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
5 Will review any questions that need Students will listen, discuss in groups and
minutes clarification as a class, and answer/ask questions.
Lesson Body
10 Introduce and explain the guidelines Students listen actively to the instructions.
minutes for the Vocabulary Overview Guide
Students will write:
Teachers monitor the groups’ progress, 1. each vocabulary listed below
answering any questions and providing 2. a clue that gives away the word
feedback on students’ answers. (Greek and Latin root words or a word
inside of the word that gives away all or
part of the definition)
3. an explanation of the word or definition
4. and finally, use the word in a sentence
Lesson Closure
5 Will describe and provide further Students will listen to and read the
minutes instruction on the Science Friday following podcast from Science Friday:
podcast homework and the extra credit Plugging Into DNA for Digital Data
reading assignment. Storage.
https://www.sciencefriday.com/segments/p
lugging-into-dna-for-digital-data-storage/
Differentiation:
English learners: More descriptive Double Entry Journal notes for the PowerPoint and partially
filled in worksheets with a word bank to fill in.
Striving readers: Shorter passages. The extra credit assignment on Highlighting and Making
Connection for the Science Friday Transcripts will be mandatory.
Students with special needs/IEP: More descriptive guided notes for the PowerPoint and
partially filled in worksheets with a word bank to fill in.
Buehl, D. (2014). Classroom Strategies for Interactive Learning, 4th edition, Newark, DE:
Crick, F. H., Wang, J. C., & Bauer, W. R. (1979). Is DNA really a double helix?. Journal of
DNA Learning Center: Preparing students and families to thrive in the gene age, (ND) Cold
https://dnalc.org/resources/3d/25-basepairing.html
https://www.dna-worldwide.com
Grosjean, H. (2009). DNA and RNA modification enzymes: structure, mechanism, function and
Neufeld, P. (2005). Comprehension instruction in content area classes. The Reading Teacher,
59(4), 302-312.
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.
Wilkins, M. (2005). Maurice Wilkins: the third man of the double helix: an autobiography. OUP
Oxford.