1. TITLE OF LESSON
Unit 4; Lesson 2: DNA Replication
2. CURRICULUM AREA & GRADE LEVEL
9th grade, College-Track Biology
Dr. Rachel Richards
Monday, October 29, 2012—Sub led the class while I was in class. Class watched Jurassic Park.
Tuesday, October 30, 2012—I subbed. DNA extraction lab.
Wednesday/Thursday (block day)—Finish DNA extraction lab. Notes on DNA replication. DNA modeling activity. Notes on DNA transcription. Transcription worksheet.
Friday—Take Quiz 1.
3. STUDENT INFORMATION
A. English Language Learners
All ELL students are CELDT 4 and have been identified as “English proficient”. There are 4 students in Period 5 and 5 in Period 6 (11 total). See Unit 4, Lesson 1 for more information.
B. Students with Special Education Needs
6 students in 5th period and 4 in 6th period. See Unit 4, Lesson 1 for more information. All students have mild-to-moderate disabilities that enables them to learn in an inclusive classroom with some support.
C. Other At-Risk Students:
These are students who are not ELL or SN students but are earning a “D” or lower in the class and have been targeted for intervention (phone call home and mandatory lunchtime tutoring). 3 students, not listed above, are in 5th period and 3 in 6th period. See Unit 4, Lesson 1 for more details.
A. Enduring Understanding
Students are fascinated with how DNA makes up our unique characteristics. Students will learn how new DNA is made from old DNA, which occurs right before cells divide (mitosis). Students will also learn why it’s necessary to make an identical copy of DNA by learning about mutations and certain diseases that result when the DNA is copied incorrectly, such as cancer.
B. Essential Questions
How is new DNA made from old DNA?
Why is it important to make an identical copy of DNA?
C. Reasons for Instructional Strategies & Student Activities
My classes are composed with freshmen. Most of them don’t like biology, as evidenced by an informal poll on the first day of class. They learn the most from group projects, labs, and hands-on activities, as well as class discussion. I have incorporated an activity or lab following new content to engage students. In addition, students are fascinated by how DNA codes for their individual traits. They also are interested in diseases that occur when mutations occur. Finally, they want to learn about mutations since they’ve been exposed to the concepts of “mutant” and “mutation” in media and entertainment (X-Men, Spiderman, comics, movies, etc.). I will link student backgrounds and interests to this material to help students realize they already understand a lot about DNA already.
5. CONTENT STANDARD(S)
1. Cell Biology: The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism’s cells.
d. Students know the central dogma of molecular biology outlines the flow of information from transcription of RNA in the nucleus to translation of proteins on ribosome in the cytoplasm.
11. Investigation and Experimentation: Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the concept in the other four strands, students should develop their own questions and perform investigations.
d. Formulate explanations by using logic and evidence.
g. Recognize the usefulness and limitations of models and theories as scientific representations of reality.
6. ELD STANDARD(S)
· Use the Writing Process (7ES—Advanced): Use strategies of notetaking, outlining, and summarizing to structure drafts of clear, coherent, and focused essays by using standard grammatical forms.
7. LEARNING GOAL(S) – OBJECTIVES (cognitive)
After introducing students to content about DNA replication and engaging in a hands-on DNA modeling activity, students will be able to summarize the events of DNA replication by answering questions about DNA and replication in writing.
A. Diagnostic/Entry Level: Students took a test on Unit 3 (The Cell), which is a rough indicator of how well they are learning from my teaching style. It gives me a good measure of assessment to how well they’re understanding the material taught up to this point. In addition, before launching into new content about DNA replication, I will informally ask students to share 3 vocab definitions from the class (such as, DNA polymerase, replication, and nucleotide).
B. Formative – Progress Monitoring:
I will check for understanding by calling on students to answer questions embedded in my PowerPoint presentation. I will circulate as students create their DNA replication models to check for understanding. Students must get my signature on the model before moving onto the next step. One student per group will be selected to grade the group on questions (written on the handout) related to the modeling activity.
Students will have a Unit 4 multiple-choice test at the end of the unit (3-4 weeks). I will also grade their spiral notebooks at this time.
9. EXPLANATION OF DIFFERENTIATION FOR ELL & STS W/ SP ED NEEDS
A. English Language Learners
1.) Content: Students are arranged into groups of 4 according to current grade so those who need help with note-taking can look at the notes of a partner next to them. I pause to ask for questions to ensure everyone is ready before I advance a slide. New words are put up on a “Word Wall” alongside each unit to help students learn new vocabulary.
2.) Process/Based on Readiness, Learning Profile or Interest: Students are arranged into groups of 4 according to current grade so those who need help with note-taking can look at the notes of a partner next to them. I circulate as they work on the DNA modeling activity to offer individual assistance. In addition, I check for understanding frequently through random Q&A. Students have frequent opportunities to hear other student explanations in this way, as well as being randomly assessed.
3.) Product/Based on Readiness, Learning Profile or Interest: Students are arranged into groups of 4 according to current grade so those who need help with note-taking can look at the notes of a partner next to them. Students can see me for assistance in completing their DNA models correctly. I also circulate to offer individual assistance as students work. Students are also provided with a handout to give them a visual aid.
A. Students with Special Education Needs
1.) Content: Students are arranged into groups of 4 according to current grade so those who need help with note-taking can look at the notes of a partner next to them. I pause to ask for questions to ensure everyone is ready before I advance a slide.
2.) Process: Students are arranged into groups of 4 according to current grade so those who need help with note-taking can look at the notes of a partner next to them. I circulate as they complete their DNA models to offer individual assistance. In addition, students are allowed to work in groups, which provides peer-tutoring opportunities. Finally, I check for understanding frequently through random Q&A. Students have frequent opportunities to hear other student definitions in this way, as well as being randomly assessed.
3.) Product: Students can see me for assistance in completing their DNA models correctly. I also circulate before they are due to make sure questions are being answered correctly. Students are provided with a handout as a visual aid.
10. INSTRUCTIONAL STRATEGIES
A. Intro (10 min): I will present students with the learning goal of the lesson, which they will add to the table of contents in their notes.
B. Instruction/Through (30 min): I will teach students new material about DNA replication. I will stop every few slides and call on students to orally respond to questions embedded in the presentation. The questions include:
n What is the base pairing rule?
n What does replication mean?
n What is DNA replication
n What is the first thing that needs to happen before DNA is copied?
n What is the enzyme that copies DNA?
n What rule does the enzyme use?
n What does semi-conservative mean?
C. Guided Practice/Through: I will assist students as they work in their lab groups to model DNA and DNA replication.
11. STUDENT ACTIVITIES
A. Anticipatory Set/Intro: Students will write the new learning goal in their table of contents and prepare for notes.
B. Instruction/Through: Students will take Cornell notes on the DNA replication. Students will answer questions embedded in the presentation orally.
C. Guided Practice/Through: Students will work in their lab groups to model DNA replication.
· PowerPoint on DNA replication
· Handout with questions on DNA modeling activity with pop beads.