1. TITLE OF LESSON
Unit 4; Lesson 3: Transcription
2. CURRICULUM AREA & GRADE LEVEL
9th grade, College-Track Biology
Dr. Rachel Richards
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.
4. RATIONALE
A. Enduring Understanding
We
are beginning a new unit on DNA & RNA. Students should understand how DNA
in the nucleus of their cells codes for genes, which give rise to our physical
characteristics and traits. The DNA in our nucleus makes RNA which makes
proteins, and proteins carry out all of the biological functions within our
cells to keep us alive.
B. Essential Questions
What
does DNA do?
What
is the structure of DNA?
What
is the connection between DNA, RNA, and proteins?
How
does DNA contain all of our genetic information?
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.
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 new content about transcription and completing a
worksheet, students will be able to describe transcription by writing a
1-paragraph summary about transcription.
8. ASSESSMENT(S)
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 transcription, 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 complete
their transcription worksheets to check for understanding, which will be graded
at the end of class.
C. Summative:
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 are looking up definitions to help students learn the correct meaning
and put the definition in their own words. The “Frayer model” graphic organizer
has been modified and implemented as an additional support. 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/Based on Readiness,
Learning Profile or Interest: Students
can see me for assistance in completing their spiral notebooks correctly. I
also circulate and check notebooks periodically before they are due to make
sure the notes are being taken correctly and content written is accurate.
During the quiz, students may ask me to read a question orally, or ask me for a
definition of a non-vocab word that they don’t know (e.g. “abundance”). New
words are put up on a “Word Wall”, visible to all students, in order to help
jog their memories, if needed.
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 are looking up
definitions to help students learn the correct meaning and put the definition
in their own words. 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 spiral notebooks correctly. I also circulate and check
notebooks periodically before they are due to make sure the notes are being
taken correctly and content written is accurate. During the quiz, students may
ask me to read a question orally, or ask me for a definition of a non-vocab
word that they don’t know (e.g. “abundance”). Students with IEPs may have extra
time on tests, or work in a quiet room in the back upon request.
10. INSTRUCTIONAL STRATEGIES
A. Intro (5 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:
•
What type of molecule is RNA? (hint: RNA)
•
What are the differences between DNA
and RNA?
•
What is RNA’s job?
•
Write the complimentary DNA strand to
this DNA strand: ACCTTAGGC
•
Now write the complimentary RNA strand
(reminder: replace Thymine with Uracil)
•
What is the first step of decoding
DNA?
•
In transcription, what type of
molecule is made from DNA?
•
How many genes is a single mRNA?
•
Where does the mRNA take the gene?
•
Where are the ribosomes located?
•
What do the ribosomes make from the
mRNA?
C. Guided Practice/Through: I will assist students as they work in their
lab groups to complete a color-coded worksheet on transcription.
11. STUDENT ACTIVITIES
A. Anticipatory Set/Intro: Students will listen to the learning goal and
add “Transcription” to the table of contents of their notes.
B. Instruction/Through: Students will take Cornell notes on transcription.
Students will answer questions embedded in the presentation orally to the class.
C. Guided Practice/Through: Students will work in small groups to answer
questions and complete a worksheet on transcription.
12. RESOURCES
· PowerPoint on transcription.
· Transcription worksheet (2 documents).
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