Unit 4, Lesson 1: DNA & RNA

1. TITLE OF LESSON

Unit 4; Lesson 1: DNA & RNA

   

2. CURRICULUM AREA & GRADE LEVEL

9^th 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”.

 
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 dislike reading, and, as a result, rarely read outside of homework assignments. Therefore, at the beginning of each unit, I focus on helping students learn new vocabulary. They must learn to communicate each new word in their own words. This strategy will also help the ELL students expand their English vocabulary.

     

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)

·       Reading Fluency & Systematic Vocab Development: 6 (A): Use a dictionary: Use a standard dictionary to determine the meaning of unknown words.

                 

7. LEARNING GOAL(S) – OBJECTIVES (cognitive)

After introducing students to new learning objectives and vocabulary about DNA and RNA, students will be able to understand the meanings of new vocabulary words by communicating the definitions in their own words and use each word in a sentence.

Below are the learning goals for the entire unit, which students will be introduced to:

1.     Describe the overall structure of the DNA molecule

2.     Summarize the events of DNA replication

3.     Relate the DNA molecule to chromosome structure

4.     Name the three main types of RNA

5.     Describe transcription and the editing of DNA

6.     Summarize translation

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 and RNA, I will informally ask them to share with the class what they’re conception of DNA is, what it looks like, and where it’s located within the cell.

             B. Formative – Progress Monitoring:

I will circulate as students create their graphic organizers to check for student understanding of new definitions. Over the next week, I will begin each class by randomly calling on 3 students and ask them to share a definition. Students will be assessed with a quiz next week to check for understanding of new vocab words.

             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 and check to make sure a) they have completed their maps and flashcards, and b) they have created correct definitions.

              

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 (10 min):

Anticipatory Set—Students will be shown a short clip from Jurassic Park, which explains how DNA can be used to genetically engineer a dinosaur. Then, teacher will lead a class discussion on how much of this is true today and how much of the movie is false. Students are usually surprised that we are actually able to accomplish much of what the movie talks about (e.g. using dinosaur genes and expressing them in another organism to discover what color they were—recent article in Scientific American that would be good enrichment).

               

B. Instruction/Through (30 min):

Students will be presented with the learning goals of this unit. They will be directed to start a new table of contents in their spiral notebooks, copy the learning goals, and write down the new vocabulary words (listed below). After creating “flashcards” in their spiral notebooks with each of the 21 words written down, they will look up definitions in small groups of 2-3. They can use the glossary of the text, Chapter 7 of the text, or their iPhones, if they have them. They will be instructed to create their own definitions, using their own words. Since students have been having difficulty doing this, we will teach them how to use a graphic organizer, based on the “Frayer Model”. In short, students will create a map for each word in their notebooks, with each new word in the center. Four “bubbles” span out like limbs from the center, and are labeled: “Definition”, “Examples”, “Picture”, and “Non-examples”. After finishing their graphic organizer map for each word, they will then write a concise version of their own definition on each flash card. They will be instructed to study the flashcards for the vocab quiz assessment (next week).

Vocab Words for Unit 3:

1.     Anticodon

2.     Chromosome

3.     Chromatin

4.     Codon

5.     DNA polymerase

6.     Histone

7.     Messenger RNA

8.     Mutation

9.     Nucleotide

10.  Polypeptide

11.  Replication

12.  Ribosomal RNA

13.  Transcription

14.  Transfer RNA

15.  Translation

C. Guided Practice/Through: I will assist students as they work in small groups of 2-3 to research definitions for new vocabulary words.                          

D. Independent Practice/Through: I will instruct students to finish their vocabulary words at home, study them, and be responsible for learning the definitions of the new words. I will ask 3 students will share 1 word every day at the beginning class throughout this unit.                                

E. Closure

I will assess students in 1 week with a multiple-choice quiz.   

                                     

11. STUDENT ACTIVITIES

A. Anticipatory Set/Intro: Students will watch a video clip from Jurassic Park and engage in a class discussion about how much of the genetic engineering in the movie is science fiction and how much is reality today.                                        

B. Instruction/Through: Students will take Cornell notes on the learning goals for Unit 3 and organize space in their spiral notebooks for new vocabulary words. Students will be asked to share their ideas of any words they might already know with the class.                                       

C. Guided Practice/Through: Students will work in small groups of 2-3 to research definitions for new vocabulary words and create graphic organizers and flash cards.                          

D. Independent Practice/Through: Students will finish their vocabulary words at home, study them, and be responsible for learning the definitions of the new words. 3 students will share 1 word every day at the beginning class throughout this unit.                                

E. Closure

Students will be assessed for their understanding of vocabulary by a multiple-choice quiz in 1 week.      

                                                      

12. RESOURCES

·       PowerPoint intro to unit 3, including learning goals and vocab