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.
4. RATIONALE
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.
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 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.
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 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.
12. RESOURCES
· PowerPoint on DNA replication
· Handout with questions on DNA modeling
activity with pop beads.
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