Lesson Goals
Content Area goals:
- Students will be able to understand base-pairing of DNA.
- Students will understand how these pairs affect and compose the structure of DNA.
Context of the Class:
This lesson was developed to teach a real class at the author’s school site.
Class is taught during the last period of the day and is 80 minutes long.
Audience: College Prep level Biology class. There are a total of 16 students in the class. Students range from 9-12 grade, 15 to 20 years old. Out of the 16 students, six are English Language Learners, with Chinese, Haitian-Creole, Spanish, Nepalese and Amharic as the primary languages. Two students have IEPs. One student’s IEP is for difficulty processing and integrating text and verbal language. The other student’s IEP calls for support in sequencing and organizing his thoughts in writing.
Previous Lessons: This class has been studying the structure of DNA. The previous day the students engaged with a lecture on DNA and started to explore the bookbuiler on the structure of DNA.
Future Lessons: Once the students understand the structure of DNA, the next concept to be taught is replication of DNA. How is DNA made or copied?
Materials
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Lecture on DNA/powerpoint Base pairing |
4 of each construction paper: green, yellow, red and blue |
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Bookbuilder |
2-D base worksheets |
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Computers |
3-D / color base worksheet |
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Writing utensils: pens, markers, pencils |
Example of DNA poem http://www.flickr.com/photos/thatwouldbeseven/2438229008/sizes/o/ |
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Picture of Kevin Youkilis and Kevin Millar on base http://www.flickr.com/photos/harpo42/2540043787/
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Tape |
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Chalkboard |
Chalk |
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Large, touchable 3-D model of DNA |
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Methods: The Lesson Plan, Part 1
- Activity with Students as Bases http://www.flickr.com/photos/harpo42/2540043787/sizes/m/
- Uploaded on May 31, 2008 by Harpo42
Pre-activity: Show students picture of two Kevins on base. Ask them to describe the picture and what it shows. Teacher questions should direct the students to a pair of Kevins on base. What does this have to do with the structure of DNA?
Activity: Each student will be given a piece of construction paper color coded for a base. The color code will be written on the board. Students will write their base on the construction paper and tape it to their chest.
A = green
G = yellow
T = red
C = blue
Round 1: The teacher should ask 8 students to randomly line up. The remaining 8 students should find their matching base. After the students are correctly lined up, the teacher and students review the steps taken to reach the correct pairing. The teacher should write the steps on the board.
Round 2: Teacher will write down a sequence on the board and students will orient themselves. Depending on how this goes, the teacher could discuss areas of the activity that need adjusting.
Round 3: Teacher asks the students to do the complementary sequence of the original, round 2 sequence. If necessary, suggest how students can problem solve.
For example, teacher can write down a plan that students come up with or suggest a first step: What is the complementary sequence? How will you remember it? Write it on the board.
Rounds should continue with the teacher varying the length and combinations of primary base sequence.
Part 2 of the Lesson Plan
- Review and discuss the activity with students. Continue exploration with Bookbuilder as review/reinforcement for students.
Bookbuilder is located at cast.org. The Structure of DNA by Melissa Puopolo, TF: Chris, T-560.
Part 3 of the Lesson Plan
Folded paper exercise: http://www.flickr.com/photos/dullhunk/2232245859/
Directions: http://www.flickr.com/photos/dullhunk/2232245905/sizes/l/
OR
2-D Base pair model: Students will be instructed to:
1. Use this sequence: CCTCGTCACAC
This is the same sequence as the folded paper exercise.
2. Color in the Bases according this:
A = green
G = yellow
T = red
C = blue
3. Students will then assemble the DNA strand.
Students can choose which model they wish to construct their model of DNA.
See attached worksheet/cutouts.
The finished product is due at the end of class.
Part 4 of Lesson Plan
Introduction and explanation of homework for students. Students may start this assignment if there is enough time left in class. Students will be given an assignment to design a poem, at least 15 base pairs long, with words starting with the letters of the base pairs they choose to use. Here is an example they will be given to use for reference: http://www.flickr.com/photos/thatwouldbeseven/2438229008/
Practice with students how to pair words together to make poem.
If students choose, they can arrange words or poem in a double helix.
Support students:
Show students example of poem.
Make a list, as a class, of words that begin with g,c,t and a.
Assessments: effectiveness for students:
- Teacher / Student interactions during the lesson. The teacher should question the students about the lesson. For example, ask the students to summarize directions to gauge student understanding. Also, the teacher should use his or her questions to determine what level of scaffolding the students need to understand the concept. The teacher should also use student generated questions and comments to guide the flow of the lesson.
- Student created model of DNA.
- Poem generated by students for homework. http://www.flickr.com/photos/thatwouldbeseven/2438229008/sizes/o/ Uploaded on April 23, 2008 by ThatWouldBeSeven
Part 2: Annotation and Justification- brief description and justification of UDL features
I. Provide multiple means of representation– Recognition Networks
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NOTE: Each of the checkpoints below are links to examples |
Your notes |
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1. Provide options for perception (examples) |
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Keeping each base the same color throughout the lesson, from bookbuilder, student activity, 2D and 3D models of DNA, customizes this. During the lesson, the teacher should inflect meaning and exaggerate his or her voice to emphasize areas of importance. |
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While giving directions for the student activity and homework, the teacher will write the steps on the board. This will allow students to visually see the directions. In addition, students who have low working capacity will have a reference point. |
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This should be addressed by having a 3-D, touchable model of DNA. Perhaps one as big as Watson and Crick’s model. |
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2. Provide options for language and symbols (examples) |
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During the lesson students will reference bookbuilder with its embedded glossary, pictures and explanation of the structure of DNA. In addition, the picture of Kevin Millar and Kevin Youkilis pre-teaches the students what a pair on base is to access students’ prior knowledge. One drawback to this is that all my students may not know baseball or the history of the Red Sox. |
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Clarifying structure of DNA is the whole lesson! The student activity and modeling highlights structural relations. The relationships between the bases are explicit and are a less complex than the double helix. |
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The DNA Structure book in bookbuilder uses automated text to speech and a human voice describing coaches to decode the information and provide equal access to the material for the students. |
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N/A |
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This is done many times throughout the lesson, from the 3-D touchable model of DNA to the student activity to student generated models. In addition, bookbuilder has many visuals and animations to represent base pairings. |
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3. Provide options for comprehension (examples) |
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This is done through the pair of Kevins picture (see 2.1), the lecture of the structure of DNA the previous day and the integration of bookbuilder the day before and of the lesson. |
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3.2 Highlight critical features, big ideas, and relationships |
I made the color codes of the bases consistent between the lesson on book-builder, students as bases and folded exercise. This highlights the key point of the lesson, base pairing. |
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This is done in two ways. First, the lesson is broken down into 4 discrete steps. This allows for multiple entry points. The second is the use of three types of interactive models to convey the information. |
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By allowing my students to practice with the concepts of base pairing of DNA two times, they have spaced review and practice. This allows them a solid start from going from a beginner to expert. |
Part 2: Annotation and Justification- brief description and justification of UDL features
II. Provide multiple means for action and expression – Strategic Networks
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NOTE: Each of the checkpoints below are links to examples |
Your notes |
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1. Provide options for physical actions (examples) |
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This lesson does have varied ways to respond. However, they are all physically based in the classroom. This lesson would have to modified further to assist those with motor disabilities. The student activity does allow a different way to respond beyond text based. In addition, the homework poem allows students to use computers to generate and demonstrate their understanding of base pairs. |
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4.2 Provide varied ways to interact with materials Do you know that this is a different heading than on the website? |
Providing the students with two options to create their own model of DNA does this. There is a 2-D model that requires coloring and the use of scissors. The 3-D model requires the students to fold paper. However, this is still done by the same mode of action, their hand. The incorporation of bookbuilder allows for a computer-based interaction with the material that allows for keyboard use. |
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N/A |
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2. Provide options for expressive skills and fluency (examples) |
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This lesson has several medias for communication. The homework introduces composition through poetry to allow for communication of how bases pair up. Another is the incorporation of 2-D and 3-D models of this pairing. |
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5.2 Provide appropriate tools for composition and problem solving |
N/A |
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This lesson consists of models that show the same outcome but have different approaches. In addition, the lesson is teacher led during the student activity. This allows the teacher to assess and modify the level of difficulty when guiding the students through different permutations of DNA. Once the students practice with this, they build their own model based on a teacher generated sequence. Finally, students generate their own sequence for homework and base pair through the writing of a poem. |
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3. Provide options for executive functions (examples) |
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N/A |
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This is shown in the introduction of homework in the lesson. The teacher practices with the students and helps to generate a plan for students to complete the assignment. |
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N/A |
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N/A |
