SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE Revised 4.15

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.

Name

CWID

Amanda Durant
Class Title
Life Science

Subject Area

890916695
Lesson Title
DNA Model

Life Science
Unit Title
Genetics

Grade Levels
7th

Total Minutes
55

CLASS DESCRIPTION
The class is diverse group of students with various backgrounds, there are about 30 students in each period. There are a fair amount of Asian
students, although other ethnic backgrounds are also present. The skills of the group vary greatly. There are several special needs students who
require one on one assistance. A few of the students are English learners, who require additional help with reading and writing. In this class there
are also students who are identified as GATE and are very advanced.
STANDARDS AND LESSON OBJECTIVES
CCSS Math, CCSS ELA & Literacy History/Social Studies, Science and
English Language Development Standards (ELD)
Technical Subjects, NGSS, and Content Standards
Part I: Interacting in Meaningful Ways
A. Collaborative
1. Exchanging information and ideas with others through oral
collaborative discussions on a range of social and academic topics.
4. Adapting language choices to various contexts (based on task,
purpose, audience, and text type)
MS-LS3-1. Develop and use a model to describe why structural
B.
changes to genes (mutations) located on chromosomes may
Interpretive
affect proteins and may result in harmful, beneficial, or neutral
5. Listening actively to spoken English in a range of social and academic
effects to the structure and function of the organism.
contexts
B.
Expanding and Enriching Ideas
3. Using verbs and verb phrases
4. Using nouns and noun phrases
5. Modifying to add details
Lesson Objective(s)
Evidence
As students make and then modify their models they will be able to
Students will be able to develop a model to demonstrate how
identify what will change when mutations occur, they will see the cause
mutations can affect the structure and function of an organism.
and understand the effect.
STUDENT ASSESSMENT
Type
Purpose/Focus of Assessment
Implementation
Feedback Strategy
How Informs Teaching
Students will access prior
After the video students will
knowledge by paraphrasing the Students will watch the short
discuss with a partner and get
If students do well, the teacher
process of protein syntheses
video and then think, write,
feedback. Then the teacher
knows that students can
EL
they see in the video. The
pair, share the answers to the
gives feedback during a class
proceed to the next step of
teacher is able to verify
bell ringer. Then the teacher
discussion. It will allow them
applying these concepts while
knowledge before students
will lead a class discussion.
to add to their answers and
making their models.
apply understanding.
verify correct answers.
As the students are working
the teacher will go around to
If the students struggle with
The students will make a
The students will work in small
each group and verify that they this step, the teacher should
model of DNA with paper
PM
table groups to make and
are making an accurate model
reteach. The teacher can
pieces. They will then discover
modify their models.
and are able to apply what
model, and use think aloud as
how mutations effect the cell.
they know to discover the
they modify their own models.
effects.
If students do well, the
progression of the lesson can
Before leaving class each
continue. If the results are
Students will be asked to
Students will have the exit
student will complete an exit
mixed, then information needs
complete an exit slip, which
cards returned the next day
S
card to quickly demonstrate
to be examined again.
will summarize the lesson.
with teachers comments and a
their understanding.
Grouping students differently
grade.
may encourage them to learn
from each other as well as the
teacher.

INSTRUCTION
Instructional Strategies
Bell Ringer (warm up activity)
Modeling and Think aloud
Model
Teaching concepts BEFORE introducing the vocabulary
Exit Ticket
Lesson Introduction/Anticipatory Set
Time
Teacher Does
The teacher will instruct students to watch the video very closely.
After the video she will instruct students to answer the bell ringer
question, summarize the process of proteins being made that is
animated in the video. Once the students have written down an
10
answer, she will instruct them to pair with a partner and share
what they wrote, she will encourage them to modify and add to
their own answers. Then she will lead in a class discussion making
sure that each student has the key steps written down.
Lesson Body
Time
Teacher Does
The teacher will ask the students to get out their DNA models
that they have been using throughout the unit. The models have
all the parts of the DNA structure. Each part was copied on a
different colored paper and the students have assembled them
before but never have glued them down. She instructs that each
group will have 3 minutes to make their DNA molecule to match
the half of a helix that is projected on the screen.

40

The teacher will then instruct the students that today they will be
using their model, all their knowledge on how proteins are made
and how to use their codon wheels to look at the effect mutation
have. She will instruct the students to get out their mutations
handout. The first mutation scenario, she will go through with the
whole class together. The process of solving the problem will be a
think aloud demonstration for the students. Then the students
will be able to work with their lab groups to solve the if, then
statements and discover the effect on the cell.

The teacher will instruct the students that when they are done
with each scenario, they are to show her and she will give each
group a copy of the names of mutations along with their
descriptions. She will instruct the students to identify which
scenario represents the type of mutation and to write it in next to
the scenario on their handout.
Lesson Closure
Time
Teacher Does
The teacher will instruct the student to complete an exit slip,
5
where they will list 3 things they learned, 2 things that were
interesting and 1 question they still have.
Instructional Materials, Equipment, and Multimedia

Student Does

The students will watch the video and then write down a
summary of the steps of protein syntheses. They will share their
ideas with a partner and with the class. Students will modify and
add to their own answers.

Student Does

The students will take out their models and arrange them in the
current double helix form. They will need to remember which
chemical compounds go together, (adenine guanine cytosine
thymine).
Each student will have the mutations scenario handout which will
have them change their model to discover what affect that
change will have within the cell.
Students will watch the teacher model how to solve the
problems. Then they will work with their lab groups to change
their own models and think about how this would impact the cell.
Once students complete each scenario they will show the teacher
and receive the names and descriptions of types of mutations.
The students will work together to identify which type of
mutation each scenario represents.

Student Does
Students will complete the exit slip, and turn it in before leaving
class. This will help them summarize what they understand and
what questions they still have.

https://www.youtube.com/watch?v=nHM4UUVHPQM

Document projector (for half helix handout and demonstration)

Handouts: (emailed separately)
Weekly bell ringer
DNA pieces, each part on different colored paper
Half Helix (to show students how to construct their model for this lesson)
Codon Wheel
Mutation Scenario worksheet (each individual will fill out)
Mutation Types with Descriptions (hand out after they complete scenario worksheet)
Exit Slip
Co-Teaching Strategies

One teach, one assist

Team teaching
DIFFERENTIATION
English Learners
Striving Readers
Students with Special Needs
Advanced Students
The groups of students will be
heterozygous, some will be native
Students with special needs will
speakers and some will be English
The striving readers will be
be helped by being strategically
learners. The handout can be
supported by having information
placed in groups with other
Advanced students will have the
provided in students native
presented both orally and
students who will help them. Also, opportunity to take a more active
language. By visually showing
verbally. They will also benefit by
since the teacher will be actively
role within their groups. These
students the materials it will assist
being placed in groups or pairs
walking around during work time,
students may volunteer to do
students understand the word
with other students who are
she will be able to provide
additional research on mutations.
and the meaning. The teacher
proficient readers.
additional clarification for
will model behaviors which will
students.
clarify meaning for the English
learners.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
Modeling lessons should involve changing the model as the students learn the material. Therefore, I see them first using the model to examine the
structure of DNA, then looking at how protein synthesis occurs, how to use a codon wheel and finally this lesson. This lesson starts with accessing
prior knowledge with a video summarizing what they already have learned. This knowledge will be important to apply for this lesson. Then students
will build their models, this activity also reaffirms prior knowledge of the DNA structure. When students are modifying their models to represent
the different types of mutations, they are learning the content before the scientific vocabulary has been introduced. This has been shown to help
students learn and understand. Having the students summarize their knowledge on an exit ticket is a way to make sure that students are
understanding and reflecting on the content covered. The next lesson would provide examples of types real life diseases like Sickle Cell Anemia.