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

Jason Unger

800460404

Class Title
Biology

Subject Area

Lesson Title
Transcription (DNA to RNA)

Science
Unit Title
From DNA to
Proteins

Grade Levels
9-10

Total Minutes
50

CLASS DESCRIPTION

Aliso Niguel High School significant student racial demographics are 60% white, 16% Hispanic or Latino, and
12% Asian.

In the second period Biology class, there are three ELs and four SSNs.

Seating arrangement in this class is 31 students arranged in eight table-units, seven with four students and
one with three students.
STANDARDS AND LESSON OBJECTIVES
CCSS Math, CCSS ELA & Literacy History/Social
Studies, Science and Technical Subjects, NGSS, and
Content Standards

HS-LS1-1. Construct an explanation based on evidence for

how the structure of DNA determines the structure of
proteins which carry out the essential functions of life
through systems of specialized cells.

Lesson Objective(s)
After completing this lesson, the student will be able to
explain the process of transcription and will distinguish
between the processes of transcription and translation.
STUDENT ASSESSMENT
Purpose/Focus of
Type
Assessment

EL

PM

Engage students by
drawing upon prior
knowledge to develop an
analogy for transcription.

Assess student activity

during the Jigsaw
activity. Decide how
much time to spend on
following part of lesson.
Gives students a visual
representation of
material that has been
covered, and an
introduction to the
material being covered
in the next lesson.

English Language Development Standards (ELD)

ELD Standards grades 9-10

[1.A.1]Exchanging information and ideas with othe

rs through oral collaborative discussions on a ran
ge of social and academic topic

[1.A.2] Interacting with others in written English in

various communicative forms (print, communicati
ve technology, and multimedia)

[1.B.5]Listening actively to spoken English in a ran

ge of social and academic contexts

[1.C.11] Justifying own arguments and evaluating

others arguments in writing
Evidence
Teacher assesses students by observing and answering
questions as they participate in the Jigsaw activity. The
KWL chart provides evidence of where students began
and what their understanding is at the end of the lesson.

Implementation
Have students work in
two different group
exchanges of ideas to
come up with a tool that
performs a common task
they can relate to.
If students appear
confused about the
reading passages, the
remainder of the class
will focus on building
their understanding of
transcription and will
minimally introduce
translation.
Teacher guides students
through an interactive
activity with elaborations
to correspond with the
visual and text
information. Students are
given a Knowledge

Feedback Strategy

How Informs Teaching

Compliment students for

coming up with an
analogy for the process
of transcription.

Allows students to begin

lesson with positive
feedback and an
example of a method
they may apply to
making their own
analogies.

Teacher assesses student

understanding while
monitoring the groups as
they have their
discussions. Assistance is
given when students
have questions about the
reading.

Provides feedback to let

the teacher know if more
time should be spent on
the topics introduced so
far or if students are
ready to take in more
material.

Knowledge Rating Scale

is used by students to
assess what they need to
focus the most attention
on.

Teacher can observe this

and get an idea what
vocabulary words and
concepts to focus on.

Rating Scale to assess

their understanding.
INSTRUCTION
Instructional Strategies
(1) 5Es (engage, explore, explain, elaborate, evaluate) (2) Heads Together (3) Think-write-pair-share (4) KWL (5)
Jigsaw (6) Knowledge Rating Scale
Lesson Introduction/Anticipatory Set
Time
Teacher Does
Student Does
Engage
Create a scenario for students by making an analogy
for transcription.
Students, imagine you were born in a different
generation. The year is 1995 and you need to do a
research project for biology class about how your
body uses instructions from DNA to make proteins.
You go to the school library and find just the
information you need in an encyclopedia. You would
prefer to read and cite the encyclopedia at home
Engage
instead of at the library. When you ask to check out
After scenario is explained, students stand for Heads
the book, the librarian informs you that reference
books like encyclopedias cannot be checked out.
Together to discuss what they might do to take the
10 min
What a shame, the encyclopedia has just the
information from the encyclopedia out of the library.
information you need. Is there a way around that
Think-write-pair-share to discuss the differences
rule that would allow you to take the information
between the original source and the copy.
with you without checking out the encyclopedia?
Expect that students will suggest taking pictures
with a phone. Then remind them this is 1995 and
they dont have a phone. Expect them then to
suggest making photocopies of the book. Ask them
now to point out some of the differences between
the original source and the copy.
Point out that the critical tool was the copy machine,
and that students can use this prior knowledge to
have a metaphor for one of the key vocab words.
Lesson Body
Time
Teacher Does
Student Does
30 min
Explore
Explore
Explain to students that they just created an analogy Students start to create a new mental pathway for
for the first step of protein synthesis: transcription is
the topic.
the conversion of information from DNA into RNA
KWL chart facilitates students formatting class to fit
that can move out of the nucleus.
their needs.
Assess their knowledge and motivate them to ask
Jigsawindividuals in groups will read their passage,
questions with a KWL chart. They are asked to fill in
and those who finish faster will be told to write
KW and follow up with L at the end of class.
definitions in their own words for vocabulary they
Begin a Jigsaw activity. One page is handed out, with
underlined while they wait for others to finish the
reading passages about transcription and area for
reading. Groups will discuss what they learned, and
responses on each side. All groups begin on reading
then each group finds another group to exchange
passage 1. Students are instructed to underline
their understandings and questions. The process
vocabulary words they notice in the reading, and
continues as they flip to the other side of the jigsaw
write down the definitions on their paper if they are
activity sheet and repeat the process with passage 2.
waiting for others to finish reading.
Students take notes of what is discussed on the
The teacher announces to students that they are
reading passage handout.
to start discussing what the passage is about, and
talk about the vocabulary words they defined with Explain
partners. Next, they are told to find another group Students listen to this brief lecture to create a link
and have a similar discussion, covering anything
between todays activity and the following topic of
they have not yet addressed.
translation.
After group discussion, teacher asks groups what Students self-assess and provide a way for the
vocabulary words they underlined and need to
teacher to monitor their learning by observing what
have clarified. Those words and concepts are
vocabulary words and concepts the students place in
written on the board and discussed in brief
their Knowledge Rating Scale.
lecture.
Teacher announces they are to repeat the activity
with reading passage 2 on the other side of the
page.

Explain
Teacher explains that transcription is only part one of
the process by which cells make proteins. Students
are reminded of the central dogma of molecular
biology: DNA transcription to mRNA, followed by
translation to proteins.
Teacher reviews key vocabulary words that have
shown up in the lesson and clarifies the definitions.
Instruct students to write down key vocabulary
words that were discussed in a Knowledge Rating
Scale.
Lesson Closure
Time
Teacher Does
Student Does
Elaborate
Talk the students through a transcription and
Elaborate
translation interactive activity that will give them a
visual representation of the process of transcription
Watches and listens as teacher gives a guided
and the terms they have seen used in the reading.
explanation to go along with the interactive activity.
Evaluate
Students are exposed to the process of translation,
10 min Have students spend the remaining time completing
which will be the focus of the following lesson.
Evaluate
the L portion of the KWL chart as an exit slip.
Students are told to assess what they have learned
If students have any issues with the lesson, any
and write any additional questions or comments
questions or misunderstandings, they will address
after they finish the KWL.
that on the KWL chart
Hand out Transcription (DNARNA) Homework
Questions
Instructional Materials, Equipment, and Multimedia

Transcription
reading passage.docx

Cell transcription and translation interactive activity (http://www.pbslearningmedia.org/asset/lsps07_int_celltrans/)

KWL Chart.doc
KnowledgeRatingScale.doc
Transcription (DNA to RNA) Homework Questions.docx
Co-Teaching Strategies
DIFFERENTIATION
English Learners

Striving Readers

Students with Special

Needs

The teacher can act out the

scenario in the intro. A
student can play the
librarian who denies rental
Active engagement by all
of the encyclopedia. These
students will keep minds
elements, along with Realia
focused on the lesson.
using physical props
Students with ADHD are
Reading passages are
(encyclopedia, box to
given a chance to stand
short. Much of the learning
represent copy machine),
during Heads Together and
will come from discussions
expressive body language,
move about in a productive
with peer groups and notes
and simple verbal language
way to interact with
during lecture segments.
will aid in ELs following the
another group during
The cell transcription and
intro and understanding
Jigsaw.
translation interactive
the objective of the lesson.
activity that will be used
Prior to the lesson, the
The words and concepts
gives striving readers visual
Transcription Reading
that are included in the
cues to associate the words
Passage can be translated
Knowledge Rating Scale will
with meaning.
to different language
be discussed and
versions with Google
definitions written on board
Translate, and students
to give students a visual
with the same primary
reference.
language grouped
together, preferably with a
bilingual student.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

Advanced Students

The purpose of asking

students to write down
definitions in their own
words if they complete the
reading faster than others
is to give advanced
students a task that puts
their skills to use while
others complete the
standard request. Also, one
of the homework questions
calls for an overall
understanding of the
process, and can be
elaborated on by advanced
students. The want to
know W section can give
teacher ideas what to
introduce to further
challenge advanced
students.

This lesson will build on previous lessons that introduced the students to the central dogma of molecular biology
(DNAtranscriptionmRNA translationprotein) and DNA replication. Offering multiple forms of information and
learning techniques will keep students occupied. The methods that were chosen will serve to allow the teacher to
assess students as the lesson continues, and decide whether to speed up to provide more intro to the following lesson
on the similarities and differences in the form and function of DNA and RNA.