UW-Platteville SoE Lesson Planning Template

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Name: Alycia Riehl
Lesson Title: DNA Replication
Grade level(s)/Course: Grade 10-11/Biology
Date taught: February 7, 2014

GENERAL CONTEXT
Textbook or Instructional Program referenced to guide your instruction (if any)
Title: Biology
Publisher: Holt McDougal
Date of Publication: 2010

District, school or cooperating teacher requirement or expectations that might influence your
planning or delivery of instruction.
My cooperating teacher told me to always keep in mind while creating lessons: What are you going to
teach? How are you going to teach it? How are you going to know the students have learned?

Amount of time devoted each day or week in your classroom to the content or topic of your
instruction.
4-5 hours in a week
Describe how ability grouping or tracking (if any) affects your planning and teaching of this
content.
N/A
List any other special features of your school or classroom that will affect the teaching of this
lesson.
Student desks and SMART Board are located on one half of the classroom, lab tables are located on the
other half of the classroom.

INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS
Total students___60____ Males___24_____ Females____36____
Students with Special
Needs: Category
Number of
Students
Accommodations and/or pertinent IEP Objectives
Students with IEPs

0
English Language
Learners

0
Gifted

0
504

0
Students with autism
or other special needs

0
Students with
Behavioral Disorders
0
UW-Platteville SoE Lesson Planning Template

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INFORMATION ABOUT THE LESSON
Content Strand found within the Wisconsin Academic Content Standards or Wisconsin Model
Early Learning Standards

F.12.3 Explain current scientific ideas and information about the molecular and genetic basis of heredity



Enduring Understanding and/or Essential Question
How does DNA replication occur?
GLE(s) or EOC and Symbolic Notation

DOK


Outcome(s)
Students will:
Summarize the process of DNA replication through note taking using the SMART Board
presentation
Model the process of DNA replication using paperclips as base pairs
Compare actual steps of DNA replication to the steps modeled with the paperclips
Explain how mutations affect genes, cells, and organisms.

Academic Language related to the lesson
DNA components (complimentary strands, nucleotides, phosphate group, deoxyribose sugar), genetic
code

Prior Learning/Prior Thinking
Students have already learned about the cell cycle, components that make up DNA, and key people
involved in the discoveries of DNA.


LESSON IMPLEMENTATION
Anticipatory Set/Elicit Prior Knowledge

Show students the diagram of the cell cycle. Ask students to recall what happens in each stage. Focus on
the S phase of the cell cycle and point out that DNA replication occurs here.


Focus/Purpose Statement

Students will learn and model the process of DNA replication to show the importance of specific DNA
sequences, what happens when the DNA sequence changes, and why this process is important to life.


UW-Platteville SoE Lesson Planning Template

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Procedures
Quick review: What have we been learning about so far? What do we already know about DNA?
Begin SMART Board presentation
o Review the cell cycle to stimulate prior knowledge
o Go through simplified steps of DNA replication making references to everyday objects
o Show short video clip of DNA replication in motion
o Ask for questions
Introduce Paperclip Activity
o Using colored paperclips provided, model the process of DNA replication with a partner
using the packet provided
o Answer questions in the packet while going through the process
o Provide a key to paperclip colors and nitrogen-containing bases on SMART Board
o Students pick partner and move to lab stations to complete activity
o Walk between lab stations during activity to ask and answer questions
o Once activity is complete, return to desks

Differentiation

Students participate in lecture portion of lesson then proceed to complete hands-on portion of lesson


Closure

Ask if there are questions about the activity they just completed
Quick review: Summarize what we have done today. Preview what will happen tomorrow


Materials and Resources

SMART Board
12 bags with 14 blue, 14 green, 9 pink, and 9 black paperclips
DNA Replication: Paper Clip Activity packet (1 per student)



Classroom Management/Democratic Practices

Students should raise a hand if they have a question
Students should remain quiet while working in lab area
Walk near loud groups and ask them to keep their voices down
Students that have completed activity will remove themselves from the lab area to show they are
done and to reduce distracting side-conversations





UW-Platteville SoE Lesson Planning Template

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ASSESSMENT
Before the lesson
Gathering information about student knowledge
Quick review asking students to recall information about the cell cycle, specifically the S phase, as well
as parts of the DNA molecule

Pre-assessment that may be used

During the lesson
Informal Formative Assessment
Questioning during lecture portion of lesson
Walking between lab stations and asking students which part of the replication process they are currently
modeling or asking to describe what is happening in the process

Formal Formative Assessment
Students complete packet questions

At the end of the lesson
Formative
Go over packet questions, go over any questions students have or questions in the packet that many
students got incorrect

Summative
End of unit test in one week