EDSC 330 Strategy Presentation Lesson Template

Names: Vaness Crook Subject Area(s): Biology

Lesson Topic: DNA Grade Level(s): 9th Grade

Standards
Literacy Standard(s):
RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts,
attending to important distinctions the author makes and to any gaps or inconsistencies in the
account.
WHST.9–12.2.a–e Write informative/explanatory texts, including the narration of historical
events, scientific procedures/experiments, or technical processes.
WHST.9–12.9 Draw evidence from informational texts to support analysis, reflection, and
research.

Content Area Standard(s):

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.

English Language Development (ELD) Standard(s):

SL.9-10.1, 3, 6
Emerging: Demonstrate comprehension through discussions on familiar social and academic
topics by answering questions, with prompting and substantial support.

Expanding: Demonstrate comprehension through written work and discussions on a variety of

social and academic topics by asking and answering questions that show thoughtful
consideration of ideas or arguments, with moderate support.

Bridging: Demonstrate comprehension through written work and discussions on a variety of

social and academic topics by asking and answering detailed and complex questions that show
thoughtful consideration of the ideas or arguments, with light support.

Lesson Objectives & Supports

Content Objectives-
Student will be able to:
• demonstrate knowledge of DNA, the DNA structure, and the individuals involved in the
discoveries of DNA through various means

Language Objectives-
Student will be able to:
• write about the structure and function of DNA
• discuss important events that involve the discoveries of DNA
• read about historical individuals’ involvement and discoveries in DNA
• write historical individuals’ involvement and discoveries in DNA and why their contributions
were significant
Academic vocabulary:
Tier II (General): DNA, corroborate, reiterate, advocate, ergodic, eloquent, and
ostracism
Tier III (Domain specific): Nucleotides, nucleic acids, nucleobases, phosphates,
crystalized, diffraction, chromatin, and extracellular nucleic acid

Literacy strategies and Integrated ELD Strategies (SDAIE, Specially Designed Academic
Instruction in English):
1. Vocabulary Overview Guide (Buehl, 2014, p. 259)
2. Double Entry Diary (Buehl, 2014, pp. 98- 100)
3. Science Connection Overview (Buehl, 2014, p. 255)
4. Highlighting and Making Connections (Tovani, 2008)

Implementation:
Students will be able to connect vocabulary terms to DNA, its structure, and the individuals
involved with the DNA discoveries. Specifically, the literacy strategies used in the lesson were
Vocabulary Overview Guide (Buehl, 2014), Double Entry Journal (Buehl, 2014), Science
Connection Overview (Buehl, 2014), and Highlighting and Making Connections (Tovani, 2008).

Assessment:
Content Objective Assessment: The teacher will assess students’ progress and comprehension of
the DNA structure and the components through the following assessments and their respective
means:
- Entry Level: The teacher will assess students’ prior knowledge by asking critical thinking
questions about how the DNA structure is formed and supported.
- Formative: The teachers will assess students’ comprehension of lecture material by
providing a verbal quiz and identifying where the class and individual students are.
Students will show their understanding of the lecture by completing a double entry
journal and article by using note-taking strategies for homework. The teacher will assess
completion and the materials and information relayed in these assignments.
- Summative: The teacher will assess students’ knowledge by reading the students’
worksheets to identify if the students can effectively interpret and summarize the
materials.

Literacy Objective Assessment: The teacher will assess students’ reading comprehension and
proper use of academic vocabulary through monitoring group discussions and verifying
understanding of the materials read through accurate completion of the worksheets.
Instruction: What you’ll teach, and how

Lesson 2: Introduction/Anticipatory Set

Time Teacher Does Student Does

5 Will review any questions that need Students will listen, discuss in groups and
minutes clarification as a class, and answer/ask questions.

Lesson Body

Time Teacher Does Student Does

10 Introduce and explain the guidelines Students listen actively to the instructions.
minutes for the Vocabulary Overview Guide
Students will write:
Teachers monitor the groups’ progress, 1. each vocabulary listed below
answering any questions and providing 2. a clue that gives away the word
feedback on students’ answers. (Greek and Latin root words or a word
inside of the word that gives away all or
part of the definition)
3. an explanation of the word or definition
4. and finally, use the word in a sentence

Students will fill in and complete this

assignment throughout the day
30 Will introduce Making History and the Students will listen to the instruction and
minutes individuals involved in the discoveries presentation
of DNA.
Students will fill in and take notes using
Explain how to fill out the Double the Double Entry Journal.
Entry Journal
Students will see which DNA model their
Ask students what is missing from paper DNA most closely resembles and
their DNA strands they made discuss how they could improve their
yesterday and if it looks like any of the model.
DNA models that previous scientists
have made. Students will think about ethics regarding
(Let the students discuss and come to who should have gotten credit for the
the conclusion that they need to twist DNA discoveries AND equitable
the strands to create the double helix.) opportunities for all genders AND working
 conditions, specifically individuals
Ask critical thinking questions and ask developing cancer due to exposure to x-
students to make connections to ethics. rays and carcinogens. (This will later tie
into lectures on The Immortal Life of
Assess student comprehension through Henrietta Lacks)
group discussion and guide note
completion.

Lesson Closure

Time Teacher Does Student Does

5 Will describe and provide further
minutes instruction on the Science Friday
podcast homework and the extra credit
reading assignment.
Students will listen to and read the
following podcast from Science Friday:
Plugging Into DNA for Digital Data
Storage.
https://www.sciencefriday.com/segments/p
lugging-into-dna-for-digital-data-storage/

Students will complete Science

Connection Overview as they listen to and
read the podcast as a part of their
homework.

Instructional Materials, Equipment & Multimedia

Computer, ChromeBooks, projector, Double Entry Diary Printouts, Science Connection

Overview Printouts, highlighters, and markers.
(See below for resources)

Differentiation:

English learners: More descriptive Double Entry Journal notes for the PowerPoint and partially
filled in worksheets with a word bank to fill in.

Striving readers: Shorter passages. The extra credit assignment on Highlighting and Making
Connection for the Science Friday Transcripts will be mandatory.

Students with special needs/IEP: More descriptive guided notes for the PowerPoint and
partially filled in worksheets with a word bank to fill in.

Advanced students: Additional vocabulary words for Vocabulary Overview Guide.

 Work Cited

Buehl, D. (2014). Classroom Strategies for Interactive Learning, 4th edition, Newark, DE:

International Reading Association.

Chalmers, A. F. (2013). What is this thing called science?. Hackett Publishing.

Chargaff, E. (Ed.). (2012). The nucleic acids. Elsevier.

Cohen, S. (2010). Lehman r. Erwin Chargaff. 1905–2002. Biographical Memoir. Washington,

DC: National academy of Sciences.

Crick, F. H., Wang, J. C., & Bauer, W. R. (1979). Is DNA really a double helix?. Journal of

molecular biology, 129(3), 449-461.

DNA Learning Center: Preparing students and families to thrive in the gene age, (ND) Cold

Spring Harbor Laboratory. [Video File] Retrieved from:

https://dnalc.org/resources/3d/25-basepairing.html

DNA Worldwide (ND). The History of DNA Timeline. Retrieved from:

https://www.dna-worldwide.com

Grosjean, H. (2009). DNA and RNA modification enzymes: structure, mechanism, function and

evolution. CRC Press.

Neufeld, P. (2005). Comprehension instruction in content area classes. The Reading Teacher,

59(4), 302-312.

Sayre, A. (2000). Rosalind Franklin and DNA. WW Norton & Company.

Seelig, G. (2016). Science Friday: Plugging Into DNA for Digital Data Storage. Retrieved from:

https://www.sciencefriday.com

Serafini, A., & Rigden, J. S. (1990). Linus Pauling: a man and his science. Physics Today, 43,

81.
Tovani, C. (2008). I read it but I don’t get it: Comprehension strategies for adolescent readers.

Portland, ME: Stenhouse

Wilkins, M. (2005). Maurice Wilkins: the third man of the double helix: an autobiography. OUP

Oxford.