SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE Revised 1.4.17

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 Subject Area
Vaness Crook 890034416 Biology
Class Title Lesson Title Unit Title Grade Levels Total Minutes
45 minutes
9th Grade Biology Who did what? DNA 9th
CLASS DESCRIPTION (including specific special needs and language proficiencies)
35 students: 10 girls, 25 boys,
0 504’s, 0 IEP, 8 EL, 2 AVID
STANDARDS, OBJECTIVES, & ACCOMDOATIONS
Content Objective(s) SDAIE (Integrated ELD)
CCSS Math, CCSS ELA & Literacy History/Social Studies, Science
(cognitive, psychomotor, Strategies for developing
and Technical Subjects, NGSS, and Content Standards
affective) knowledge in the content area
HS-LS1-1. Construct an explanation based on evidence for how the
1. Retell What You’ve Read
structure of DNA determines the structure of proteins which carry
(Tovani, 2008)
out the essential functions of life through systems of specialized
Student will be able to: 2. Direct Quote/ Thinking
cells.
• demonstrate knowledge of Options- Double Entry Journal
DNA, the DNA structure, and the (Tovani, 2008)
individuals involved in the 3. Reflect in writing (Tovani,
Common Core State Standards Connections:
discoveries of DNA through 2008)
ELA/Literacy –
various means 4. Scaffolding techniques/ Use
RST.11-12.1 Cite specific textual evidence to support analysis of
• construct DNA molecules using reading, writing, listening &
science and technical texts, attending to important distinctions the
the 4 nitrogenous bases (ATCG), speaking (SIOP Strategies)
author makes and to any gaps or inconsistencies in the account.
sugar, and phosphate groups 5. Directions provided visually
WHST.9–12.2.a–e Write informative/explanatory texts, including
• plan and design a model of and verbally.
the narration of historical events, scientific procedures/experiments,
DNA. 6. Limit teacher-centered lecture
or technical processes.
7. Group strategies and
WHST.9–12.9 Draw evidence from informational texts to support
discussions that allow for
analysis, reflection, and research.
different perspectives.
Tier II (General Academic) Vocabulary Tier III (Domain Specific) Vocabulary
DNA, nucleotides, nucleic acids, nucleobases, phosphates,
Corroborate, reiterate
crystalized, and diffraction
SDAIE Strategies for
Disciplinary Language
English Language Development Standards (ELD) developing knowledge of
Objective(s)
disciplinary English
English Language Development (ELD) Standard(s):
SL.9-10.1, 3, 6
Emerging: Demonstrate comprehension through discussions on Student will be able to:
familiar social and academic topics by answering questions, with • write about the structure and
prompting and substantial support. function of DNA (model)
• discuss important events that
Expanding: Demonstrate comprehension through written work and involve the discoveries of DNA - Interactive notebook
discussions on a variety of social and academic topics by asking and • read and write about historical - Comprehension check
answering questions that show thoughtful consideration of ideas or individuals’ involvement and - Think-Pair-Share
arguments, with moderate support. discoveries in DNA and why - ‘Word wall’ in classroom
their contributions were
Bridging: Demonstrate comprehension through written work and significant (negotiation of
discussions on a variety of social and academic topics by asking and expository text)
answering detailed and complex questions that show thoughtful
consideration of the ideas or arguments, with light support.

Additional Student Accommodations (Behavioral, Cognitive, & Physical)

Specific Needs Specific Accommodations
-Check for student comprehension for EL
-SN student- comprehension
- FS1- Allow usage of translation book, comprehension check
- FS1- slowed speaking, emphasis with key vocabulary words,
- FS2- Provide additional time for assignments as indicated in IEP,
individual work (if applicable), access to resources, i.e. computer,
reduced homework, graphic organizers, preferential seating, teacher
phone, etc, for translation purposes.
copy of notes for study guides
- FS2- Provide additional time for assignments as indicated in IEP, - FS3- excuse work if absent
group work, having others read out loud the assignment or readings
- FS3- check comprehension

Differentiation
English learners: Verbally retell what they read in a few words or sentences or write it in their native language with as many English words
that they can appropriately incorporate.

Striving readers: Shorter passages for The History of DNA Timeline.

Students with special needs/IEP: Verbally retell what they read in a few words or sentences.

Advanced students: Longer or additional passages for The History of DNA Timeline. There will be a different rubric for the essay
assignment.

Performance Task
INTRODUCTION: THE NOBEL PRIZE FOR DNA GOES TO...
Now that we understand the structure of DNA and we know many people who were involved in these discoveries, I want to know who
you believe the Nobel Prize for the DNA discoveries should go to.

This assignment requires that you:

1. Review your notes that you have taken this week.

2. After reviewing the individuals that contributed to the discovery of DNA, think about who you believe made the MOST important
contribution.
3. Rank each individual based on importance.
4. Write a three-page paper on who you believe the Nobel Prize for the DNA discoveries should go to.

Ranking Assignment

For this section of the assignment you will be reviewing your notes and determining who you think was the most to least individual involved in the
Ranking each individual based on importance. The person on top or ranked #1 will be most important. The person on bottom or ranked #9 will be
be turning this in MONDAY in class).

Essay Assignment
Write a paper of three pages minimum, using as many of the notes, readings and videos we have examined in the class this week that you feel
are important. You will be reflecting your opinion i writing and using persuasive writing in this assignment.

The questions you are to answer are the following:

“Using the information you have learned regarding the structure and components that make-up DNA and the history lesson about all the
individuals who were involved of the discovery of DNA (including: structure, chemicals, and research), who do you believe should have
received the Nobel Prize for the discoveries of DNA? Explain your reasoning AND explain the importance of EACH individual’s contributions.
Remember the Nobel Prize in Physiology or Medicine of 1962 can only go to three (3) people. You may choose people who were already
deceased at this point.”

Guidelines: Essays will be in Font: Times New Roman; Font Size: 12; Double-Spaced

Refer to: The Nobel Prize for DNA goes to…..Assignment Rubric for guidance
Assessment Plan
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 having students indicate their understanding
with colored index cards. Also, students will show their understanding of the article by using note-taking strategies for homework.
- Summative: The teacher will assess students’ knowledge by reading the students’ worksheets and essays to identify if the students
can effectively interpret and summarizing 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 and essays.

STUDENT ASSESSMENT
 Purpose/Focus of
Type Implementation Feedback Strategy How Informs Teaching
Assessment
- Informal assessment
- Teacher will monitor
students who are/are not
listening.
- Teacher will review in class
work.
- Accurate completion of
Specifically, the literacy
worksheet will inform teacher
-Students will be able to strategies used in the lesson - Discussion
if class understands
connect vocabulary terms to were Making Connection - Review of worksheet
disruptions and if students
EL DNA, its structure, and the (text-to-self and text-to-
are able to understand the
individuals involved with the world) (Tovani, 2008),
varying perspectives.
DNA discoveries. Modeled writing in the form
of guided notes and fill in the
blank notes for English
Language Development and
learned, and during- and
after- reading: create
summaries (Neufeld, 2005).

- Informal assessment -Will inform teacher if class

-The purpose is to encourage - Teacher will monitor and can make the connections
student engagement and engage with each group as between organisms and their
critical thinking. they discuss the essential environments.
PM - Group/individual discussion
-The purpose is to monitor question and their answers
student discussions and - Teacher will ask students to -Will inform teacher if more
comprehension of materials explain their answers and time should be spent on
rational introduction materials
At the end of the unit
students will demonstrate -Later, formal assessment. -Will inform teacher if
their knowledge of the flow of -Students will be asked to -Discussion individual students and the
S energy and matter between write a persuasive essay on -Grade for worksheet and class as a whole understand
organisms within the who should have won the completion of notebook the larger phenomena of
Yellowstone National Park Nobel Prize cause and effect.
ecosystem.
INSTRUCTION
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
-Teacher will instruct students to open their science notebook
and take out their homework
-Students will take their seats before the bell rings
-Teacher will ask the students to break up into their groups
-Students will listen to instructions
-Teacher will instruct the students to summarize what they
-Students will take out their science notebooks
have heard/read from the Science Friday podcast with their
- Students will break up into groups of four.
10 groups.
- Students will use retell what they have heard/read from the
minutes -Teacher will monitor the groups’ progress, answering any
Science Friday podcast and ask any questions that arose
questions and providing feedback on students’ answers.
during the assignment.
- Teacher will tell the students to come together as a class and
- Students will retell what they learned from a group member
say one thing that they learned from a group member
-Teacher will ask students if they have any questions
regarding the assignment.
Lesson Body
Time Teacher Does Student Does
-Teacher will project and read out loud the essential question -Students will follow along and read the Guiding Question.
“What contributions to the discovery of DNA were made and -Students will write the Guiding Question.
how did it impact our understanding of DNA?” -Students will listen to directions for task
-Teacher will instruct the students to follow along and read the
essential questions - Students will take out their ChromeBooks
-Teacher will instruct the students to write the question - Students will read and take notes on
20 -Teacher will instruct students of what will be covered in The History of DNA Timeline
minutes today’s lesson. -Students will read from 1944- Oswald Avery identifies DNA as
- Teacher will tell the students to take out the ChromeBooks. the ‘transforming principle’ to 1959- An additional copy of
- Teacher will provide the link and instructions for The History chromosome 21 linked to Down’s syndrome.
of DNA Timeline assignment. -Students will use the following note taking strategy to further
- Teacher will pass out a Direct Quote and Thinking option understand historical dates and progress in DNA discoveries.
worksheet to each student -Students will highlight what they thought to be the most
- Teacher will tell the students to highlight what they thought important date/discovery.
 to be the most important date/discovery.
-Teacher will ask students if they have any questions
regarding the assignment.
- Teacher will monitor student discussion.
- Teacher will tell the students once most are done with the
assignment to discuss in groups of four what they found to be
the most important dates/discoveries and why.
-Students can complete this assignment by hand on a blank
sheet of paper or on their Google Drive. This assignment will
also access prior knowledge on the cell cycle, organelles, and
mutations.
-Students will complete the Direct Quote and Thinking Options
- Students will then discuss in groups of four what they found
to be the most important dates/discoveries and why.

Lesson Closure
Time Teacher Does Student Does
- Students will wrap up their last thoughts for the assignment
- Teacher will instruct the students to wrap up their last
-Students will express any additional answers or ideas
thoughts for the assignment
pertaining to this topic
-Teacher will repeat the Guiding Question and ask for any
- Students will move safety back to their seats
additional answers or ideas pertaining to this topic.
-Students will listen to directions
10 - Teacher will instruct the students to move back to their seats
- Students will think about who they believe made the MOST
minutes - Teacher will introduce and explain the homework, essay
important contribution.
assignment, and rubric.
- Students will rank each individual based on importance.
-Teachers will answer any questions and providing feedback
- Students will start composing ideas for how they will
on students’ initial ideas and opinions.
approach their 3-page paper on who they believe the Nobel
Prize for the DNA discoveries should go to.
Instructional Materials, Equipment, and Multimedia
- Computer with internet access
- Projector
- Power point presentation with the Essential Question and materials needed for the day
- Chromebooks
- Direct Quote and Thinking Options Printouts, and The Nobel Prize for DNA goes to... Rubric 1 and 2
-Pens and pencils
Co-Teaching Strategies
☐One teach, one observe ☒One teach, one assist ☐Station teaching ☐Parallel teaching
☐Supplemental teaching ☐Differentiated teaching ☐Team teaching ☐Not applicable
CO-PLANNING NOTES