UKanTeach 5E Lesson Plan

Author (s):
Team Members:
Title of Lesson: A Model of DNA, the genetic material.
Lesson #: 2
Date lesson will be taught: April 14
th
and 16
th

Grade level:
th

Lesson Source !"it, lesson#: original lesson
ConceptsMain !dea " DNA structure is a key concept in the study of Biology. A strong understanding of the structure is key
to a solid background in Biology. In this lesson students will be given the opportunity to create a model and then revise it after
completing some research.
#b$ecti%es& Be specific; prioritize; include higherorder
ob!ectives; be sure they are measurable. $rite ob%ectives in &$'A(
form)
The Students Will Be Able To:
'%aluation
In the space below" e#plain the type$s% of evaluation that will provide
evidence that students have learned the ob!ectives of the lesson
$formative and summative%. &ou will provide student copies at the end of
the lesson.
*dentif+ "e+ structures that ma"e u, DNA.
-nderstand details that effect how DNA is structured.
.reate a model and understand how models are used.
()SS and Common Core Standards
()SS Science and 'ngineering *ractice
HS-LS3-
1.
Ask questions to clarify relationships about the role of DNA and chromosomes in codin the instructions for characteristic traits passed
from parents to offsprin.
L!"# S$!#N$# % &he student 'ill de(elop an understandin of the cell) molecular basis of heredity) bioloical e(olution)
interdependence of oranisms) matter) enery) and orani*ation in li(in systems) and the beha(ior of oranisms.
+enchmark 1, &he student 'ill demonstrate an understandin of the structure and function of the cell.
L!"# S$!#N$# % &he student 'ill de(elop an understandin of the cell) molecular basis of heredity) bioloical e(olution)
interdependence of oranisms) matter) enery) and orani*ation in li(in systems) and the beha(ior of oranisms.
+enchmark -, &he student 'ill demonstrate an understandin of chromosomes) enes) and the molecular basis of heredity.
'LA&
/&(.012.3
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or
technical context relevant to grades 9-10 texts and topics.
Common Core Math *ractice Standard&
CCSS.MATH.PRACTICE.MP5 -Use appropriate tools strategically. Mathematically proficient students consider the available tools when
solving a mathematical problem.
Materials list !'4 &54.*6*. about 7uantities#
for $hole .lass:
5a,er, glue, tooth ,ic"s, +arn, lic"erish, marshmallows !different colors#, ,i,e
cleaners, beads, &t+rofoam balls, cla+, balloons, egg carton, straws, tongue
de,ressors, Legos.
,er Grou,:
/esearch wor"sheet
,er &tudent:
,re and ,ost test
Advance ,re,aration:
Include handouts at the end of this lesson plan document (blank page provided
Accommodations: (his lesson re7uires some
reading. &tudents who are 4nglish language learners
or who struggle with reading will be ,aired with other
students. (he teacher will also observe students who
are struggling and assist them when needed.
*f 4LL students are having a hard time understanding
the to,ic or how to com,lete the activit+, the teacher
will ,resent the material in a different wa+. 48am,les
include gestures, images, or guiding the student to the
ne8t ste,.
Safet+: Students will be advised to follow all general
classroom safety rules. This lesson does not require the use of
hazardous material. Students will be advised to be careful
while making their models to ensure that nobody gets hurt.
Students will be given the option to use candy in their models.
They need to be told not to eat the candy.
'ngagement: 'stimated Time: ,,-&1. minutes,,
/hat the teacher does A(0 ho1 1ill the
teacher direct students: (0irections)
*robing 2uestions: Critical 3uestions
that 1ill connect prior 4no1ledge and
create a 5Need to know
'6pected Student 7esponses A(0
Misconceptions & think like a student to
consider student responses INCLUDIN
!isconceptions:
(he lesson should start with a discussion of
the ,re0test that the students were given
several da+s before. 9e+ ,oints should be
addressed during this time.
(he instructor will start off b+ showing the
students several different models. &uch as a
car, heart, e+e, and air,lane.
A discussion should be had about how models
are not ,erfect re,resentations of ob%ects.
Are there an+ 7uestions +ou had over
the ,re0test: !students can as" s,ecific
7uestions at this time, but no detailed
answers will be given#
$hat are these models of:
Are these models ,refect
re,resentations of the ob%ects:
Are these models functional:
Does a model have to be functional:
Do +ou thin" these models could be
made better:
0;eart
04+e
0.ar
0Air,lane
0No, the+ aren<t ,refect because the+ don<t
wor".
0No, models %ust show +ou what something
loo"s li"e.
0&ome students might ma"e suggestions on
how the models could be im,roved.

Teacher 0ecision *oint
Assessment:
'6ploration: 'stimated Time: ,,,,8. minutes,,,,
/hat the teacher does A(0 1hat the
teacher 1ill direct students to do:
(0irections)
*robing 2uestions: Critical 3uestions
that 1ill guide students to a
5Co!!on set o" #$periences
'6pected Student 7esponses AND
Misconceptions & thin4 li4e a student to
consider student responses INCLUDIN
misconceptions:
(he teacher will ,ut man+ different su,,lies
out on a table !su,,lies listed in materials
section labeled, =M>D4L >N4?.

(he teacher will then as" the students to
recall what the+ "now about DNA and create
a model of it based on their ,revious
"nowledge.
(he students will be ,aired u, in grou,s of @0
3 students to create these models.
(he students will be given about 12 minutes
to wor" on their models. 4ncourage them to
ta"e the full amount of time and ma"e a nice
model.
After students have com,leted the model,
each grou, will come to the front of the room
and ,resent their model to the class. (he+
should be given about a minute to briefl+
e8,lain their models.
(a"e +our time with the model, ma"e
sure to include details that +ou "now of.
0$hat do +ou "now about DNA:
0$hat<s the structure of DNA loo" li"e:
0*t<s made of two strands.
0(he strands are connected b+ bars.
0*t consists of bases.
Teacher 0ecision *oint
Assessment:
'6planation: 'stimated Time: 0a+ one: 9. minutes: 0a+ 9 8- minutes
/hat the teacher does A(0 1hat the
teacher 1ill direct students to do:
(0irections)
Clarif+ing 2uestions: Critical
3uestions that 1ill help students
5Clari"% their Understandin&; and
introduce information related to the
lesson concepts < %ocabular+ "
check for understanding $formative
assessment%
'6pected Student 7esponses AND
Misconceptions & thin4 li4e a student to
consider student responses INCLUDIN
misconceptions:
(he students will be s,lit into grou,s of about
four students. (he+ will all be given a
wor"sheet that will guide them in researching
s,ecific as,ects of the structure of DNA
!wor"sheet attached#.
(he students will be given about 1A022
minutes to research the structure. After the
students have com,leted their s,ecific area
of research the+ will ,resent that information
to the class so that the other students can
ta"e notes on their wor"sheet.
&(A/( >6 DAB ($>.
A brief reca, of what ha,,ened the ,revious
da+ will be given. &tudents will be as"ed to
,ull their research out so the+ can discuss it
as a class.
4ach grou, should be given about two
minutes to ,resent their findings.
As a class discussion about the s,ecific
structure will begin. *f students have
7uestions this is the time to address them in
a discussion format
0$hat did +ou find out when +ou
com,leted +our research:
$here +ou sur,rised of how com,le8
DNA is:
0Does an+one have an+ 7uestions over
the ,resentations:
0DNA is much more com,le8 than * e8,ected.
0DNA has lots of ,arts to it.
Teacher 0ecision *oint
Assessment:
'laboration: 'stimated Time: ,,,4. minutes,,,,
/hat the teacher does A(0 1hat the
teacher 1ill direct students to do:
(0irections)
*robing 2uestions: Critical 3uestions
that 1ill help students '#$tend or
Appl% their ne1l+ ac3uired
conceptss4ills in new situations
'6pected Student 7esponses AND
Misconceptions & thin4 li4e a student to
consider student responses INCLUDIN
misconceptions:
&tudents will then be as"ed to recreate their
model using the information that the+ have
learned from the discussion and research.
(he+ should be ,laced in the same grou, as
the+ were in for the ,revious model. (his
time, the students should include as much
detail as ,ossible in their models. (he+
should be given at least 22 minutes to ma"e
their models.
(he grou,s will then ,resent their revised
models to the class. (his should ta"e about
1A minutes total.
After the final grou, ,resents their models
the class as a whole will be as"ed if the+
have an+ further 7uestions. *f the+ do, tr+ to
have the other students answer these
7uestions.
;ow is +our second model different from
+our first:
*s +our second model better:
Are there an+ 7uestions about the
structure still:
0*t<s more com,le8.
0*t includes more detail.
0Bes, it has more to it.
0No, it<s about the same.
Teacher 0ecision *oint
Assessment:
'%aluation: 'stimated Time: ,,,1. minutes,,,,,
Critical 3uestions that as4 students to demonstrate their understanding of the lesson=s performance ob$ecti%es>
?ormati%e Assessment(s): 'he instructor will be able to see if the students are fully understanding the topic by watching the students make
the models. 'he instructor should also ask (uestion during the model making process to make sure the students fully understand what they
are doing. By a group lead discussion of the structure of DNA" the instructor will also be able to see the students understanding.
Summati%e Assessment: )#it (uestions will be given at the end of the lesson. 'he instructor will also go over these e#it (uestions after the
students have completed them.
(ame,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
*re&Test
1) /hat are the nucleotide bases found in 0(A@ ( circle all)
a> Adenine
b> )uanine
c> Carinine
d> Aracil
e> Th+mine
f> C+tosine
g> Alidine
9) 0ra1 the structure of 0(A belo1>
8) 0(A is a ,,,,,,,,,,,,,,,>
a> Triple heli6
b> 0ouble heli6
4) 0(A stands for@
a> 0eo6+ribonice
b> 0eo6+ribonucleic Acid
c> 0ouble nitrogenous attached