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

Amber Mejia

805457801

Class Title
Life Science

Subject Area

Lesson Title
Genes, DNA, and Proteins

Life Science
Unit Title
Genetics

Grade Levels
7th

Total Minutes
100 min

CLASS DESCRIPTION
There are 7 students who are classified as English Learners 2 are early advanced-02 are intermediate -03, and 2 are
Early Intermediate-04 and 3 students classified as special needs. 1 has Aspergers, and I dont know the other 2. They
have IEPs but my MT has not received the student profile for them yet. The class is in a science classroom and all the
students sit at lab tables. One of the SSN have expressed that they like a lot of visuals and that the teacher speaks
slowly.
STANDARDS AND LESSON OBJECTIVES
CCSS Math, CCSS ELA & Literacy History/Social
Studies, Science and Technical Subjects, NGSS, and
English Language Development Standards (ELD)
Content Standards
ELD 7 I.C.10b Emerging: Writing
Write brief summaries of texts and experiences using
complete sentences and key words (e.g., from notes or
graphic organizers).
ELD 7 I.C.10b Expanding: Writing
Write increasingly concise summaries of texts and
experiences using complete sentences and key words
(e.g., from notes or graphic organizers).
ELD 7 I.C.10b Bridging: Writing
Write clear and coherent summaries of texts and
experiences using complete and concise sentences and
key words (e.g., from notes or graphic organizers).

NGSS: MS-LS3 Heredity: Inheritance and Variation of

Traits

ELD 7.II.A.1 Emerging:

Understanding text structure
Apply understanding of how different text types are
organized to express ideas (e.g., how narratives are
organized sequentially) to comprehending texts and to
writing brief arguments, informative/ explanatory texts
and narratives.
ELD 7.II.A.1 Expanding:
Understanding text structure
Apply understanding of the organizational features of
different text types (e.g., how narratives are organized by an
event sequence that

unfolds naturally versus how arguments are organized

around reasons and evidence) to comprehending texts
and to writing increasingly clear and coherent arguments,
informative/explanatory texts and narratives.
ELD 7.II.A.1 Bridging:
Understanding text structure
Apply understanding of the organizational structure of
different text types (e.g., how narratives are organized by
an event sequence that unfolds naturally versus how
arguments are organized around reasons and evidence)
to comprehending texts and to writing clear and cohesive
arguments, informative/explanatory texts and narratives.
Lesson Objective(s)

Students will use the textbook to analyze the

elements of the chapter before reading the text by
completing the What are we Reading? sheet.

Evidence
Students complete the what are we reading? sheet
before reading the text.
Students complete the flow chart and understand the
sequence after watching the video.
Students complete the RNA concept map while reading

Students will be able to explain the relationship

between Genes, DNA, RNA, and proteins using a

flow chart to sequence the relationship.

the text as a group.

Students will be able to describe the role of RNA in

the making of proteins by reading the text together
and completing a full RNA concept map.
STUDENT ASSESSMENT
Purpose/Focus of
Type
Assessment

EL

PM

To assess prior
knowledge

To assess if the students

are understanding the
topics of DNA, RNA, and
proteins.

Implementation
Warm Up
The following prompt will be
written on the board, What is
the difference between DNA
and RNA? Teacher will
verbally state the question to
the class. Teacher will instruct
students to do this activity as a
think-write-pair-share. The
teacher will be walking around
and listening to the student
discussions. After 2 minutes,
the teacher will lead the class in
a discussion about the answers
they came up with.
Vocabulary Splash
I will use the vocabulary
activity and discussion as an
informal progress monitoring
assessment.
Group discussions
As the groups read the text and
discuss in groups. I will gather
information by circulating
through the class and listening
to students read, discuss and
write in their concept, maps. I
will also ask facilitating
questions to the groups that
may be off task or do not seem
to comprehend the text.
Genes-> proteins flow chart
Students will fill out the flow
chart as they watch the video
and read the text.
What are we Reading ? Sheet
Students will look at the

Feedback Strategy

How Informs Teaching

Verbal feedback during

the class discussion.

Will inform the teacher

how much the students
remember from the
previous lessons.

Verbal and written

feedback. Verbal with
the word splash and
group discussions.
Written with the flow
chart What are we
reading? sheet, and RNA
concept map.

Will inform the teacher if

the students understand
the different concepts
being presented in the
lesson. If the students
seem confused teacher
can clarify the confusion.

Written feedback

Will inform the teacher if

the students have met
the objectives. Which
concepts need to be
retaught.

RNA Concept Map

The students will fill it in as
they read along in the text.

To assess if students
understand the
connection between
DNA, RNA, and Proteins.

INSTRUCTION
Instructional Strategies

Summary
Teacher will then instruct each
student to write a 3-4 sentence
paragraph summary of the role
of RNA in protein making and
how this connects to genes and
DNA. Teacher will tell the
students to finish the summary
at home for homework.

Lesson Introduction/Anticipatory Set

Time
Teacher Does
5 min

1. Teacher will give EL Assessment

Lesson Body
Time

Teacher Does

2. To start the lesson, teacher will do a vocabulary splash

activity. There will be words splashed onto the board. The
teacher will instruct the students to write the word and what
they think the definition of the word if under the word.
Teacher will lead the class in a discussion about the
different definitions they got for the words and give the
correct definitions.
3. Teacher will pass out Genes->Proteins flow chart graphic
organizer and instruct students to the parts of the flow chart
and take any other notes about the video. Teacher will show
a 5 minute video http://www.youtube.com/watch?
v=zwibgNGe4aY which explains how DNA and RNA are
connected and genes, DNA, RNA, and proteins are
connected. It will also explain how RNA plays a role in
making proteins. The class will quickly review the key
elements of the video.

80 min

4. Teacher will give out What are We Reading ? sheet and

instruct the students to look at the chapter in the textbook
figures, graphs titles, and subtitles and fill out the sheet
before they start reading.
5. Teacher will pass out a RNA concept map graphic
organizer and instruct the students to complete the concept
map while they read the text. Then teacher pass out an RNA
diagram to visually show the steps of making a protein.
Then the teacher will put the students in small groups of 2
or 3 and instruct them to choral read the section of the
chapter that explains RNA and the different types of RNA
involved in the protein making process. Choral reading
means that all the students will read the text together out
loud. The students will write any words that they do not
understand while reading the text. Groups will have a sheet
with sentence starters that they will use to discuss the text
after reading the section out loud.
6. Teacher will then instruct each student to write a 3-4
sentence paragraph summary of the role of RNA in protein
making and how this connects to genes and DNA. Teacher
will tell the students to finish the summary at home for
homework.

Lesson Closure
Time

5 min

Student Does

1. Students will do the EL Assessment in their Daily

Science Journals.
Student Does

2. Students will write the vocabulary words and what they

think the definition is on a piece of paper. They will then
listen attentively and participate in the class discussion.

3. Students will watch a 5 minute video which explains

how DNA and RNA are connected and how genes, DNA,
RNA, and proteins are connected. Students will complete
the Genes-> Proteins flow chart graphic organizer and take
any other notes about the video. The class will quickly
review the key elements of the video.

4. Students will look at the different elements of the chapter

and fill out the What are we Reading sheet? before they
start reading the text.
5. Students will get an RNA concept map graphic organizer
and will complete the concept map as they read the text.
They will also receive an RNA diagram they can use to
visually see the steps of making a protein. Students will get
into small groups of 2 or 3 and choral read the section of the
chapter that explains RNA and the different types of RNA
involved in the protein making process. Groups will get a
sheet with sentence starters and they will use it to discuss
the text after reading the section out loud.

6. Students will write a 3-4 sentence paragraph summary of

the role of RNA in protein making and how this connects to
genes and DNA. Students will finish this assignment for
homework. They will use their notes and worksheets
completed in class to help them with the summary.

Teacher Does

Student Does

7. The teacher will pass out an exit ticket that each student
must compete in order to leave class. The students need to
write 3 things they learned from the lesson and 2 things that
are still confusing.

7. The exit ticket that the students do at the end of class

will allow the students to think about what they understood
and did not understand in the lesson. This will help them in
the next lesson because the teacher can address their
confusion.

Instructional Materials, Equipment, and Multimedia

Projector, white board, textbook, youtube video http://www.youtube.com/watch?v=zwibgNGe4aY, activity handouts
Co-Teaching Strategies
Guided instruction with the class discussions
Group work with the choral reading

DIFFERENTIATION
English Learners
The word splash helps the
ELs review and think about
what they think the
meaning of the words are.
They will also be able to
listen to other students
meanings.
The video shows
visualization for the ELs to
understand DNA. The flow
chart is also a good way for
them to visualize the
connection of genes to
proteins.

Striving Readers

The choral reading will help

them because they will be
reading sections and
writing any words they do
not understand. The other
students can help if they
are struggling with the text.
The what am I reading
sheet will help them
analyze the text before
they read it so they can get
a sense of what the text is
about.

Students with Special

Needs

The sentence starts will

help the student with
Aspergers because she is
awkward when talking to
others. This will help her
start a conversation with
the rest of her group.

Advanced Students

The advanced students can

read the text on their own if
they want. They will write 3
paragraphs instead of 2
and they will connect all
the concepts together.

REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION

The warm up activity writing prompt will serve as an introduction to the lesson. It is meant to inform the teacher of the prior
knowledge of the students. I did this activity as a think-write-pair-share because it will give the students practice with their writing,
listening, and speaking skills. The vocabulary activity will be a good way to review vocabulary and introduced new vocabulary for
the chapter. The word splash will allow the students to tap into their prior knowledge to guess what the meanings of the words are.
This will help the EL learners because they will be able to participate in the class discussion and listen to what other people think the
definitions are. The video is a great visual for the students to understand the concept of how genes, DNA, RNA, and proteins are
connected and also how RNA aids in the making of proteins. The video gives an auditory aid and also will contextualize the concepts.
It contextualizes by using references from Jurassic Park when describing what DNA is. The students will fill in the flow chart during
the video as the sequences of each part are explained. The flow chart will allow the students to see the big picture of how all the parts
connect together to make an organism. I chose to have the students fill out the What Am I Reading? sheet before reading the text
because it may help them decode what they are reading before actually reading the complex text of the textbook. The RNA concept
map will allow the students to organize the concept of RNA from the text into something they can visually comprehend. The RNA
diagram serves as a visual aid for students to further understand what RNA does in the making of proteins. I chose to have the students
read the section of the chapter that explains the RNA and protein synthesis because it will help the students meet one of the objectives
for the lesson and I did not want to overwhelm them with the difficult text of the book. I chose the choral reading in groups because it
will help them practice reading skills. It will help the reading skills because the groups will be reading all together, so no one will be
too intimidated to read alone. The students are filling in the concept map as they read along so that they do have to go back and try to
find the correct parts of the map. I have the groups discuss using the sentence starters because discussing what they read helps with
comprehension. Every student may have gotten something different out of the text and discussing will help see the different things
that each student understood. The sentence starters sheet is meant to guide the groups through the discussion. They must summarize
role of RNA in protein making and how this connects to genes and DNA. I make it only a 3-4 sentence paragraph because it is a
sheltered class with many English Learners who have a difficult time with writing. For that reason, I give them the assignment to
finish as homework that way they have that extra time to reflect on what they learned and write the paragraph without feeling rushed.
The students have the textbook at home, so they will be able to refer back to the book to help them write the summary. This activity
will allow the students to practice their writing skills and also allow them to synthesize the information they learned in the lesson. The
exit ticket is a great formative assessment that will allow the students to reflect on what they learned in class and which concepts are
still confusing to them. It will also give me information about what part of the lesson was confusing and what she should clarify in the
next lesson.