Katie Rice

Instructional Design and Assessment

Baker College
June 2, 2017
Protein Synthesis Unit
Lesson 1: What is DNA? An Introduction to DNA
Lesson 2: What is Protein? An Introduction to Protein
Lesson 3: DNA Transcription
Lesson 4: DNA Translation
Lesson 5: Protein Analysis

Unit designed for a one-to-one classroom

Block scheduling: 75 minutes classes
Classroom profile:

Secondary Classroom A
9th grade {Subject}

31 students: 14 girls, 17 boys

Exceptional Learners
o 6 tested below grade level expectations (1 boy/5 girls)
o 6 tested above grade level expectations (1boy/5 girls)
o 3 students are English Language Learners (2 speak Spanish/1 speaks Chinese).
Socio-Economic Status: 25 of the students receive free/reduced lunch. (The school
averages 74% receiving free/reduced lunch.)
Racial/Ethnic Demographics
o 18 of the students are African-American
o 6 of the students are Caucasian
o 4 of the students are Hispanic
o 2 of the students are Bi-Racial
o 1 of the students is Chinese
Family Composition
o 20 of the families are single-parent families.
o 6 of the students live with someone other than a biological parent
10 of the households have adults with a college education.
Unit: Protein Synthesis Lesson Title: What is DNA? An Grade/Period: 9th
Introduction to DNA

CCSS or State Standards:

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.
[Assessment Boundary:
Assessment does not include
identification of specific cell or
tissue types, whole body systems,
specific protein structures and
functions, or the biochemistry of
protein synthesis.]

Science and Engineering

Practices:

Constructing Explanations and

Designing Solutions

Constructing explanations and

designing solutions in 912 builds
on K8 experiences and
progresses to explanations and
designs that are supported by
multiple and independent student-
generated sources of evidence
consistent with scientific ideas,
principles, and theories.

Construct an
explanation based on
valid and reliable
evidence obtained from
 a variety of sources
(including students own
investigations, models,
theories, simulations,
peer review) and the
assumption that
theories and laws that
describe the natural
world operate today as
they did in the past and
will continue to do so in
the future.
Disciplinary Core Ideas:

LS1.A: Structure and Function

Systems of specialized
cells within organisms
help them perform the
essential functions of
life.
All cells contain genetic
information in the form
of DNA molecules.
Genes are regions in
the DNA that contain
the instructions that
code for the formation
of proteins, which carry
out most of the work of
cells. (Note: This
Disciplinary Core Idea
is also addressed by
HS-LS3-1.)
Crosscutting Concepts:

Structure and Function

Investigating or
designing new systems
or structures requires a
detailed examination of
 the properties of
different materials, the
structures of different
components, and
connections of
components to reveal
its function and/or solve
a problem.
Resources and Materials:
(can be attached)
This lesson was inspired by a
lesson from betterlesson.com
(https://betterlesson.com/lesson/6
36942/dna-the-star-of-the-show)
1. Notebook
2. Device
3. Padlet - Partner Share
(https://padlet.com/katielb8
7/ushgtod3gmyp)
4. YouTube Video - Structure
of DNA
(https://www.youtube.com/
watch?v=qy8dk5iS1f0)
5. DNA lecture notes -
(https://docs.google.com/pr
esentation/d/1P9_HKHUU
NVSCLtEmnF_jQKVN5LH
aSwZstwbZIQahmIk/prese
nt?slide=id.i0)
Originally from
https://docs.google.com/presentati
on/d/1P9_HKHUUNVSCLtEmnF_j
QKVN5LHaSwZstwbZIQahmIk/pr
esent?slide=id.i0
6. Constructing a Paper Helix
Handout -
(https://docs.google.com/d
ocument/d/1vtJmlS32d1so
hEHk0ohV7coYmsAUMkQ
RBLs6MthPFgk/edit)
Originally from
https://betterlesson.com/lesson/63
6942/dna-the-star-of-the-show
 7. Google Form - Analyzing
Questions
(https://docs.google.com/fo
rms/d/e/1FAIpQLSe6quJ5z
ZJnVFEPttKNKsKcMXQG
bX0kPxtJ1KrROmY4eLDU
Fg/viewform)
8. DNA Template for helix
activity pg. 14 of this
Word Document
Originally retrieved from Pinterest
(https://s-media-cache-
ak0.pinimg.com/originals/51/db/c9
/51dbc926ecc2859d742344e40fc8
c7be.png)
9. Scissors
10. Glue sticks
11. Tape
12. Colored pencils or crayons
Objective:
What students will know and be
able to do stated in student
friendly language (use Blooms
and DOK levels for higher level
thinking objectives)
Essential Question(s):
Over-arching questions of the
lesson that will indicate student
understanding of
concepts/skills What is it you
want the students to
learn/know? Why?
Inclusion Activity:
Describe an activity that will
ensure that all students and
their voices are included at the
beginning of the lesson.
Sequence of Activities:
Provide an overview of the flow
of the lesson. Should also
include estimates of
pacing/timing.
I can:
I can construct the structure of DNA by properly pairing nitrogen
bases.
I can explain how DNA structure determines a proteins function by
analyzing the arrangement of nitrogen bases within the DNA
sequence.
Why are proteins essential for life?
Why are processes/cycles necessary for life?
Students will begin this lesson with a Brain Dump activity. This is
the opportunity for students to write for 2 minutes about prior
knowledge they have about DNA. Students will use a piece of paper
from their notebook to complete this activity. Afterwards, students
will get with their partner and each will share their three most
interesting facts from their own paper regarding DNA. Each student
will share their 1 favorite fact of their partners Brain Dump
regarding DNA using Padlet.
(https://padlet.com/katielb87/ushgtod3gmyp)
The purpose of this inclusion activity is to bring to light the prior
knowledge they already have about DNA. This is a review of
information that students have already learned. Based on their prior
knowledge will determine the amount of time we need to spend on
this lesson. It is essential that students have an understanding of
DNA in order to truly understand the lessons regarding Protein
Synthesis.
(0 minutes) Teacher will greet each student as they walk in,
students will then find their assigned seats and get out their
notebooks.
(5 minutes) Instruct students to begin their Brain Dump activity. This
is the opportunity for students to write for 2 minutes about prior
knowledge they have about DNA. Students will use a piece of paper
from their notebook to complete this activity. Afterwards, students
will get with their partner and each will share their three most
interesting facts from their own paper regarding DNA. Each student
will share their 1 favorite fact of their partners Brain Dump
regarding DNA using Padlet.
(https://padlet.com/katielb87/ushgtod3gmyp)
(3 minutes) Students will watch this two minute video briefly
explaining the structure of DNA.
(https://www.youtube.com/watch?v=qy8dk5iS1f0)
(25 minutes) Teacher will lecture briefly on DNA using the
PowerPoint provided, Introduction to DNA Lecture Notes
(https://docs.google.com/presentation/d/1P9_HKHUUNVSCLtEmnF
_jQKVN5LHaSwZstwbZIQahmIk/present?slide=id.i0). Students are
to take notes using the Cornell Method (explained in Instructional
Strategies) on all material covered in this lecture. Slides 1 through
28 will be discussed in this lecture. Although there are many slides,
most of this information should be review at this point with just a few
new concepts. It is critical students have a strong foundational
understanding of DNA to adequately understand the processes
explained in the coming lessons.
Key Points to reiterate during Lecture:

The DNA molecule is a double helix - a ladder that has been

twisted into a spiral
Outside of the ladder is made up of alternating sugar and
phosphate groups
Sugar is called deoxyribose
Rungs of the ladder are made up of nitrogen-containing
bases: adenine (A), guanine (G), cytosine (C) and thymine
(T)
These four bases are two types: purines and pyrimidines
Purines are large double-ring structures; adenine and
guanine are purines
Pyrimidines are smaller single-ring structures: cytosine and
thymine are pyrimidines
Two bases pair up to make a rung
adenine always pairs with thymine
cytosine always pairs with guanine
(20 minutes) Students will construct a paper model of a DNA helix in
the activity Construct a Paper Helix
(https://docs.google.com/document/d/1vtJmlS32d1sohEHk0ohV7co
YmsAUMkQRBLs6MthPFgk/edit). Working with their table partner
(students sit in groups of 4; groups are those 4 students and
partners are students sitting on the same side of the table) students
will create deoxyribose and phosphate groups as well as
 nitrogenous bases by cutting out models and coloring the
appropriate color.
- Each partnership will be given templates for the DNA that
will need to be colored and cut out.
- Students must recall from their learning which base pairs go
together in order to complete this helix successfully.
- After the bases are paired with glue and the nucleotides are
taped together, students will have created a small piece of a
DNA strand. (Each student will color 6 nucleotides to pair up
and create 3 base pairs)
- After students have completed, teacher will combine all of
the segments of DNA from partners and connect them all
creating a large double helix to be hung from the ceiling of
the classroom.
(10 minutes) Students will complete these Analyzing Questions
independently to summarize their learning
(https://docs.google.com/forms/d/e/1FAIpQLSe6quJ5zZJnVFEPttK
NKsKcMXQGbX0kPxtJ1KrROmY4eLDUFg/viewform). Most of this
material should have been review with just a few new concepts. Its
critical students have a strong foundational understanding of DNA
to adequately understand the processes explained in the coming
lessons.
(12 minutes) Teacher/Students will revisit the Padlet
(https://padlet.com/katielb87/ushgtod3gmyp) created at the
beginning of class and review the items added. Teacher should
read the correct statements, summarizing the key points regarding
DNA. Incorrect statements should be discussed with students to find
the error in thinking. This allows the teacher to summarize the
lesson along with reiterating important points and correcting any
misconceptions.
(5 minutes) Lesson closure. Students will be asked to think about
the following question and respond in a brief paragraph to prepare
for the coming lesson on DNA Transcription: How does the
structure of the DNA model that the class assembled during today's
lesson determine the structure of the proteins that will be created?
Students are encouraged to use their prior knowledge and any
other resources to complete this paragraph as homework.
- This will help me determine the student's level of
understanding/prior knowledge regarding Protein Synthesis
and DNA transcription.
Instructional Strategies: 1. Summarizing and Note Taking: This research based
teaching strategy requires the students to take notes and
Research-based strategies to summarize the concept by the notes they have taken. This
help students think critically strategy is implemented during teachers direct instruction
about the concept/skill using PowerPoint. After the PP is complete, students will
 have the opportunity to summarize the notes they collected
using the Cornell Method allows for deeper understanding
and increased fluency of the concept.
2. Cooperative Learning: Students will think-pair-share during
the inclusion activity of this lesson. Students will be asked to
get with their partner, listen and think about the other
students prior knowledge of DNA and share their most
interesting fact to Padlet. Cooperative learning allows
students to collaborate and learn concepts in greater detail
by sharing and asking more questions to one another than
they would typically ask the teacher.
3. Direct Instruction: This research based strategy is when
teacher implements some type of structure within the lesson.
Structure is demonstrated in the lesson by the timeline
created to keep students on task, note taking strategies
implemented during instruction of important content and the
use of formative assessment to make teacher very aware of
individual student understanding. The three of these
elements are methods used in direct instruction that allow for
structure and organization.
4. Whole group instruction is direct instruction using
PowerPoint and Video with minimal differentiation in either
content.
5. Small groups are an effective way to differentiate instruction
and meet the needs of our students. Tables are tiers with
different levels of student achievement; some below grade
level learners as well as some above. The above grade level
learners will be able to scaffold the learning of the below
level learner to reach a better understanding of the content.
This process of the above level learner teaching also helps
them solidify their own understanding.
6. Formative assessment is an assessment task designed to
promote students' learning. An example of formative
assessment in this lesson is Padlet and the analyzing
question assignment. From student responses teacher can
then tailor instruction to meet the needs of students.
7. Lesson closure ends a lesson and creates a lasting
impression, allows students to ask any remaining questions,
and also allows for the teacher to check for student
understanding of the material covered today.
8. Technology Integration: Technology was implemented into
this lesson in the following ways:
a. Students will use Padlet to share an interesting fact
of their partners prior knowledge with their peers
b. Students will watch a YouTube video
c. Instruction will be supported with a PowerPoint

Assessment:
List both formative and
summative assessments that
you will use to assess student
understanding. Formative
assessments are given during
instruction (check for
understanding), summative are
after completion of instruction
(how will you grade quiz, test,
project, paper, presentation,
demonstration, etc.).
Presentation
d. Students will complete an analyzing questions
assignment using Google Forms
Instructional strategies retrieved from
http://teachthought.com/pedagogy/instructional-strategies/32-
research-based-instructional-strategies/
Formative: Teacher will be able to assess understanding of the
concepts in the beginning of the lesson as well as the end of the
lesson. The Padlet activity at the beginning of the lesson will give
teacher some feedback on students prior knowledge about DNA
and an insight into concepts that may need to be refreshed or
retaught. Secondly, teacher will be able to assess student
understanding at the conclusion of the lesson in the Analyzing
Questions assignment. This is an independent assignment so the
teacher will get honest feedback of student understanding. For
example, if after teacher reviews responses and all students get
What's the name of the sugar that makes up DNA's backbone?
incorrect, teacher can modify her instruction. Maybe this concept
isnt prior knowledge, or was confusing during lecture or maybe
wasnt articulated well in the lesson and needs to be retaught. Its
critical students have a strong foundational understanding of DNA
to adequately understand the processes explained in the coming
lessons.
DATA:
After reviewing the Analyzing Question assessment, of 31 students
26 answered, What 3 elements make up the structure of DNA?
incorrectly on this assessment. This was an open-ended question
asking for the three elements that make up the structure of DNA:
the nitrogen base pairs, a phosphate group and a sugar group.
Many students responded with 3 of the 4 bases which are adenine,
thymine, guanine and cytosine. This is incorrect as these are only
the nitrogen bases found within DNA. It is clear that this information
was not understood well and I will need to modify my instruction to
clear up these misconceptions. DNA is a very complex molecule
and without proper understanding of its structure, success in this
unit will be very difficult.
To remedy this situation, I will shorten the inclusion activity in the
following lesson (Intro to Proteins). Students are to read a New York
Times article independently, but instead I will skim the article aloud
to save time. With that time, I will reteach the structure of the DNA
molecule. I will reiterate that adenine, thymine, guanine and
cytosine are nitrogenous bases which is only one structural element
of DNA. The other two elements make up the sides (or backbones)
or the DNA molecule. By drawing a detailed diagram and

Differentiation:
Describe who will need
additional or different support
during this lesson, and how you
will support them. Differentiated
instruction could include
testing accommodations,
preferential seating, segmented
assignments, a copy of the
teachers notes, assignment
notebook, peer tutors, etc.
referencing our DNA strand the day prior, I will be able to better
explain the DNA structure to those students who are struggling.
Summative: This unit has an end of unit assessment that will be
given to students. Questions from the assessment that pertain to
this specific lesson include:
1. Describe the shape and composition of DNA.
a. Answer: A long, double helix strand with two sugar-
phosphate backbones and nitrogen-containing
bases.
2. Where is DNA located?
a. Answer: Nucleus
3. What enzyme unzips DNA so it can be copied?
a. Answer: DNA Polymerase
4. Name the bases of DNA and identify which bases pair go
together.
a. Answer: 1) adenine pairs with 2) thymine, 3) cytosine
pairs with 4) guanine
5. Why is it necessary for DNA to be copied?
a. Answer: DNA cannot leave the nucleus
The end of this unit also includes an assignment in which students
will need to explain protein synthesis in depth. These concepts are
necessary to successfully articulate that process.
English Language Learners:
- Provide these students a copy of the power point.
- Obtain a script of what is said in the video and distribute this
to these students.
- Emphasize vocabulary and key terms. Provide these
students with a vocabulary handout for this section. Post the
vocabulary from this section in the room.
- DNA, mRNA, tRNA, nucleus, ribosomes, DNA
Polymerase, transcription, translation, etc.
Below grade level students:
- Provide these students a copy of the power point
- Obtain a script of what is said in the video and distribute this
to these students
- Tables are tiers. There are 4 students sitting at a table. This
table (when possible) will have a student who has tested
below grade level, and one above grade level. This will
enable students who are below grade level to work with and
reach out to their peers who have tested at grade level or

Above grade level students:
Summary, Integration and
Reflection:
List the way that you will bring
students together to integrate
and reflect on their learning
from this lesson
Initial plans could also contain the following:
above
- These students can create their own notes using the
guidelines provided
- Tables are tiers. There are 4 students sitting at a table. This
table (when possible) will have a student who has tested
below grade level, and one above grade level. This will
enable students who are above grade level to work with their
peers to help explain the content to their below grade level
peers and grade level peers when needed.
(Explaining/teaching the concept to another student will also
increase their understanding of the material.)
1. Students will complete these Analyzing Questions
independently to summarize their learning
(https://docs.google.com/forms/d/e/1FAIpQLSe6quJ5zZJnV
FEPttKNKsKcMXQGbX0kPxtJ1KrROmY4eLDUFg/viewform
). Most of this material should have been review with just a
few new concepts. It is critical students have a strong
foundational understanding of DNA to adequately
understand the processes explained in the coming lessons.
2. Teacher/Students will revisit the Padlet created at the
beginning of class and review the items added. Teacher
should read the correct statements, summarizing the key
points regarding DNA. Incorrect statements should be
discussed with students to find the error in thinking. This
allows the teacher to summarize the lesson along with
reiterating important points and correcting any
misconceptions. Students will be asked to think about the
following question and respond in a brief paragraph to
prepare for the coming lesson on DNA Transcription: How
does the structure of the DNA model that the class
assembled during today's lesson determine the structure of
the proteins that will be created? Students are encouraged
to use their prior knowledge and any other resources to
complete this paragraph as homework.
Accessing Prior Knowledge: What data do you have about what the students already know?
What do they need to know before they can learn this new information? What do the students
know about this topic prior to instruction? How will you engage the students, given what they
already know about the subject?
Anticipatory Set: What will you do to grab the students attention at the start of the lesson?
Questions to Anticipate: What questions will students be asking you during the lesson? How
will you answer them?
Wrap-up Activity and Closure: How will you bring your lesson to an end and tie it to previously
learned material? This is the summary at the end of the lesson. What did they learn?
Homework/ Independent Practice: Based on what they learned in class, what could they do
on their own to practice the skill they learned today? Examples include practice problems, an
investigation, a game, or any other activity to apply what they just learned.
Adaptations: List alternative plans you will make during your lesson as you consider student
strengths, challenges, and possible misunderstandings.
Remediation: What else can you do/have prepared to do with the students who did not
understand the information you presented?
Enrichment: What else can you do/ have prepared for the student who totally understood what
you taught and needs to take it a step further and extend the information taught?
Changes to Future Lessons: Use your imagination- what do you think might be places in this
lesson you might want to change/ improve/ expand on in the future?
DNA Model Templates for Construct a Paper Helix Activity (Lesson 1)
Retrieved from Pinterest (https://s-media-cache-
ak0.pinimg.com/originals/51/db/c9/51dbc926ecc2859d742344e40fc8c7be.png)