Lesson Planning

Waynesburg University

Writing the lesson plan:

Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)
• 3.3.10.B: Describe and explain the chemical and structural basis of living organisms.
• 3.3.10.C: Describe how genetic information is inherited and expressed.

Lesson Objective(s)
(Stated in observable and measurable terms)
• The students will identity the main components of DNA.
• The students will differentiate between the nitrogenous bases that make DNA.
• The students will describe the how DNA divides.
• The students will explain why DNA division is important.
• The students will state when DNA division occurs in the cell cycle.
• The students will draw the structure of DNA during cell division.

Assessment Plan
(What will be done to determine if lesson objectives have been met?)
• The students will be assessed on their explanation/review in a blog of their article
review/explanation. The students will be expected to answer using complete sentences and
proper grammar.

Materials:
• Computer access.
• Article on DNA.

Inclusion Techniques for Students with Special Needs:

• The students will be given a research article to construct their blog response (the student
will not have to search for an article).

Enrichment Techniques:
• The students will be asked to find two articles on the same subject. The students will then
compare and contrast the two articles in their blog.
Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL
students have access to and are able to participate in the lesson):
• The students may work in small groups (2-3 members) to answer the section review
questions.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:
• Upon entering the room, the students will have review questions on the board. The
students will be given a few moments to answer the questions on the board. The class will
review the answers to the questions.

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted
statements are preferred)
• The students will participate in the anticipatory set.
• The students will be given time to find an article on DNA.
• The students will print their article.
• The students will read their articles.
• The students will write an outline of their article.
• The students will log onto the classroom website.
• The students will click on the blog tab.
• The students will create a comment on the blog page.
• The students will then comment on 2 other student blogs.
• Some interesting facts from the articles will be discussed in class.

Guided Practice/Independent Practice/Assessment Activities:

• The students will be asked to find an article that is focused on the topic. The students then
need to write a reflection or review of the article in the form of a blog. The initial post
should have the article attached or a link to the article. The post should be grammatically
correct. Also, the ost should be answered in paragraph form without spelling errors.
Closure:
• The teacher will discuss some of the interesting facts that were presented in the blogs. The
class will have a discussion about the topics presented in the blogs.