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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
Slytherin Biology
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Freshman Biology DNA synthesis Sexy Birds 9-10 55 min
CLASS DESCRIPTION (including specific special needs and language proficiencies)


Content Objective(s) SDAIE (Integrated ELD) Strategies
CCSS Math, CCSS ELA & Literacy History/Social Studies, Science and
(cognitive, psychomotor, for developing knowledge in the
Technical Subjects, NGSS, and Content Standards
affective) content area
After examining models and Content driven - key topics are
simulations of DNA to clarify organized around main themes
HS-LS3-1 Ask questions to clarify relationships about the role of
the relationships between such as our anchoring activity and
DNA and chromosomes in coding the instructions for
DNA and the proteins they sexy birds
characteristic traits passed from parents to offspring
code for, students will ask
HS-LS3-2 Make and defend a claim based on evidence that
questions regarding how
inheritable genetic variations may result from: 1)new genetic Summative assessment - review
DNA structure affects protein
combinations through meiosis, 2) viable errors occurring during of key ideas and vocabulary with
synthesis and define
replication, and/or 3) mutations caused by environmental factors daily warm-up questions and exit
possible problems during
DNA replication that could slips.
lead to protein deficiencies.
Tier II (General Academic) Vocabulary Tier III (Domain Specific) Vocabulary
Chromosomes, Meiosis, DNA, histone, gene, RNA polymerase, free
Blueprint, Demonstrate, Modify, Venn Diagram, Applicable
bases, transcription, mRNA, amino acid, tRNA, codon, protein
Disciplinary Language SDAIE Strategies for developing
English Language Development Standards (ELD)
Objective(s) knowledge of disciplinary English

5. Listening actively

Demonstrate comprehension of oral presentations and

discussions on familiar social and academic topics by asking and
answering questions, with prompting and substantial support.

Bridging: Comprehensible input -

5. Listening actively CCSS.ELA-LITERACY.RST.11-12.9 use of graphic organizers such as a
Synthesize information from a venn diagram
Demonstrate comprehension of oral presentations and range of sources into a
discussions on a variety of social and academic topics by asking coherent understanding of a Multisensory input-
and answering questions that show thoughtful consideration of process, phenomenon, or use of audio-visual materials such
the ideas or arguments, with moderate support. concept, resolving conflicting as the videos and digital
information when possible. interactives.

5. Listening actively

Demonstrate comprehension of oral presentations and

discussions on a variety of social and academic topics by asking
and answering detailed and complex questions that show
thoughtful consideration of the ideas or arguments, with light

Additional Student Accommodations (Behavioral, Cognitive, & Physical)

Specific Needs Specific Accommodations
Because this student does not participate in group discussions, it is hard
to listen to gauge his understanding via questioning strategies in a group
or classroom setting. To accommodate this, teacher will engage the
student privately in a setting in which they are comfortable. The teacher
will prepare a set of questions to gauge student understanding of
concepts. Teacher will also engage student with questions which engage
Student with Anxiety and Depression. He is not very social and tends to
student learning by making them think about new topics and come to
keep to himself. He does not participate much in group discussions and
conclusions about how the concept being learned fits into the unit as a
prefers to work alone when possible. He will talk and hold a
whole and how it can be expanded upon to further learning in the
conversation with those he trusts (IE. the teacher a a select few
preceding lessons.
The teacher will monitor the student’s exit tickets to determine
student’s level of understanding of the topic. The day after an exit ticket
is turned in, the teacher will return the exit ticket to the student. It will
have written feedback on it that the student can use to further their
understanding or clarify ideas.
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
Teacher leads class in
Class works together via
discussion, listening to student
Introduce the idea of DNA and discussion to create a summary
input and adding applicable
its function within living chart that describes genetic
ideas about DNA to a class
organisms, specifically Sexy material and its purpose within Tells teacher whether or not
summary chart. During the lab
Birds. Students then work in the sexy birds. Students watch students can explain the origins
EL activity, teacher monitors
lab groups to create the a video that gives them ideas of how their sexy bird exhibits
groups, answering questions to
blueprint for a gene that gives about how DNA serves the its traits via unique genes.
provide clarification and
their sexy bird the unique organism as a whole. Students
answering questions that lead
traits that it has. then work in groups to create
to further student
a gene that explains their bird.
Students will construct a
written explanation
highlighting how the "sexy
Gauges how well students
bird gene" is replicated and
are able to tie previous
Formative Formal the types of proteins it
learning experiences into the
Assessment- tying the synthesizes. The
current lesson, construct
lesson back to previous explanation will include the
Written explanations will be written responses, and
learning experiences and relationships between DNA,
read by teacher, who will describe how a gene is
demonstrating the ability to chromosomes, genes, and
PM give written feedback on the replicated and how proteins
construct a written how they determine protein
assignment and return them are synthesized. This will
explanation that describes synthesis and expression
to students. allow the teacher to
the relationship between then add it to their model
determine whether to
genetic material and protein from the previous lesson.
progress with the lesson
synthesis. Students will also elaborate
plan or spend extra time
on any problems that may
reviewing content.
occur during "sexy bird
gene" replication or
Students prove that they
understand how organisms
Students present their models
pass on traits and how these
and their arguments that
Students participate in a traits can be modified to create
justify why their sexy bird Teacher gives oral feedback
Fishbowl presentation, where a unique organism. They can tie
possesses unique traits based after each presentation.
they sit in the middle of the this info back to their intial sexy
on its cellular makeup. Teacher also grades
S room with all other students bird model to explain why it is a
Students use their learning to presentation and model with a
on the outside. Students take completely unique species of
tie back what they have rubric to give students written
notes on the presentation bird. They can explain what
learned about organisms at feedback.
being given. happened to the bird at a
the cellular level to their intial
cellular level and how that
sexy bird model.
made it unique from other
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
Day 1: Engage Day 1:
1.5 min Day 1: 1. Answer Warm Up question in interactive notebook
2. 10 min 1. Warm Up/Driving question: What structures make a 2. Contribute ideas to include in classroom summary that
bird sexy and where do they originate from?
2. Class discussion and creation of classroom summary on
poster paper that describes what genetic material is
and why it is important. If students have trouble
contributing to discussion, teacher will individually
engage them after discussion to assess understanding describes what genetic material is and why it is
and ask for input on the class summary chart. Teacher important. Pull from prior learning experiences
will also provide necessary clarification. During this 3. Take notes in interactive notebook and include
activity, teacher will add applicable keywords to the pertinent diagrams to assist learning
word wall, helping ELL students and striving readers to 4. Gather in lab groups and construct a gene for the sexy
3. 5 min
remember key words. bird. Describe how the DNA makeup will code for a
4. 30 min
3. What is DNA and How does it work? video protein and what function that protein will serve the
5. 5 min
(https://www.youtube.com/watch?v=zwibgNGe4aY) bird. Students will follow a scaffold which will help them
Video will have applicable subtitles to support ELL plan out their blueprint by first brainstorming ideas
students before creating the physical model.
4. Blueprint Activity- design a blueprint for a gene lab 5. Write 2-3 brief sentences in interactive notebook on
group would want your bird to have. What does the how DNA serves as blueprint for protein synthesis
DNA strand look like for that gene and how does it
benefit the bird? Teacher provides scaffolding plan to
help organize creation of model.
5. Exit Ticket: How does DNA serve as a blueprint for
protein synthesis?
Lesson Body
Time Teacher Does Student Does
Day 2:
1. Answer Warm Up question in interactive notebook
2. Fill in vocabulary word map for vocabulary words
provided on word wall- Write word, definition, clarifying
Day 2:
sentence, and draw quick sketch
1. Warm Up question: How does DNA make a bird sexy?
3. Cut out list of random vocabulary words and definitions,
2. Vocabulary Front loading (DNA, chromosome, histone,
Roam room searching for pers whose word matches
gene, RNA polymerase, free bases, transcription,
your definition and vice versa. When find a match bring
mRNA, amino acid, tRNA, codon, protein) using
to teacher, first student to run out of vocab terms and
vocabulary word map. Vocabulary will be added to the
definitions is the speed dating champion, who receives
word wall.
5 extra credit points on their modeling project. This will
3. Vocabulary Speed Dating
hopefully keep students engaged in the activity as they
Day 2: 4. Leads students in discussion examining vocabulary
are incentivized to do well. ELL students who are having
1.5 min words and how they can be used to modify the model,
trouble reading through their vocabulary words will be
2. 30 min per the SEP. Students get into lab groups to further
paired with an advanced student during this activity to
3. 20 min review their models and make a sheet that describes
help them find their paired vocabulary word.
4. 5 min how they could revise their model.
4. Students examine new vocabulary words and ask
5. Exit Ticket: What are the similarities and differences
questions that can be used to edit their models.
Day 3: between DNA, mRNA, and tRNA?
5. Draw 3 way venn diagram in interactive notebook to
1.5 min Explain
compare DNA, mRNA, and tRNA
2. 10 min Day 3:
3. 35 min 1. Warm Up Question: How does protein synthesis make a
Day 3:
4. 5 min bird sexy?
1. Answer Warm Up question in interactive notebook
2. From DNA to Protein 3D video and discussion
2. Take notes in interactive notebook and draw pertinent
diagrams to assist learning, then discuss the steps to
Video will have applicable subtitles to support ELL
turn DNA into a protein
3. Use Chromebooks to explore various scenarios where
3. DNA mutation Online Interactive
DNA is mutated, creating a variety of results. ELL
students who have trouble reading the activity can use
Google Translate to supplement their understanding
4. Exit Ticket: How can mutations in DNA impact a bird’s
while working.
4. Draw a quick sketch in interactive notebook to
demonstrate how a mutation might impact a bird’s
sexiness. This sketch and any notes taken during the
interactive activity can be used to edit the pre-existing
bird model in a later lesson.
Lesson Closure
Time Teacher Does Student Does
Day 4: Elaborate Day 4:
1. 5 min Day 4: 1. Answer Warm Up question in interactive notebook
2. 10 min 1. Warm Up question: Are all DNA mutations bad? Explain 2. Take notes in interactive notebook and draw pertinent
diagrams to assist learning, discuss back-pocket
3. Get into lab group and refine Sexy bird model from
Week 1 to include a gene for the sexy bird that has been
mutated. Describe in the model whether the mutation
is beneficial, harmful, or neutral and how it impacts the
2. Watch and discuss One Minute Genetics: NOT All sexy bird.
Mutations Are Bad (https://www.youtube.com/watch? 4. Write 2-3 brief sentences about how the mutation
v=8z8pU7av1mc) Video will have applicable subtitles to added to the sexy bird model made the bird more sexy,
3. 35 min support ELL students. Back pocket question for or how a different mutation might make it sexy (if the
4. 5 min discussion- what mutations do we see today that may mutation from the model was neutral or negative)
benefit us? Which do we see today that are harmful?
3. Demonstrate and explain to students how to refine Day 5:
Sexy bird model from Week 1 to include a gene for the 1. Answer Warm Up question in interactive notebook
sexy bird that has been mutated. Describe in the 2. Construct an argument utilizing a graphic organizer to
model whether the mutation is beneficial, harmful, or describe the relationship between DNA and protein
neutral. Describe how the mutation changes the bird as synthesis and the problems that may occur during
a whole (SEP) replication or synthesis. Defend a claim for how a
4. Exit Ticket: How can a mutation make a bird more sexy? particular mutation to DNA would impact the
reproductive fitness of a bird positively or negatively
Day 5: Evaluate 3. 6 students sit in the middle of the class in a circle while
1. 5 min Day 5: all other students stand along the outside of the class in
2. 10 min 1. Warm Up question: What is the process by which DNA a larger circle. The 6 students in the middle discuss
3. 35 min is passed to offspring? their claims while students on the outside take notes
4. 5 min 2. Sexy Bird Gene Argument about the argument and information presented. A
3. Fishbowl Presentation (SEP) student may occupy the 1 additional open seat in the
4. Exit Ticket: What have you learned about heredity from inner circle, forcing an already seated student to leave
a peer in the Fishbowl? the Fishbowl and take notes on the outside of the circle
about what is being discussed. Students who have
trouble understanding the words used in the
presentation can reference the word wall that was
created during discussion in the first lesson.
4. Bullet Point 5 key ideas about heredity, DNA, and
mutations that were presented in the Fishbowl
Instructional Materials, Equipment, and Multimedia
SAFETY STATEMENT: there are NO safety issues present in this Lesson Plan. Students will be working with equipment to create a model on paper
that they can edit with markers and drawing tools. Students will be using computers to explore concepts as well.
Co-Teaching Strategies
☐One teach, one observe ☐One teach, one assist ☐Station teaching ☐Parallel teaching
☐Supplemental teaching ☐Differentiated teaching ☐Team teaching ☐Not applicable

Students will participate in an initial classroom discussion about what makes their bird unique, which will be followed up by a video that serves as
the anchoring phenomenon. From there, students participate in a modeling activity to create a gene which explains the unique traits of their bird.
From there, students participate in activities where they learn more about the vocabulary and processes that make their bird unique. They can use
this information to expand upon their initial bird model to explain why their bird is unique. Students edit their pre-existing bird model to include
their unique gene, which will also be edited to better explain how the gene lets the bird express its unique traits.

ELL students and students with special needs may face a few challenges within this lesson. They will have trouble participating in group discussions
and activities. This is supplemented by the word wall, which we will add words to as the week progresses. At this point in the unit, lab groups will
have already been assigned. ELL students, students with special needs, and striving readers will be put in groups with students who prove to
understand the content to help supplement these students.

We anticipate that we will have trouble keeping groups on task when working on their model or the digital interactive assignment. We plan to
monitor groups closely, and occasionally engage each group to assess their progress on the assignment. We will also keep back pocket questions
ready to engage students understanding of the material and guide them to logical outcomes when reasoning with topics. Students may also have
trouble starting their models of a gene that explains their birds unique features. We will provide students with a scaffolding worksheet that will help
them organize their thoughts. They can then make an outline of what they want to do and who is responsible for specific parts of the model. This
will streamline the model making process and help the students make a coherent plan to explain their gene.