SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN TEMPLATE Revised 11/19

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.

Class Title Lesson Title Unit Title Grade Levels Total Minutes
Genetics; Inheritance
9th Grade Biology Protein Synthesis 9 5 class periods
and Variation
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards
Highlight in the appropriate color the DCI, SEP, and CCC Common Core State Standard Connections

Common Core State Standards Connections:

HS-LS3-1. Ask questions to clarify relationships about the role of DNA
and chromosomes in coding the instructions for characteristic traits
passed from parents to offspring.
Lesson Objective(s)
Highlight in the appropriate color the DCI, SEP, and CCC
ELA/Literacy -
RST.11- Cite specific textual evidence to support analysis of science
12.1 and technical texts, attending to important distinctions the
author makes and to any gaps or inconsistencies in the
account. (HS-LS3-1)
RST.11- Synthesize information from a range of sources (e.g., texts,
12.9 experiments, simulations) into a coherent understanding of a
process, phenomenon, or concept, resolving conflicting
information when possible. (HS-LS3-1)
Evidence

1. Individual DNA/protein synthesis model (initial, revised, final)

1. Students will develop a model to explain how the structure and 2. Protein synthesis graphic organizer
function of DNA encodes for a protein sequence. 3. Lab journal - data, observations, and analysis
4. NCBI data analysis - collaborative activity
STUDENT ASSESSMENT
Purpose/Focus of
Type Implementation Feedback Strategy How Informs Teaching
Assessment
After developing an initial
model, the students should be
able to discuss the role of DNA
in an organism; which will
confirm the progression to
Phenomenon Lab - Students The teacher will ask driving
learning about protein
To assess the students’ extract the DNA of a questions to elicit student
EL (Entry synthesis. If many of the
prior knowledge for the strawberry and develop an responses in a way that utilizes
Level) students are able to recall
role of DNA initial model for protein their preconceptions to
information on the flow from
synthesis develop an initial model.
DNA to proteins, less time will
be spent on the Explore step
and the teacher will direct the
focus towards explaining and
elaborating.
After each revision of the
To assess student Throughout the lesson, Model revisions will show
PM model, students will receive
understanding of the students will be given multiple gradual progress of student
(Progress feedback that is relevant to the
structure and function of opportunities to revise their understanding and inform the
Monitoring) latest material that they’ve
DNA model next steps in the lesson
learned
Final model of protein
Summative
To assess if students can synthesis illustrating the
(within the The final DNA model will show
design, analyze, and (general) processes of
lesson - not Grade the model as final the instructor if students
interpret a model transcription, translation, and
a summative project understand each detail of DNA
illustrating the central the associated structures from
exam) structure and function
dogma of biology (from DNA → RNA → Protein →
DNA → RNA → Protein). Function
FOCUS OF INSTRUCTION
Instructional Strategies
● UDL Principle: Daily Conversations – supports students’ language skills through reciprocal exchanges throughout the lesson
● Facilitate the conducting of an investigation
● Providing scaffolds for students to explore the roles of DNA and proteins to understand the expression of traits
● Ensuring students use evidence and data to support their claims through advanced reasoning
● Warm ups - providing brief activities for students to complete at the beginning of the class generally to activate prior knowledge and/or
to present a anchoring phenomena with a driving question
● Direct students through their construction of models - probing questions/topics to consider when illustrating the big idea
● Provide feedback on how students can improve their models to ensure that the final model is well-developed

LESSON INTRODUCTION/ENGAGE
Time Teacher Does Student Does
● introduce the purpose of the lab - “Why are
strawberries red?”, “Are strawberries red because their DNA
is bright red?”
● The teacher will provide the students with the
● Students listen to the directions as explained by the
materials needed to extract the DNA of a strawberry – Ziploc
teacher and asks clarifying questions
bag, 1 strawberry, an extraction buffer (water, dish soap,
● Students get into their groups, assign roles, and set up
salt), beaker/cup, strainer, chilled isopropyl alcohol, and
for the experiment
tweezers.
55 mins (one ● All students are actively engaged in making and
● Direct students to work in groups of 2-3 to conduct
class period) recording their observations throughout the experiment
their observations, discuss ideas, and develop conclusions
● Ask questions for clarity and share their ideas/thoughts
● Ensure that each student in the group has a
with each other
contributing role
● After the lab, students clean up and store away the
● Walk around the classroom to ask driving questions
materials they used
to elicit student responses that engages their preexisting
knowledge of genetics - “Based on your observation of the
DNA in the strawberry, how do you think the fruit comes to
express a bright red color?”
LESSON BODY (EXPLORE, EXPLAIN, EXTEND/ELABORATE, EVALUATE)
Time Teacher Does Student Does
● Refer students back to the DNA phenomenon/lab
and discuss their findings as a class then direct the students
into individual investigations - Why do the strawberries ● Make connections to what they already know about
express a red color? What might be happening with the DNA? DNA to understand the overall scenario and answer the essential
● Direct students to work with their groups to share question: “How does information from DNA get converted into
their ideas and develop a model that predicts the flow of traits?”
EXPLORE
genetic information from DNA to proteins ● Students present their ideas and questions to their
● As students work on their models, walk around and group members in order to develop a mutual understanding of
make a note of common trends, novel ideas, and any the topic.
55 mins (one
confusion/misunderstandings ● Based on this understanding, students will construct an
class period)
● Ask questions that promote thinking and discussion initial model on their notebooks to describe the phenomenon in
that are central to the learning goals their own words
● Guide a class discussion that incorporates the main ● Share key points of their individual models during the
ideas from each individual student to build a common initial class discussion to contribute to the overall class-initial model
model as a class - keep a record of this model to visit back at
the end of the lesson

● Introduce history of models of inheritance

● Present an interactive lecture on transcription and
● Participate in writing, partner sharing, and class
translation with adjustments made based on the students’
EXPLAIN discussion during the lecture
initial models and preconceptions.
(Time: ) ● Take notes with the intention of improving their
● Interactive lecture includes a video on protein
DNA/protein synthesis model
synthesis to allow students to present their ideas through
55 minute ● Analyze genetic data - DNA, mRNA and amino acid
journal writing, partner sharing, and class discussion
class codon and construct a model of inheritance that meshes with
● Present students with genetic data relating to
their model of DNA structure and function.
familiar phenotypes. Students will use the data to improve
their model of DNA structure and function

ELABORATE ● Based on previous assessment of DNA models and
(Time: ) discussions, provide clarification as needed to the role of DNA
and its function
55 minutes ● Prompt students to revise models of DNA to include
protein synthesis, allowing students to research DNA online
● Continue to revise DNA model
● Ask clarifying questions
● Students begin working on the graphic organizer using
prior knowledge and conduct additional background research of
protein synthesis
 ● Teacher provides graphic organizer containing
transcription/translation decoder and “random” DNA
nucleotide sequence to pairs of students
LESSON CLOSURE
Time Teacher Does Student Does
● Teacher engages students in discussion connecting
lab activity with explain + elaborate information (how protein
is encoded in DNA and created over the processes of
● Students will engage in class and pair discussion about
transcription and translation)
the topic of protein synthesis and modeling practice
● Teacher prompts students to carefully read the
● Students will follow and complete graphic organizer
directions and models how to utilize NCBI protein database to
NCBI activity in pairs to find protein encoded by DNA nucleotide
find protein based on amino acid sequence
sequence
● Teacher provides timer projected on board (15
● Students will annotate results and record function of
EVALUATE minutes)
protein
(Time: 55 ● Teacher displays progressive (initial + revision) co-
● Students will create a final revised protein synthesis
min ) constructed class models
model to illustrate understanding of content and development of
● Teacher projects modeling rubric on board for
skills
students and facilitate a class discussion on components of a
● Students will engage in peer review (2 swaps) and
model (arrows, labels, etc.)
provide 2 positive observations and 2 areas of growth
● Teacher prompts students to design final individual
● Students make final revision of model based off
model based on NCBI activity
feedback and to be turned in and graded
● Teacher engages students in peer review of model
and final revision
● Teacher assesses final model
Instructional Materials, Equipment, and Multimedia
Laboratory equipment: Ziploc bags, extraction buffer, beakers/cups, stainer, isopropyl alcohol, tweezers. Graphic organizer.
Chromebook/iPad/device, Google classroom, google slides/powerpoint

Co-Teaching Strategies
One assist, one teach.
Alternative Teaching

DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students
The entry level lab facilitates
learning through prior knowledge Advanced Students will be given
Multiple modalities will be used to
and allows for students to the chance to work with struggling
meet the learning needs of SSNs.
become familiar with the topic learners. One of the best ways to
For example, visual learning is
before it gets too complex. ELLs learn and get better at something
implemented through online
will also be placed strategically Academic language will be used is to teach it; this way you
interactives, models, and
throughout the classroom to sparingly at first, then increased reemphasize the information to
diagrams. While labs serve as
allow them to sit with a more as the students build confidence yourself and build more of an
kinesthetic learning for students
advanced learner. Class and familiarity with the content. understanding of the topic.
that learn by doing. These
discussions will give these Additionally, these students are
students will also receive
learners an opportunity to speak encouraged to have more details
additional time and help to
to others who can help guide their in their model to further support
complete certain activities.
thought process and their findings.
interpretations.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
The goal of the lesson is for students to establish that DNA codes for the expression of traits through the processes of protein synthesis. Some
students may be familiar with the general concept of DNA as the carrier of genetic information responsible for distinctive qualities found in an
organism. However, the design of this lesson is to firmly ground the abstract concepts of DNA and protein synthesis with visible and “real”
expression of traits through the development of their models. Students will thereby engage in individual, pair, and group activities in order to
investigate the role of transcription and translation. Thus, challenges of the lesson may arise from students inability to correctly transcribe into an
mRNA and/or translate into an amino acid sequence. However, support through multiple modalities and other supplemental resources will be
provided to ensure understanding of all learning levels. Finally, students will have multiple opportunities to revise and modify their models
throughout the lesson to develop a final model that depict their overall knowledge of the DNA sequence of an organism's determines which traits
the organism will exhibit.