Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: The History of DNA

Content Area: Biology
Grade Level(s): 9th Grade

Content Standard Addressed:

SB2. Obtain, evaluate, and communicate information to analyze how genetic information is expressed in cells.
a. Construct an explanation of how the structures of DNA and RNA lead to the expression of information
within the cell via the processes of replication, transcription, and translation.

Technology Standard Addressed:

Students use digital tools to broaden their perspectives and enrich their learning by collaborating with
others and working effectively in teams locally and globally.

Selected Technology Tool: Padlet, Flipgrid, bubbl.us

URL(s) to support the lesson (if applicable): https://padlet.com/alondrarob2/fju7wfe93227hjht

Bloom's Digital Taxonomy Level(s):

☒ Remembering ☒ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☒ Creating

Levels of Technology Integration:

☐ Infusion Level: Students may work at a higher Bloom's Level, but they do not have any "Voice or Choice"
during the activity, and most of the decisions are made by the teacher.

☒ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have "Voice and Choice" in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school's morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

Universal Design for Learning (UDL):

The technology I selected for this lesson will support all students. Different actions and expressions are part of
this lesson plan because I give students the option to choose from three Beyond-the-Basics technology to
ensure that all students will meet the class goals. Padlet will help visual learners organize information in linear
form, making it easy to see and understand information. Padlet also allows for more writing space than the
other applications. Bubbl.us will enable students who prefer their information presented in bubble maps to
arrange their knowledge. Since the bubble space is limited, it might be a good tool for English learners and
other students with writing difficulties. The Flipgrid software would be ideal for students with minimal writing
skills, such as low English proficiency. Using video format, they can communicate as best as they can using
props and other video features. Allowing students to choose from different platforms also allows for the same
content to be presented in various formats. Students can share their timelines/videos, and in doing so, they
will see the content presented in different ways. Since students will be working with the material at their own
pace and with the software of their choice, they should be more engaged with the content than presented in
lecture form.

Lesson idea implementation:

SBooker, 2020
 Beyond-the-Basic Productivity Tools (BBPT)
90 Minute lesson
The activity will start with the teacher and students going over the content and language goals of the day.
After the goals, the teacher will give a short review of DNA in which she will ask students questions to gauge
what they already know. After the quick review, she will introduce the activity of the day; The activity involves
the students discussing the history of DNA as we know it (20 minutes). The students will have the option to
use Padlet, bubbl.us, or Flipgrid to create a DNA timeline. If the students use Padlet, the application lets them
create a timeline padlet that allows them to upload pictures and work with others in real-time. If they choose
bubbl.us, they will have to use the arrows and organize their bubble map to show the chronological order of
events. If they choose Flipgrid, then students can verbally discuss the history of DNA (50 minutes).

Students' learning will be assessed based on how well they research the history of DNA and how well they
were able to use the application they chose. Students will receive feedback on a rubric provided before the
start of the activity. The data collected from their work will be used to decide content to review future
lessons and determine what software applications students need more practice with. It will also be used to
differentiate learning in that it will give us insight into student's background on DNA, technology, and oral and
written skills. To further extend learning, we can have students analyze DNA X-rays and have them make
conclusions on what they see and their structure. The lesson will conclude with a short vocabulary review
game (20 Minutes).
Reflective Practice:
I believe that this lesson would increase students learning more than a traditional lecture. Students will be
directly working with the content to create their timeline instead of me directly giving it to them. This should
increase their content intake since they will be exposed to the content more and because it gives them
ownership of their learning. Overall, I feel that students will enjoy and learn from this lesson.
If this lesson was an introductory activity to the unit, I could further extend the lesson by discussing the
ethical component of discovering DNA and its uses today. If I wanted to take it even further, I can make it into
a socio-scientific issue in which students would have to research each side of the argument and then debate
among each other about who is right. To do their research and present evidence, students can use their
phone, iPad, or computer to locate reliable information for sources as Galileo or Google scholar.

SBooker, 2020