Apprentice Teacher Name: Brooke Cody | | Subject: HS Biology | Lesson Plan Week 3/20-3/24

Apprentice Teaching
Lesson Plans
Dates Monday Tuesday Wednesday Thursday Friday
3/20 3/21 3/22 3/23 3/24

Times Period(s) / Time(s) Period(s) / Time(s) Period(s) / Time(s) Period(s) / Time(s) Period(s) / Time(s)
Day A Period 1 Day B Period 1 Day A Period 1 Day B Period 1 Day B Period 1
9:00am to 10:30am 9:00am to 10:30am 9:00am to 10:30am 9:00am to 10:30am 9:00am to 10:30am
Period 4 Period 4 Period 4 Period 4
1:00pm to 2:00pm 1:00pm to 2:00pm 1:00pm to 2:00pm 1:00pm to 2:00pm

Objectives Objective(s): Objective(s): Objective(s): Objective(s): Objective(s):

Students will… Students will… Students will… Students will… Students will…

Draw connections between the
genetic inheritance of blood type
and its probabilities in offspring
considering codominance and
multiple alleles.
Interpret the conditions
surrounding the discovery of DNA
structure by reading and analyzing
an excerpt on the discovery of
DNA.
Interpret the conditions
surrounding the discovery of
DNA structure by reading and
analyzing an excerpt on the
discovery of DNA.
Model the structure of DNA
using building block kits.
•Identify the main components •Identify the main components •Identify and describe the
to DNA structure to DNA structure steps and components to DNA
•Identify and describe the •Identify and describe the steps transcription
steps and components to DNA and components to DNA •Identify and describe the
replication. replication. steps and components to DNA
replication.

Model the structure of DNA using

building block kits.
Intro(10-15 Warm up Warm up Warm up Warm up Warm up
mins)
1. Describe two things that 1.Describe two things that you 1.What was the contribution 1.What was the contribution An organism has 15 %
you know about DNA. know about DNA. made to science by these made to science by these adenine nucleotides in its
2. Write down two things 2.Write down two things that people: people: genetic makeup. What are
that you want to know you want to know about DNA, the percentages of the other
A. Hershey and F. Hershey and
about DNA, and why. and why. nucleotides? Explain.
Chase Chase
B. Avery et. al. G. Avery et. al.
C. Franklin & H. Franklin &
Wilkins Wilkins
D. Watson and I. Watson and Crick
Crick
J. Rosalind Franklin
E. Rosalind
2.Why is DNA a double helix?
Franklin
2.Why is DNA a double helix?
Activity Prep Students will finish up the blood
testing activity, including any data
collection they still need and
cleanup procedures. Once
students finish the lab, the
Instructor will go over the results
and ID the suspected criminal with
the whole class.
Students will be introduced to the
new topic of the genetics unit:
DNA Structure.
Students will read a DNA
Discovery article and answer
discussion questions. This will be
done independently at first and
then in a think-pair share to
confirm answers.
Instructor will bring the class
together to check if students have
any comments/questions about
the article which they would like
to share with the whole class.
Instructor will direct a creative
exercise on DNA structure by
having students groups (by table)
& Activity complete a model of DNA
structure using in-class kits. This is
a hands-on activity.
Students will be introduced to
the new topic of the genetics
unit: DNA Structure.
Students will read a DNA
Discovery article and answer
discussion questions. This will
be done independently at first
and then in a think-pair share
to confirm answers.
Instructor will bring the class
together to check if students
have any comments/questions
about the article which they
would like to share with the
whole class.
Instructor will direct a creative
exercise on DNA structure by
having students groups (by
table) complete a model of DNA
structure using in-class kits. This
is a hands-on activity.
Instructor will review the
building blocks of DNA and
lead the students in a
labeling/coloring worksheet
activity.
Instructor will then explain to
the students the three steps
involved in DNA processing ;
DNA Replication,
Transcription, and Translation.
The students will be advised
to do an online interactive
where they investigate the
purposes behind the many
proteins involved in DNA
replication; including Helicase,
Primase, DNA Polymerase III,
DNA Polymerase I, and Ligase.
Students should write down
all their observations/answers
to lab questions for the online
interactive in the lab section
of their respective notebooks.
This can be collaborative with
lab partners or groups no
greater than 3.
Instructor will review the Instructor will introduce
building blocks of DNA and lead transcription and translation
the students in a through an educational video.
labeling/coloring worksheet Instructor will ask students to
activity. write down a specific question
they have about DNA
Instructor will then explain to
processing during the video in
the students the three steps
order for the class to discuss
involved in DNA processing ;
answers as part of an
DNA Replication, Transcription,
interactive lecture.
and Translation.
Students will participate in an
The students will be advised to
interpretation activity where
do an online interactive where
students label the different
they investigate the purposes
components involved in
behind the many proteins
protein synthesis based on a
involved in DNA replication;
diagram with unidentified
including Helicase, Primase,
figures (Protein Synthesis).
DNA Polymerase III, DNA
Polymerase I, and Ligase. Students will get 5 to 10
minutes to discuss with
Students should write down all
classmates before the
their observations/answers to
Instructor leads a guided
lab questions for the online
overview of the
interactive in the lab section of
translation/protein synthesis
their respective notebooks.
process according to the
This can be collaborative with diagram.
lab partners or groups no
greater than 3.
 Closing Instructor will direct students to
Remarks(10 put back modeling materials
mins) appropriately in their kits when
finished.
Instructor will ask students if they
noticed any key components to
the structure of DNA that they feel
was significant in producing the
unique helical structure. Instructor
will facilitate a full class discussion
to introduce the building blocks of
DNA, including the alternating
sugar and phosphate backbone,
and the four nucleotide base pairs
adenine (A), cytosine (C), guanine
(G) or thymine (T).
Resources: ->Blood Testing Lab Packet
->DNA Discovery Excerpt &
Questions
->DNA Modeling Kit
Instructor will direct students
to put back modeling materials
appropriately in their kits when
finished.
Instructor will ask students if
they noticed any key
components to the structure of
DNA that they feel was
significant in producing the
unique helical structure.
Instructor will facilitate a full
class discussion to introduce the
building blocks of DNA,
including the alternating sugar
and phosphate backbone, and
the four nucleotide base pairs
adenine (A), cytosine (C),
guanine (G) or thymine (T).
>DNA Discovery Excerpt &
Questions
->DNA Modeling Kit
Students will spend the last 5
to 10 minutes completing the
quiz which follows the online
DNA replication interactive.
This quiz will not be graded on
accuracy but completion for
class purposes, although
students are encouraged to
attempt to get a 100%. This
quiz acts as a good review and
helps evaluate whether
students understand
replication concepts such as
DNA unwinding, base pairing ,
etc. before next class period.
Students are encouraged to
ask the teacher for help when
necessary, but should finish
the quiz without collaborating
with other students.
->DNA structure diagram
->DNA replication interactive
https://biomanbio.com/HTML
5GamesandLabs/LifeChemga
mes/replicationinteractivepag
e.html
Students will spend the last 5 to Students will spend the rest of
10 minutes completing the quiz the class period finishing their
which follows the online DNA protein synthesis worksheets.
replication interactive. This quiz Whatever is not finished from
will not be graded on accuracy the practice worksheet in
but completion for class class will be assigned to the
purposes, although students students as homework to be
are encouraged to attempt to submitted next week.
get a 100%. This quiz acts as a
good review and helps evaluate
whether students understand
replication concepts such as
DNA unwinding, base pairing ,
etc. before next class period.
Students are encouraged to ask
the teacher for help when
necessary, but should finish the
quiz without collaborating with
other students.
->DNA structure diagram ->Transcription and Translation
video
->DNA replication interactive
->Protein Synthesis Practice I
https://biomanbio.com/HTML5
GamesandLabs/LifeChemgames
/replicationinteractivepage.htm
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