WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Matcuk/ Grischow
week:
Date 11/26/12
Length of Lesson 25 daysContent Area Biology
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STAGE I – DESIRED RESULTS
LESSON TOPIC:DNA: The Genetic Material
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
• Explain how genetic information is inherited.
• DNA segments contain information for the production of proteins necessary
for growth and function of cells.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
• Describe how the process of DNA replication results in the transmission and /or
conservation of genetic information.
• Explain the functional relationships between DNA, genes, alleles, and
chromosomes and their roles in inheritance.
•The basic molecular and the associated genetic code structure of DNA are
universal, revolutionizing our understanding of disease, heredity and evolution.
• Desc ribe processes that can alter composition or number of chromosomes (i.e.,
crossing-over, nondisjunction, duplication, translocation, deletion, insertion, and
inversion).
• One or more pairs of genes on one or more chromosomes code for the
expression of inherited traits.
• Two or more versions of a gene (alleles) contribute to the expression of inherited
traits.
•
VOCABULARY: Vaccine, virulent, transformation,
bacteriophage, double helix, nucleotide, deoxyribose, basepairing rules, complementary base pairs, DNA replication,
DNA helicase, replication fork, & DNA polymerase
ESSENTIAL QUESTIONS:
• What is the relationship between structure and function at
biological levels of organization?
• Why is DNA called the “blueprint of life”?
• How is the hereditary information in genes inherited and
expressed?
• How do we scientifically explain the evidence and
mechanisms for biological evolution?
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
• Pose questions and provide evidence-based explanations
about understanding and observations of biological
phenomena and processes.
• Identify and describe various ways models are used to
explain, interpret, and predict, biological
phenomena/systems.
• Develop a model of the DNA structure.
• Describe base pairing rules.
• Summarize DNA replication..
STAGE II – ASSESSMENT EVIDENCE
FORMATIVE ASSESSMENTS:
#1. Open Ended Questions
#2. Graphic Organizers
#3. Exit Tickets
Others: Teacher questioning, class discussion, simulations,
labs, event retelling, think-pair-share, small group talk, game
playing, thumbs up, think aloud, read aloud, demonstrations
PERFORMANCE TASK:
• Warm-up activity
• Etymology
• DNA modeling for structure
• DNA modeling for replication
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
INTERVENTIONS:
ASSIGNMENTS:
• Directed Readings
Active Engagements used:
#1. Note-Taking
#2. Whole Class Response
Others: Cooperative learning
Lab
Describe usage:
• Students will be able to discuss
how DNA was identified as the
genetic material.
• Students will model DNA
structure and replication.
• Projector
• Power Point
• Lap top
• DVD
• Worksheets
• Lab Equipment
• Colorforms of DNA &
RNA & nucleotides of
eachColorforms of DNA
& RNA & nucleotides of
each
CONTENT AREA
READING:
Scaffolding used:
#1. Build on Prior Knowledge
#2 . Chunking
Others:
Describe usage:
• B uild on chromosome
structure to explain how
replication occurs.
Other techniques used:
• Prompting if necessary.
MINI LESSON:
• Base pairing
• Transformation
• Modeling DNA structure
• Modeling DNA replication
Chapters 9 and 10
• Student portfolio
• Test Corrections
• Extended time for
homework and tests
• Alternative assignments
• Tutoring
• College Access
• Skills Worksheet for
protein synthesis
• Section Review Questions
• Study Guide
• Chapter Test