TEACHER
B. Rivera
7th
WEEK OF SCHOOL
COURSE: Biology
DATES: 10/6 – 10/10_
Learning Focus – Components of DNA – Students identify the components of DNA, describe
how genetic information is carried in DNA, and understand that these components are common to
all organisms.
Status vs. Pacing Calendar:
1 – day behind
Rigor – key strategies for focus in 2014
 HOT questions
 Be the Lead Reader
 Wait time
Step 1: Follow the district and/or campus Scope and Sequence Plan to select a
TEKS/SE.
TEKS taught this lesson:
BIOL.2E Plan and implement descriptive, comparative, and experimental investigations,
including asking questions, formulating testable hypotheses, and selecting equipment and
technology.
BIOL.2H Communicate valid conclusions supported by the data through methods such as lab
reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technologybased reports.
BIOL.3E Evaluate models according to their limitations in representing biological objects or
events.
Ⓡ BIOL.6A Identify components of DNA, and describe how information for specifying the traits of
an organism is carried in the DNA.
Ⓢ BIOL.6B Recognize that components that make up the genetic code are common to all
organisms.
Step 2: Study and research the selected TEKS/SE
A. Identify verbs for cognitive alignment:
Differentiate, identify, compare, classify, demonstrate, organize, analyze, evaluate,
predict, implement and communicate
B. Identify the Concepts (Concept Alignment) in the TEKS/SE:
 DNA
 Components
 Genetic Code
C. What are the key skills?
 Planning and implementing investigative procedures
 Making inferences, communicating valid conclusions
 Creating and evaluating
D. What are the vocabulary Words in the TEKS/SE:
a. Academic 


Nucleic Acid
Purine
Pyrimidine



Gene
Inherited
Phosphate



Trait
Nitrogenous Base
A, G, C, T
Step 3: Using the results from above list the critical components of an aligned
lesson in science.
What are the critical components of aligned lessons in teaching this TEKS/SE to
the depth and complexity of STAAR/ EOC?
DNA carried in the genes of an organism determines an organism’s traits and the components that make up DNA
comprise all living things.
 What are the components of DNA?
 How is information for specifying the traits of living things carried in the DNA?
 Why are the components that make up DNA common to all living organisms?
Step 4: Using the list of critical components from Step 3, go on a “Treasure Hunt”
through programs, textbooks, and materials to find the most aligned lesson or
lessons.
Monday 10/6
TEKS:
BIOL.3E
Ⓡ BIOL.6A
Ⓢ BIOL.6B
Tuesday
10/7
TEKS:
Wednesday
10/8
TEKS:
Ⓡ BIOL.6A
Ⓢ BIOL.6B
BIOL.2H
Thursday
10/9
TEKS:
Ⓡ BIOL.6A
1. Objective: Students will learn the components of DNA and be able to define and
identify parts of the DNA molecule
2. Engage and connect – Introduction to DNA – by Frank Gregorio
3. Guided instruction –
1. PowerPoint presentation: DNA
4. Independent practice – None
5. Homework – Review for Unit 4 Test
1. Objective: Students will complete Unit 4 Test: Viruses
2. Engage and connect – None
3. Guided instruction – None
Independent practice – None
4. Check for understanding – None
5. Homework – None
1. Objective: Students will see DNA and understand its commonality to all
organisms
2. Engage and connect
Discuss materials and requirements to perform successful DNA extraction
from banana
3. Guided instruction – Step-by-step guidance to complete experiment
Independent practice –
 Students will follow instructions to successfully complete lab
4. Check for understanding – Questions and student discussion
5. Homework –– Complete DNA worksheet
1. Objective: Students will review components of DNA
2. Engage and connect
Watch video – DNA by Drew Berry
3. Guided instruction – None
Friday 10/10
TEKS:
BIOL.2H
BIOL.3E
Independent practice – Students will complete DNA worksheet 2
4. Check for understanding – Question and answer student based inquiry.
5. Homework – complete worksheet
1. Objective: Students will take Unit 5 Test: DNA
2. Engage and connect
 None
3. Guided instruction – None
Independent practice –
 None
4. Check for understanding – Questions and student discussion of exam
5. Homework –– None
Upon request by any special needs student, they can receive additional time to
complete their assignments. Also, I am available to provide additional assistance
to any student who requests it.
Depending on their specific request or my assessment of their involvement and
understanding of the subject matter in the classroom, special needs students are
given preferential seating.
Worksheets are used to prepare for each major test.
How will you assess learning and mastery?
Daily
 Observations during student group and independent work time, lab work, and board
work
 Class participation and involvement in discussions and labs
Weekly
 Homework
 Labs, Focus Activities, and/or tests
Demonstrations or Labs:
Lab Activities – TBD
Test: Unit 5 – Viruses – 10/7
Test: Unit 6 – DNA
- 10/10