Nucleic Acids
(55–60 minutes)
Intended Outcome
Participants will experience a 5 Es lesson on nucleotides with embedded English
learner strategies in order to learn how to enhance other science lessons to
address the needs of diverse learners.
Essential Learning That Will Result From the Activity
Participants will learn a design for lessons with ELL strategies and formative
assessments to gauge student understanding and methods to help students
access abstract content.
Resources Needed/Materials Used
 Introducing Nucleic Acids PowerPoint
 LCD projector/computer
 Items on Wheat Germ DNA Materials List
 White erase boards (poster paper)
 Tape, rulers, markers, glue
 Transparency pens
 Glue sticks
 Envelopes for 1) lab activity roles and 2) concept mapping activity
 Nucleotides A,T,C,G printed in different colors and cut out
 The Double Helix
Handouts
 Introducing Nucleic Acids PPT thumbnails
 Introducing Nucleotides lesson
 Wheat Germ DNA Materials List
 DNA Extraction Activity
 DNA Extraction Cooperative Groups (role cards)
 Vocabulary Self-Rating worksheet
 Exploring DNA Structure worksheet
 Origami DNA model, with instructions
 Explain: Word Wall worksheet
 Text selection, pages 230-233
 Interpreting a Graphic worksheet
 Extend Concept Map: DNA Structure
 Notebook Space worksheet
 Student Learning Log worksheet
Facilitator Advance Preparation
 Become familiar with the PPT and handouts.
 Prepare lab materials inventory poster.
 Prepare lab activity roles envelopes.
Introducing Nucleotides
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Laminate white card stock for white erase boards.
Print and cut apart concept map activity vocabulary words.
Obtain materials for lab activity.
Print nucleotides on card stock & cut out (not apart).
Activity Sequence
Whole group
1. Direct participants to read the first PowerPoint slide to become familiar
with the TEKS that the lesson presents and to identify the Introducing
Nucleotides lesson plan.
2. Direct participants to read slide 2 and answer the question, “Is it possible
to extract or pull out the DNA from cells and see it with the naked eye?”
Participants should record their predictions or ideas in their learning logs.
3. Review DNA basics with the group.
4. At each table, place an envelope with the four colored cards on the table
and ask the participants to each take one.
5. Participants will be given 1.5 minutes to read the directions to the DNA
extraction activity and obtain the materials needed.
6. Refer to slide 3 and 4.
In groups of four, please pair-share what needs to be done to complete
steps 1–9 of the DNA Extraction Activity in 10 minutes? Can I have two
teams share out their comments?
Begin the lab.
As you circulate among the participants, record any key ideas,
observations, or terms that you hear them use that are relevant to the
vocabulary. These terms will be used in the “Explain” portion of the lesson.
7. Upon completion of the DNA extraction lab and clean up, direct
participants to read slide 5 to themselves as you read the slide aloud.
Take a moment to rank your understanding of the vocabulary in the
“AFTER ENGAGE” column of the Vocabulary Self-Rating worksheet.
Inform participants that we will be checking our understanding or
familiarity with these terms or words throughout the lesson sequence.
Small groups
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Introducing Nucleotides
8. Distribute the Exploring DNA Structure activity and the nucleotides to each
participant. Make sure that the participants are in teams of four and each
receives a different nucleotide.
a. Ask the whole group “Thumbs Up or Down” if they can predict what
they are going to do with handouts that are presented to them.
9. Following Slide 6, direct participants to complete Steps 1–9. This activity
asks students to work cooperatively comparing their nucleotide to those of
their groups and then to record information. As participants are performing
this activity, the facilitator should keep track of key vocabulary that is
utilized during this process; it will be used in the next activity.
10. Upon completion of Exploring DNA Structure have the participants revisit
their Vocabulary Self-Rating worksheet and complete the “After Explore”
column. (slide 7)
11. On chart paper or with a document camera, create a list of all the terms
you heard participants use during the engage and explore portions of the
session. (slide 8)
Pairs
12. Have participants work in pairs and assign a word from the list of terms to
each pair; have them discuss the term for 2 minutes. Prompting questions
may include
a. When did you use the word?
b. How did you use the word?
c. Do you know any synonyms or similar words?
d. Does the term remind you of anything we have done before?
13. Upon consensus, the groups will then write their understanding of the term
on their white erase boards and share-out to the group. As the groups
share-out the terms, the facilitator will write down the common description
of the word on the word wall. The facilitator will mediate a conversation,
when possible, to illicit scientific synonyms. Participants will write down the
word wall in their Explain: Word Wall handout.
a. Example: I heard that you said that the nucleotides connect to each
other; we use the term bond when molecules connect.
b. Ask all participants within the groups to contribute to the meaning
they created.
14. For the elaborate” portion of the activity, the participants will use a portion
of the text to create a concept map (slide 12). Pass out the envelopes with
the vocabulary terms cut out to participants. Have them work in pairs to
organize the words in a meaningful way.
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Introducing Nucleotides
15. Participants will read pages 230–233 (Structure of DNA) and rearrange
their concept maps according to their additional knowledge. When finished
rearranging, signal the facilitator. After their concept map is approved,
participants will copy the map onto the worksheet titled Notebook Space.
References
Carr, John. (2006). Making science accessible to English learners. San
Francisco, CA: WestEd. Pp. 57, 83–86.
Nowicki, Steven. (2008). Biology. Manuscript submitted for publication. Pp. 230–
233.
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