Kevfn Lynch

Practical Planning with UbD flare

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Skill Skill Skill
Skill Skill Evaluate all that they
Students will Students will begin to Students will finally bring together all that they
Students will learn the basic structure and understand how have learned about learned and connect the information to
expand upon the
function of DNA. transcription and DNA and its mutations in genes and how they can lead to
knowledge that DNA
is in all living things translation work. connection to evolution.
and apply this characteristics in
knowledge to a lab. organisms and use this
information for a
debate.
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Understandings Understandings Understandings

Understandings Understandings
• DNA is • Transcription • The • Greater understanding on mutations
• DNA is in all living organisms. found in must occur to connection and how they can benefit or harm an
• DNA contains instructions for function, cells make RNA between DNA organism
development and reproduction.
• DNA • The structure and RNA • The connection between DNA, natural
• DNA stores information. replication of RNA • How just four selection, and evolution
• DNA is made up of a twisted double occurs in • The difference base pairs • DNA is the language of life
helix with nitrogenous bases and a
the cell between DNA can create the
sugar-phosphate backbone.
cycle and RNA entire world
• The bases of DNA are adenine (A), • DNA can • The structure worth of
guanine (G), cytosine (C), and thymine
be of RNA organisms
(T).
extracted • Translation • How changes
and occurs in in amino acid
studied by ribosomes sequences
breaking can result in
apart the different
phosphate genes and
backbone mutations
• DNA
create
proteins

------
that
determine

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traits
All living __ _
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things are
related in
~ ~- .
DNA by
some Y~1/
percentage
(50%
shared
between
humans
and
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Kevin Lynch
bananas)

Assessment Assessment Assessment I Assessment

At the end of the period, students will receive an Students will hand Assessment
Students will be Students will be
exit ticket where they must match missing base in lab packet at end accessed on the accessed on their Students will be assessed on their ability to
pairs. They must also provide one fact about DNA of class with post- accuracy of the ability to bring up valid bring all of the information learned together in
on the ticket. lab questions information in their points in the debate the story they create.
answered. protein synthesis and their participation

<- rap/song. if! the debate. I _ '--

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Anticipatory Set Anticipatory Set Anticipatory Set Anticipatory Set
Students wil~oked with a video from the Anticipatory Set
As this is a lab Using information Students will be
movi~fassic _B3rkwhere the scientists take period, students learned in the previous hooked by having them Students will be hooked with an extremely
DNA otltof1i'ri,osquito to bring dinosaurs back to should be hooked interesting video about a family who has 6
two days, the educator do a snowball activity
Earth. This is relevant because it makes a right away. They will will rap a song about where they will write fingers due to a mutation. The connection and
connection between what they are about to learn see the strawberries relevancy both are in the linking of DNA and
DNA to the students. down their favorite
and a classic movie. on their desks as coding with mutations which run throughout
The connection is that thing, most memorable families.
they walk in. Their the information in the thing, or a question
Video: anticipatory set will song will access that they have about Video:
https://www.youtube.com/watch?v=m DTaykXudV be to answer the students' knowledge DNA to this point. Then
https://www.youtube.com/watch?v=UfPIKQmPo
prefab questions from the last two days the will throw these k

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which is relevant and the relevancy is papers into the center
and connects to the that students will have of the room, pick up
lab because it will
get them thinking
about DNA and
what they are going
an example for the
activity they are about
to do with the new
information learned
another paper and
read aloud to the rest
of the class whatever
the paper they have
G\<it~'·
to do. today. This should get says. This is relevant

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students laughing and and connects to the
energized for the lesson as it accesses
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1/
lesson. \ .,, j:.\-'
\ 0 . _\ o.-!'tJP I
"'° student's prior
knowledge ~nd gets
V"' yv- · them energized.

Learning Learning Learning Learning Learning

Students will work collaboratively in the activity, This is a lab where Individually, students Students will be After learning about the connection between
conducting a fl~saW.@1Ji2i!!le approach. Students student can choose will create a song or randomly put into two DNA and evolution, students will be asked to
will be assigne \;ither structure or function and to extract DNA from rap about the opposing groups where create a short story about an organism that
research facts about DNA. Halfway through the either a strawberry information presented they will debate over develops a mutation which leads to an
activity, they will pair up with a student who or their own cheek to them in the first half whether adding two advantage for that individual. Ultimately, this
researched the opposite characteristic than them using a cotton swab. of the class. Some new base pairs to the should result in natural selection and evolution.
and share what they found. Each choice is students will have the existing structure of
carried out in a option to perform the DNA would be helpful
similar fashion and song at the end of or harmful to the
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results in a viewable class. organisms in this
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form of DNA.
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'1- Teaching Teaching Teaching Teaching Teaching
The educator must give a PowerPoint lecture on
Student lab groups Understanding that not The educator should
: .niversal design, the educator should

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to pair low-level and high-level learners for the must be all students will be ensure that the class is --:-:---:---~-:------,----,-----,
the connection between DNA, evolution, and
collaborative process. Additionally, access to heterogenous with comfortable preforming a judge-free zone and natural selection during the first half of the class.
school laptops and freedom for students to both low and high- a song, the educator that each student feels Then, the teacher should encourage that
research what they want should provide universal level learners mixed will not make this part comfortable presenting students are as creative as possible when
design. The educator is to facilitate learning by within groups. ELL of their grade. The their opinion and creating their stories. Universal design should
circling the room and suggesting certain topics to students should be educator's role in the participating in the be promoted by encouraging fun and an open
look up when a student is falling behind. The provided with a lesson is to teach the debate. The educator space for creativity as long as the creativity is
educator will also lead the transitions when it is partner who speaks information using a will act as the logical.
time to switch into partners. both English and PowerPoint lecture that mediating between the
their native the students will use to opposing sides during
language. The make their songs. the debate. The
educator has the job educator should tell
of taking students which students when
through the lab they can talk, rebuttal,
procedure step by etc.
step and helping
students with any
questions they have Nil$'
throughout the lab.
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Closure Closure Closure Closure Closure
The lesson is summarized with each pair giving a The lesson is The lesson will be The lesson will be At the end of the lesson, the educator will bring
fact they discussed to the entire class. The summarized with summarized by summarized with the the entire weeks wort of lessons together from
educator will expand upon their facts if need be. the teacher having students volunteering educator telling each the structure of DNA to the beginning of
Before the period ends, students will fill out an each lab group to perform their songs side which of their evolution in a quick summary.
exit ticket. show the class the which will also reiterate points were the best
DNA sample they what the class learned and which did not
retrieved and saying today. make sense in regard
one thing they found to what is being
difficult with thejab learned in the lesson.
and one thing,they Ultimately, the
en@Yed abjWt the educator will choose a
~ winner of the debate or
declare__ne.
Multiple Intelligences Multiple Multiple Intelligences Multiple Intelligences Multiple Intelligences
• Verbal/linguistic Intelligences • • • Verbal/linguistic
• Interpersonal • Visual • lntrapersonal
• Kinesthetic Verbal/linguist
•
•
ic
Musical
Verbal/linguist
ic ~tr'1
• Logical/math
lnterperson
al
• lntrapersonal • Interpersonal ,i~({SS'
• Naturalist ,0
Bloom's Bloom's Bloom's Bloom's Bloom's
• Remember • Apply • Understand • Apply • Remember
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• Understand • Analyze • Create • Analyze • Understand
• Evaluate • Apply
• Create
Notes Notes Notes Notes Notes
Don't forget to access student's prior knowled_ge Don't for_get that Don't forget to make Don't forget to be fair Don't forget to use a "timeline," format during

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Kevin L_y:nch
before having them research online. Have an sometimes labs fail students feel to both sides and not
open discussion in the beginning the class about but this can also be comfortable. Some show any bias when the PowerPoint to show students what the
what they already know about DNA. used as a learning might feel weird determining the winner learned over the course of the week Th· Y
tool. If DNA cannot making a song, but the great way to reiterate t_he lessons. . is is a
of the debate.
be extracted, have educator should
the lab look back at remind them that a
what might have song is essentially just
caused the flaw in · · a poem and they do
their experiment. not have to preform it.

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