Class Title Lesson Title Unit Title Grade Levels Total Minutes

Genetics; Inheritance
9th Grade Biology Protein Synthesis 9 5 class periods
and Variation
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards
Highlight in the appropriate color the ​DCI​, ​SEP​, and​ CCC Common Core State Standard Connections

Common Core State Standards Connections:

ELA/Literacy -
RST.11- Cite specific textual evidence to support analysis of science
12.1 and technical texts, attending to important distinctions the
HS-LS3-1. ​Ask questions​ to clarify ​relationships​ about the ​role of DNA and author makes and to any gaps or inconsistencies in the
chromosomes in coding the instructions for characteristic traits passed from account. ​(HS-LS3-1)
parents to offspring. RST.11- Synthesize information from a range of sources (e.g., texts,
12.9 experiments, simulations) into a coherent understanding of a
process, phenomenon, or concept, resolving conflicting
information when possible. ​(HS-LS3-1)

Lesson Objective(s)
Highlight in the appropriate color the ​DCI​, ​SEP​, and​ CCC Evidence

1. Individual DNA/protein synthesis model (initial, revised, final)

1. Students will develop ​a model​ to explain how the ​structure and 2. Protein synthesis graphic organizer
function​ of ​DNA encodes for a protein sequence. 3. Lab journal - data, observations, and analysis
4. NCBI data analysis - collaborative activity
STUDENT ASSESSMENT
Purpose/Focus of
Type Implementation Feedback Strategy How Informs Teaching
Assessment
After developing an initial
model, the students should be
able to discuss the role of DNA
in an organism; which will
confirm the progression to
The teacher will ask driving
Phenomenon Lab - Students learning about protein
To assess the students’ prior questions to elicit student
EL (Entry extract the DNA of a strawberry synthesis. If many of the
knowledge for the role of responses in a way that utilizes
Level) and develop an initial model for students are able to recall
DNA their preconceptions to develop
protein synthesis information on the flow from
an initial model.
DNA to proteins, less time will
be spent on the Explore step
and the teacher will direct the
focus towards explaining and
elaborating.
To assess student Throughout the lesson, students After each revision of the model, Model revisions will show
PM
understanding of the will be given multiple students will receive feedback gradual progress of student
(Progress
structure and function of opportunities to revise their that is relevant to the latest understanding and inform the
Monitoring)
DNA model material that they’ve learned next steps in the lesson
Summative Final model of protein synthesis
To assess if students can
(within the illustrating the (general) The final DNA model will show
design, analyze, and
lesson - not processes of transcription, the instructor if students
interpret a model illustrating Grade the model as final project
a summative translation, and the associated understand each detail of DNA
the central dogma of biology
exam) structures from DNA → RNA → structure and function
(from DNA → RNA →
Protein → Function
Protein).
FOCUS OF INSTRUCTION
Instructional Strategies
● UDL Principle: Daily Conversations – supports students’ language skills through reciprocal exchanges throughout the lesson
● Facilitate the conducting of an investigation
● Providing scaffolds for students to explore the roles of DNA and proteins to understand the expression of traits
● Ensuring students use evidence and data to support their claims through advanced reasoning
● Warm ups - providing brief activities for students to complete at the beginning of the class generally to activate prior knowledge and/or to
present a anchoring phenomena with a driving question
● Direct students through their construction of models - probing questions/topics to consider when illustrating the big idea
● Provide feedback on how students can improve their models to ensure that the final model is well-developed
Lesson Introduction/ENGAGE
Time Teacher Does Student Does
● introduce the purpose of the lab - “Why are
strawberries red?”, “Are strawberries red because their
DNA is bright red?”
● The teacher will provide the students with the materials
● Students listen to the directions as explained by the
needed to extract the DNA of a strawberry – Ziploc bag,
teacher and asks clarifying questions
1 strawberry, an extraction buffer (water, dish soap,
● Students get into their groups, assign roles, and set up
salt), beaker/cup, strainer, chilled isopropyl alcohol, and
for the experiment
tweezers.
55 mins (one ● All students are actively engaged in making and
● Direct students to work in groups of 2-3 to conduct their
class period) recording their observations throughout the experiment
observations, discuss ideas, and develop conclusions
● Ask questions for clarity and share their ideas/thoughts
● Ensure that each student in the group has a contributing
with each other
role
● After the lab, students clean up and store away the
● Walk around the classroom to ask driving questions to
materials they used
elicit student responses that engages their preexisting
knowledge of genetics - “Based on your observation of
the DNA in the strawberry, how do you think the fruit
comes to express a bright red color?”
Lesson Body (EXPLORE, EXPLAIN, EXTEND/ELABORATE, EVALUATE)
Time Teacher Does Student Does
● Refer students back to the DNA phenomenon/lab and
discuss their findings as a class then direct the students
into individual investigations - Why do the strawberries ● Make connections to what they already know about
express a red color? What might be happening with the DNA to understand the overall scenario and answer the
DNA? essential question: “How does information from DNA
● Direct students to work with their groups to share their get converted into traits?”
EXPLORE ideas and develop a model that predicts the flow of ● Students present their ideas and questions to their
genetic information from DNA to proteins group members in order to develop a mutual
● As students work on their models, walk around and understanding of the topic.
55 mins (one make a note of common trends, novel ideas, and any ● Based on this understanding, students will construct an
class period) confusion/misunderstandings initial model on their notebooks to describe the
● Ask questions that promote thinking and discussion that phenomenon in their own words
are central to the learning goals ● Share key points of their individual models during the
● Guide a class discussion that incorporates the main class discussion to contribute to the overall class-initial
ideas from each individual student to build a common model
initial model as a class - keep a record of this model to
visit back at the end of the lesson
● Introduce history of models of inheritance
● Present an interactive lecture on transcription and
● Participate in writing, partner sharing, and class
translation with adjustments made based on the
discussion during the lecture
EXPLAIN students’ initial models and preconceptions.
● Take notes with the intention of improving their
(Time: ) ● Interactive lecture includes a video on protein synthesis
DNA/protein synthesis model
to allow students to present their ideas through journal
● Analyze genetic data - DNA, mRNA and amino acid
55 minute writing, partner sharing, and class discussion
codon and construct a model of inheritance that
class ● Present students with genetic data relating to familiar
meshes with their model of DNA structure and function.
phenotypes. Students will use the data to improve their
model of DNA structure and function

● Based on previous assessment of DNA models and

discussions, provide clarification as needed to the role of
DNA and its function ● Continue to revise DNA model
ELABORATE
● Prompt students to revise models of DNA to include ● Ask clarifying questions
(Time: )
protein synthesis, allowing students to research DNA ● Students begin working on the graphic organizer using
online prior knowledge and conduct additional background
55 minutes
● Teacher provides graphic organizer containing research of protein synthesis
transcription/translation decoder and “random” DNA
nucleotide sequence to pairs of students
Lesson Closure
Time Teacher Does Student Does
● Teacher engages students in discussion connecting lab ● Students will engage in class and pair discussion about
activity with explain + elaborate information (how the topic of protein synthesis and modeling practice
EVALUATE protein is encoded in DNA and created over the ● Students will follow and complete graphic organizer
(Time: 55 processes of transcription and translation) NCBI activity in pairs to find protein encoded by DNA
min ) ● Teacher prompts students to carefully read the nucleotide sequence
directions and models how to utilize NCBI protein ● Students will annotate results and record function of
database to find protein based on amino acid sequence protein
 ● Teacher provides timer projected on board (15 minutes) ● Students will create a final revised protein synthesis
● Teacher displays progressive (initial + revision) model to illustrate understanding of content and
co-constructed class models development of skills
● Teacher projects modeling rubric on board for students ● Students will engage in peer review (2 swaps) and
and facilitate a class discussion on components of a provide 2 positive observations and 2 areas of growth
model (arrows, labels, etc.) ● Students make final revision of model based off
● Teacher prompts students to design final individual feedback and to be turned in and graded
model based on NCBI activity
● Teacher engages students in peer review of model and
final revision
● Teacher assesses final model
Instructional Materials, Equipment, and Multimedia
Laboratory equipment: Ziploc bags, extraction buffer, beakers/cups, stainer, isopropyl alcohol, tweezers. Graphic organizer. Chromebook/iPad/device,
Google classroom, google slides/powerpoint

DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students
The entry level lab facilitates
Advanced Students will be given
learning through prior knowledge
Multiple modalities will be used to the chance to work with struggling
and allows for students to become
meet the learning needs of SSNs. For learners. One of the best ways to
familiar with the topic before it
example, visual learning is learn and get better at something
gets too complex. ELLs will also be
Academic language will be used implemented through online is to teach it; this way you
placed strategically throughout
sparingly at first, then increased as interactives, models, and diagrams. reemphasize the information to
the classroom to allow them to sit
the students build confidence and While labs serve as kinesthetic yourself and build more of an
with a more advanced learner.
familiarity with the content. learning for students that learn by understanding of the topic.
Class discussions will give these
doing. These students will also Additionally, these students are
learners an opportunity to speak
receive additional time and help to encouraged to have more details
to others who can help guide their
complete certain activities. in their model to further support
thought process and
their findings.
interpretations.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
The goal of the lesson is for students to establish that DNA codes for the expression of traits through the processes of protein synthesis. Some students
may be familiar with the general concept of DNA as the carrier of genetic information responsible for distinctive qualities found in an organism.
However, the design of this lesson is to firmly ground the abstract concepts of DNA and protein synthesis with visible and “real” expression of traits
through the development of their models. Students will thereby engage in individual, pair, and group activities in order to investigate the role of
transcription and translation. Thus, challenges of the lesson may arise from students inability to correctly transcribe into an mRNA and/or translate into
an amino acid sequence. However, support through multiple modalities and other supplemental resources will be provided to ensure understanding of
all learning levels. Finally, students will have multiple opportunities to revise and modify their models throughout the lesson to develop a final model
that depict their overall knowledge of the DNA sequence of an organism's determines which traits the organism will exhibit.