Beruflich Dokumente
Kultur Dokumente
Grade: 7th
Student Learning Objective: Students will be able to explain that modifying DNA causes a
change in the traits of the organism. They will understand that when this change occurs, it is
considered a genetically modified organism. The students will be able to discuss the pros and cons
of genetically modified organisms.
Materials:
Text: Your Genes, Your Choices
Poster Board
Printer Paper
Writing Utensils: Crayons, Markers, or Colored Pencils
Internet Connection
TV
Preparation for the Activities:
During the previous class students will review what DNA is and describe what characteristics DNA
is responsible for. The students will talk about the Human Genome Project. They will then discuss
the Human Genome project and understand that it is an international effort to map the genes and
understand their functions. They will bring one article about GMOs to class. The students will be
prepared to summarize the article to the class. On the day of the lesson, the students will read the
lesson objectives from the board. They will then write the objectives in their own words and will be
asked to read them out loud to the class. The students will then read, Your Genes, Your Choices.
Text Information:
Your Genes, Your Choices
Link to Text:
http://ehrweb.aaas.org/ehr/books/5_donita.html
(Links to an external site.)
Flesh-Kincaid Readability Level: 7.7
Order of the Lesson:
Introduction: The students will predict what occurs when DNA is changed. They students will
Before Writing:
After Reading:
After Writing:
Speaking:
students with a misconception The teacher will evaluate the
check after the reading. It will writing by checking for
Students will collaborate with
be in the form of true or false. sentence structure, grammar, their peers to discuss a set of
and content.
guided questions.
Estimated Time: 1 hour and 40 minutes
English Learner Strategies: A scaffolding approach will be used to accommodate English
Learners; Help will be provided and then gradually taken away when it is not needed. A graphic
organize will be used to clarify difficult key terms. The Think/Pair/Share method will be used to help
encourage participation among English Learners. The use of Echo Reading will be used for English
Learners who struggle with Reading.
Hess' Level of Cognitive Rigor Matrix: Evaluate: Use the information provided to critique the
validity of it.
Rigor Explained to Show Meeting this High Level of Cognitive Rigor: Students will apply
their understanding by writing an essay comparing two opposing views.
Reference Information for Hess' Level of Cognitive Rigor Matrix:
http://static.pdesas.org/content/documents/M1-Slide_22_DOK_Hess_Cognitive_Rigor.pdf
2009 Karin K. Hess: Hess Cognitive Rigor Matrix, khess@nciea.org
The Gradual Release Model:
About the scaffolding technique called the Gradual Release Model (I do it, We do it, You
do it):
I do it: explicit teaching (explaining what they need to do)
We do it: guided practice (where you provide support by doing the activity with them)
You do it: independent practice (when the students practice the skills they learned on their own)
Gradual Release Model for the Strategies in this Lesson
Before Reading: During Reading:
After Reading:
.
.
I Do it:
I do it:
I do it:
The teacher will
The teacher will ask I write the directions
give explicit
questions that keep for the writing
directions to the
the students on task. assignment on the
students on what
The teacher will
board, explaining the
the assignment is. pause the reader
expectations of the
during important
areas to allow the
students time to
think.
You do it:
The students will craft
an essay keeping the
RAFT model in mind
when completing the
task.