Direct instruction

Teacher(s): Melinda Hickcox and Francisco Gonzalez

Subject: Biology-Life Sciences

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson

PO 1. Analyze the relationships among nucleic acids (DNA, RNA), genes, and chromosomes.
(S4C2PO1)

Objectives (Explicit): Use Blooms verbiage and formula

Students will be able to answer 2-3 questions about the structure of DNA.
Students will be able to construct a 3D model of DNA from paper.
Students will be able to recall prior information about DNA.
Students will be able to utilize the information from this lesson to create a presentation.

Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going to grade/grading
tool? (rubric, checklist, etc.)
Students will create a presentation about DNA replication using the information they gained from the lesson. The students
will receive a minimum of 80% on their peer and self-evaluations. The presentation can be a prezi, skit, rap/song, video, or
other form is approved by the teacher.
Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as
write, list, highlight, etc.)
Key vocabulary:

Materials/Technology Resources to be Used:

DNA, nucleotides, base pairs, hydrogen bonds, phosphate group,

deoxyribose

Cell phone/laptop, kahoot.it, 3D DNA worksheet,

paper, pencil, mentimeter.com

Melinda-Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ hook
the students

Instructional Input-Francisco and

Melinda

The teacher will ask the students to enter into the room quietly and sit in groups of four. The students will then be asked to
discuss with their group what they know about DNA. The students will then share one thing they know about DNA per group
with the whole class to assess the prior knowledge the students have about the topic;they will use menti.com to do so.
Teacher Will: Be specific

Student Will: Be specific

Teacher will lecture using a powerpoint about the

structure of DNA. The teacher will also ask
questions during the presentation.

Students will actively listen and take notes. Students

will also answer questions in their notebook and get at
least 2 of the 3 questions correct.

Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations during your instructional input/teaching?

Students will be able to take notes in what ever form they find most beneficial to them. They can
use their electronic devices, paper, dictation program/device, etc.

Guided Practice-Francisco

Teacher Will: Be specific

Student Will: Be specific

The teacher will explain the nucleotide base

pairing activity. The teacher will provide the
students with the sheets of paper containing the
nucleotide bases.

Students will find the base pair that matches theirs and
create a strand of DNA. The students will be able to
create this strand with only one or two mistakes.

Co-Teaching Strategy/Differentiation/Check for Understandinghow are you going to know if EACH

student is ready to move onto independent practice? And how are you going to differentiate if they do not
understand?

Independent Practice-Melinda

Students will be able to move around the classroom to find matching base pairs (Kinesthetic) and the
students will be able to visualize the strand once constructed (visual).
Teacher Will: Be specific

Student Will: Be specific

The teacher will explain how to fold the DNA

model worksheet and walk around the classroom
to make sure students are on task and following
directions.

The students will fold the DNA model worksheet to

yield a 3D model of DNA so that they can visualize the
structure of DNA and nucleotide base pairing. If the
students do not finish they can continue working on it
at home. They will use the 3D model for their
presentation on DNA replication.

Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations? Students will be able to create a presentation that fits a variety of

different learners (visual, auditory, tactile, kinesthetic, etc.) because they are allowed to choose the
type of presentation they will create (skit, video song, or other).

Francisco-Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What
essential questions will they reflect on in their closure of the lesson?

Teacher will instruct students to use a technology device to login in to kahoot.it. Students will answer 2-3
questions correctly concerning the lesson before leaving class. The person who earns the top amount of points
will receive a prize.