STEPP Lesson Plan Form

Teacher: Quinton Thai

Date: 3-6-17

School: Highland High

Grade Level: 10 Content Area: Biology

Title: Introduction to DNA Replication

Lesson #:__ of __

Content Standard(s) addressed by this lesson: (Write Content Standards

directly from the standard)

Understandings: (Big Ideas)

Analyze and interpret data on the processes of DNA replication, transcription,

translation, and gene regulation, and show how these processes are the same in all
organisms.

Recognize that proteins carry out most cell activities and mediate the effect of
genes on physical and behavioral traits in an organism

Analyze and interpret data that show most eukaryotic DNA does not actively code
for proteins within cells.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)

1. Why is it possible for a cell from one species to express genes from another species
as in genetic modification of organisms?
2. Why are human offspring not genetic clones of their parents or siblings?
3. How is it possible to distinguish learned from instinctual behaviors such as imprinting
etiquette, and suckling by mammals?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)

I can: Explain where DNA replication occurs in the cell cycle.

Explain the purpose of Transcription and Translation.

Illustrate/Create DNA structure.

Colorado State University College of Health and Human Sciences Page 1

STEPP Lesson Plan Form

List of Assessments: (Write the number of the learning target associated with
each assessment

-Peardeck Presentation results (all 3 learning targets)

-Visual representation of DNA structure

Colorado State University College of Health and Human Sciences Page 2

STEPP Lesson Plan Form
Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.
Approx. Time and Materials
How long do you expect the activity to
last and what materials will you need?
Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Colorado State University College of Health and Human Sciences
Planned Lesson Activities
The blueprint of life what does it look like?
The purpose of this lesson is to introduce DNA structure and DNA
replication. The students already have knowledge on how cells divide,
(mitosis/meiosis) and where in the cell cycle the cells divide.
45 minutes
-Peardeck on DNA structure and basic replication
-Visual something
The bell ringer work for the class will ask the question: Using the
diagram on the board, during what phase is DNA replicated during the
cell cycle?
This will reiterate to the students the diagram of the cell cycle that we
used for the M phase in mitosis/meiosis. They should be able to by
this point explain what happens in each phase of the cell cycle ie:
G1 & G2 = Growth
S = Synthesis/replication of DNA
M = Mitosis
Teacher Actions Student Actions
I will make sure the students are in Should be in their seats once the
their seats doing their bell work bell rings,
once the bell rings. Addressing the bellwork. (5
minutes)
I will explain the mechanics of
peardeck
Page 3
STEPP Lesson Plan Form

Indicate whether each is: -It is just like a powerpoint, except

-teacher input there are questions to answer
-modeling when prompted
-questioning strategies -We will wait until everyone
-guided/unguided: answers the question to move on.
-whole-class practice The questions are for a grade. It
-group practice exports the data to me directly.
-individual practice
-check for understanding I will then present the peardeck,
-other being as entertaining as possible.
If we have time, the students will
create a visual representation of
DNA including the sugar,
phosphate, and base.
During the peardeck the students
are expected to be in their seat,
without talking, answering each
question of the peardeck that is
put in front of their chromebooks.
the students will create a visual
representation of DNA including
the sugar, phosphate, and base
with pipecleaners for modeling
practice. The different colors will
represent different base pairs

I will present an exit ticket to them

via notecard with the questions: If we dont have the time, the
students will create an exit ticket
1. What are the 4 base pairs? -
ACGT
2. Why do we study DNA? Who
cares?
medicine/genetics/potential
applications like gene
editing and cloning
3. What are the two
classifications of base pairs?
Purines and Pyrimidines

Closure The exit ticket/visual will show me if the students understood the lesson
Those actions or statements by a teacher for today, by either listing what DNA is made of including the base
that are designed to bring a lesson pairs, and sugar, phosphate.
presentation to an appropriate conclusion.

Colorado State University College of Health and Human Sciences Page 4

STEPP Lesson Plan Form

Used to help students bring things

together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation I will provide the slides in paper to students who need it as a visual on
To modify: If the activity is too advanced paper. The questions are free response which will allow them to use the
for a child, how will you modify it so that vocabulary they know and learn from the slides. The more advanced
they can be successful? students can type more and elaborate as best they can, the lower
To extend: If the activity is too easy for a students and esl students will be pushed into explaining each question
child, how will you extend it to develop with the vocabulary.
their emerging skills?
Assessment The results of the peardeck will allow me to read all their individual
How will you know if students met the answers during and after the lesson for a direct assessment to see if
learning targets? Write a description of they were following along in their thinking.
what you were looking for in each
assessment. The exit ticket will be on a piece of paper asking the following questions
What makes up DNA? Sugar, phosphate, base.
What are the 4 base pairs? - ACGT
Why do we study DNA? Who cares? medicine/genetics/potential
applications like gene editing and cloning
What are the two classifications of base pairs? Purines and
Pyrimidines

Colorado State University College of Health and Human Sciences Page 5

STEPP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize

assessment data to justify your level of achievement)

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)

Colorado State University College of Health and Human Sciences Page 6