Boettcher Teacher Residency Lesson Planning Template

Name: Amanda Conner Grade Level: 7th Title of Lesson: Function of DNA Code/Base Pairs Date Lesson Taught:3/9

Identifying Standards and Desired Results

Content Area(s) Standard(s) and Evidence Outcome(s)
Genetics Next Generation Science Standards:
MS-LS3-1: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect
proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. [Clarification Statement:
Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins.]
● critically evaluate models used to represent deoxyribonucleic acid (DNA) and genes; identify strengths and
weaknesses of these models for representing complex natural phenomena.

Unit Essential Question(s) Lesson Guiding Question(s)

Required beginning January 11 Required beginning September 28

Instructions for Life-Focus Question: How does an organism’s genetic What is the function of DNA?
information determine its survival? What is a base pair?
How many base pairs are there?
Reproductive Processes-Focus Question: Why are offspring both alike What are nucleotides and how do they work with base pairs in DNA?
and different from their family members?

Predictive Models-Focus Question: How do we use models to predict and

explain patterns of inheritance?
Learning Target(s)
Required beginning September 28
Learning target: “I can compare the function of morse code as a model for DNA function and base pairs.”
Language Objective: “ I can decode a secret message/phrase using morse code.”
Assessment/Progress Monitoring/Checks for Benchmarks
Understanding/Materials/Resources for the Day ● What will you see/hear if students are meeting the learning target?
● What does proficiency look like?
● formative check with note card for evidence-claim monitoring
● Provide link to sample work
● Summative test essay

They are making connections between function of morse code and as a

Video for Mini Lesson: DNA Function model for DNA.
(please see attached documents in “3/9_” folder for sample work of _Exit tickets and
SSN modification sheet with morse code index cards SSN student examples__)
 Facilitated Learning
Plan of Instruction: Formative Assessment/ Differentiation
(IEP, SIOP, RtI, and informally identified)
What materials will I use? What will I say and do? Checking for Understanding Include language objectives for language
What will I have the students do? Required beginning September 28 learners
Required beginning October 19
Mini-Lesson: Connect/Hook
How will you begin the mini-lesson with a connection in which you tell students what you’ll be teaching them and Students are called on to
why? How will the learning targets , benchmarks, and assessments be communicated to students?
share individually via playing
Students start with opener with matching the different DNA vocab terms we cards (each card in the pile
learned on 3/7 with their appropriate definition. Ask students after opener if matches with a seat).
anyone has heard of morse code before, then after share outs, explain the idea
behind morse code and give a few examples of how morse code was used in
WWII.

Then go over structure effectiveness chart in notebook from yesterday under Students share out via I write under the doc cam
the doc cam. Students share out one part for how the marshmallow/twizzler playing cards to fill out one in each section so students
model compared as structure effective, structure non-effective, function thing that they found can copy/see spelling.
effective, function non-effective. Students write and add to their own list as we effective/not effective in
go over together some examples as a class to ensure/reinforce the purpose their own notebook.
from yesterday’s lesson.

Mini-Lesson: Teach/Direct Instruction (I Do)

How will you teach and model for students about the learning?

Students get into mini lesson mode. I establish purpose for the day: evaluating Visual cue for thumbs up if
and comparing morse code as a model for DNA. We repeat the learning you understand directions.
objective out loud together. I explain directions for code activity sheet. The Go over how I found the
students had a directions sheet for every should partner group. letter in a different way if
there is a misunderstanding
regarding directions.
Mini-Lesson: Active Engagement (We Do)
How will you ask students to practice at what you’ve taught? Students ask any clarifying Pass out the SSN
Give directions for the morse code activity. Students write down new title in questions about directions modification copy of
their composition notebook “DNA Morse code Model”. Show an example of individually message and flashcards
the process. Put the directions sheet under the doc cam for the students to with the letters and
follow along as we go over the legend and how to find a word. The students matching symbols
follow as I demonstrate the first letter I find using the resource (legend).
Answer any clarifying questions. I write my answer in my composition
notebook when I decode the message.

Mini-Lesson: Link
How will you end the mini:lesson by linking the lesson to the work students will do during work time?

Now it’s your turn to decode the message. Students partner and get directions
to start. I hand out SSN materials and explain to PARA and SSN students what
happens for their work time (they pair and match the flash card with the morse
code and letter together to match the morse code sentence).

Work Time (We Do and/or You Do)

How will I send them off to work time? What will students do during work time? Who will I meet with? (Whole Check in with each student SSN physically pair and
group, individual, partner, one to one, conferencing, etc). How will progress be monitored during the work time?
What checks for understanding will be used? to see if they need individual match the flash card with
help with the process. Ask the morse code and letter
Students break the morse code on their own/with a partner using the legend. other students to explain if together to match the
Students write in their composition book their answer to the morse code and at a table and understand morse code sentence.
the answer to the question that they unveil in morse code. the directions.
Debrief/Closure: I pick one student (who got
What is your objective for the debrief? What will the format for the debrief be? How will you assess for mastery or the correct answer in morse
meeting of the learning target?
code) to put their work
Students raise hands to show who figured out the code. Share outs by under the doc cam for
volunteer after work time to answer the message together in morse code. others to see and compare
their answer.
Mini-Lesson: Teach/Direct Instruction (I Do)
How will you teach and model for students about the learning? Composition book is under
Students get into mini lesson mode with composition books. Explain video doc cam for visual support
purpose of viewing for first round (to just watch and try to get overall theme), to see t-chart as I give
and second round is to understand connections between T-chart (one side has directions
Morse code parts, other has DNA function). We go over the different parts of
morse code that each student should be looking for connection during the film.
Mini-Lesson: Link
How will you end the mini:lesson by linking the lesson to the work students will do during work time?

Set expectations for film: voices are off, eyes are on the board or your T-
chart, you’re looking for connections between morse code parts and function.

Work Time (We Do and/or You Do)

How will I send them off to work time? What will students do during work time? Who will I meet with? (Whole Catches to stop film when Show my work on the doc
group, individual, partner, one to one, conferencing, etc). How will progress be monitored during the work time?
What checks for understanding will be used? traits are seen. cam to model how the
transition works between
Students watch film once, then again for monitoring their T-chart. Students fill the two columns.
in the characteristics that match with the DNA function as they notice them
throughout the film.
Debrief/Closure:
What is your objective for the debrief? What will the format for the debrief be? How will you assess for mastery or
meeting of the learning target?

Students go back to their seat, and finish closer for last five minutes of class.
Evidence of Learning and Reflection
Data Analysis: Required beginning
October 12 1st period- 3/28 didn’t answer or weren’t able to finish. 15/28 did not go into detail enough to explain the
● What does your formative/ relationship between morse code and its similarity to DNA as a model. 10/28 were right on track with being
summative evidence tell you about able to describe the relationship of morse code as a model for DNA, and were able to explain at least
student attainment of the learning adequately why it was a good model.
target and alignment to your
benchmarks? 2nd period- 9/22 didn’t answer or weren’t able to finish. 8/22 did not go into detail enough to explain the
● How many students meet the relationship between morse code and its similarity to DNA as a model. 5/22 were right on track with being
learning target according to your able to describe the relationship of morse code as a model for DNA, and were able to explain at least
benchmark? How many did not? adequately why it was a good model. I had over 6 people missing from the data too.
● What are the gaps or challenges
for students who did not meet the 5th-3/18 didn’t answer or weren’t able to finish. 7/18 did not go into detail enough to explain the
target? relationship between morse code and its similarity to DNA as a model. 8/18 were right on track with being
able to describe the relationship of morse code as a model for DNA, and were able to explain at least
adequately why it was a good model. There were 16 exit tickets missing, and this means that I really need to
pay more close attention to those that are not turning in their closers/find a way to hold them more

Reflect on Practice
● How did the lesson go? What is
informing your thinking about the
lesson?
● What worked well within the
lesson?
● What are some things you would
change about the lesson?
● How has this experience helped
shape your understanding about
teaching and learning?
● Based on this lesson, what are
some areas of growth?
accountable for their work.
6th-2/9 didn’t answer or weren’t able to finish. 3/9 did not go into detail enough to explain the relationship
between morse code and its similarity to DNA as a model. 4/9 were right on track with being able to
describe the relationship of morse code as a model for DNA, and were able to explain at least adequately
why it was a good model. There were over 24 exit tickets missing, and this means that I really need to pay
more close attention to those that are not turning in their closers/find a way to hold them more accountable
for their work. I’m honestly not sure why there were so little turned in today.
This was a fantastic lesson overall. There was high engagement and low behavior problems. I have been finding that
students who are more engaged in their work tend to have less behavior issues, which is key. High engagement is not
easy though to do every day and requires a lot of work. But a lot of work time at the beginning of class rather than at
the middle to end has definitely changed how the students spend their work time. I am afraid of giving students too
much time to do a warm-up when they could just dive into an activity head first...then explain in mini lesson mode
why we decide to do the activity/establish purpose for the day. It puts more accountability on the students and
creates more connection with the work that they are doing in front of them. I see more in depth questions when I ask
them to get started on something that’s a part of work time, then explain directions more clearly in mini-lesson
mode. The way this activity worked as great because it had two parts that were super interconnected and easily
flowed into the next. I am hoping to do more activities like this learning style because of how much more
involvement I had been seeing. Especially with SSN as well, their modification was great! They were able to be just as
engaged as the other students in the class with their work time.