Lesson Plan Template Guide

Understanding By Design Framework

Course Science 9 Grade Level 9

Subject Science Time Frame 3 hours
Title Double Helix Origami Project Developed by Jesse Kearl

Stage 1 – Desired Results

Content Standard(s):
Enduring Understandings/Big Ideas: (from Prior Knowledge:
Harden: Lesson specific) What do students already know . . .
Students will understand that… From previous lesson(s)
● DNA holds the code used by cells to create ● Heritability comes from your chromosomes
life ● Traits have both a genetic and environmental influence
● Heritable traits are determined by
recessive and dominant gene pairs called
alleles
● Adaptations arise from certain traits being
naturally selected over others
General Learning Outcomes: Learning objectives:
1. Investigate and interpret diversity among Students will be able to . . .
species and within species, and describe ● Demonstrate a phenotype based on the genotype of a mother and
how diversity contributes to species father
survival ● Identify the shape of the DNA molecule, identify the four base
2. Investigate the nature of reproductive pairs and explain their role in encoding genes
processes and their role in transmitting ● Explain the scale of DNA relative to genes, chromosomes, cells,
species characteristics organisms and species
3. Describe, in general terms, the role of
genetic materials in the continuity and
variation of species characteristics; and
investigate and interpret related
technologies

Specific Learning Outcomes:

● observe variation in living things, and
describe examples of variation among
species and within species (e.g., observe
and describe characteristics that
distinguish two closely related species)
● distinguish between sexual and asexual
reproduction, and identify and interpret
examples of asexual and sexual
reproduction in different species, by:
○ describing mechanisms of asexual
reproduction including binary fission,
budding and the production of spores
○ describing mechanisms of sexual
reproduction (e.g., cross-fertilization
in seed plants, sexual reproduction in
mammals)
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● identify examples of dominant and
recessive characteristics and recognize that
dominance and recessiveness provide only
a partial explanation for the variation of
characteristics in offspring
● describe, in general terms, the role and
relationship of chromosomes, genes and
DNA
● compare sexual and asexual reproduction,
in terms of the advantages and
disadvantages (e.g., recognize that asexual
reproduction provides an efficient means
of transmitting characteristics and that
sexual reproduction provides an
opportunity for recombination of
characteristics)
Stage 2 – Assessment Evidence (Lesson specific)
Performance Task(s): Check-in, DNA Discussion, Project Instruction, Project work time

Student Self-Assessments Other Evidence (assessments)

● Ability in completing the check-in ● Student engagement in discussion (visual and oral)
activity ● Results of check-in activity
● Ask questions during discussion if ● Student ability to complete origami project (off-task behaviours due to
unclear on a concept or activity confusion rather than distraction)
instructions
● Ability to complete DNA Origami
Project relative to peers
Stage 3 – Learning Plan
Lesson Preparation:
● Colouring utensils of some kind (markers, crayons, pencil crayons) with many blue, yellow, green, and red colours.
●
Learning Activity:
PERIOD 1
What the Student does . . .
What the Teacher does . . . Time Materials
(Include differentiation instruction)
Check-in:
● Teacher informs students that there is a one
Check-in:
question check-in that they will complete
● Students will work on the check-in activity
silently
● Students will wait silently when they’re
● Circulate to determine understanding of
finished until the time is up
question
● Students will participate in discussion of
● Teacher will lead discussion on the 7 ● Check-in
solution and write down any corrections to
question’s solution considering process of min handout
their work for future reference
solving
Differentiation:
Questions:
● Question will be broken into parts that has
● What do we know?
a tiered level of difficulty to determine
● What can we infer based on what we know?
student understanding
○ What does infer mean?

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Discussion: Discussion, Slides, Notes: 20
● Students will participate in class discussion ● Teacher will prompt discussion by asking min ● DNA Coiling
and write down important terms and important questions about DNA, genetics, and scale
concepts as notes and heritability listed below video:
Differentiation: ● Teacher will emphasize important terms and https://www.
● Use of diagrams and visuals to enhance concepts for students to write down youtube.com/
student learning (emphasizing either verbally or visually on watch?
the whiteboard) v=OjPcT1uUZi
Concept Sequence: E
● Where traits are determined in our bodies ● Slides
● DNA:
○ Molecular blueprint for almost all living
things on earth
○ Used in both sexual and asexual
reproduction
○ Contained in every cell
○ Almost 6 feet inside a single cell
○ Arranged into chromosomes
○ One chromosome from each parent
○ Number of chromosomes depends on
organism or species
○ Structured into base pairs and sugar
phosphate backbone
○ Double Helix shape
○ Four chemicals that make up base pairs
○ Base pairs are the genetic code that
creates the living thing
○ Two colours of base pair are always
connected but their order may change
○ Guanine with Cytosine, Adenine with
Thymine
● Genes:
○ Gene is a sequence of base pairs
○ The sequence determines the trait, a
single section of code
○ The code for a single trait maybe be
contained in many parts of the
chromosome
○ There is one gene for a trait in the male
chromosome and one gene for a trait in
the female chromosome
○ The pair of genes that are the same trait
are called the alleles
○ This is where the concept of dominant
and recessive genes come from, because
there is two copies of the gene
○ Also can be known as dominant and
recessive allele
Questions:
● Where do we acquire heritable traits?
● Where is heritable trait variation derived
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 from?
● Where are they stored inside our bodies?
● What is DNA?
○ Where is DNA carried?
○ What is the purpose of DNA?
○ What does it look like?
● What is a gene?
○ Is a gene always a single sequence of
base pairs?
○ How many base pairs is one gene?
● What is a chromosome?
○ How many do we have?
○ Do other organisms and species have the
same amount?
○ How is it determined which
chromosomes we receive?
● What are alleles?
○ What is the genotype of two alleles?
○ How does dominance and recessiveness
play a role in alleles?
○ How do we determine the phenotype of
two alleles?

Project Instruction: Project Instruction: 10 - ● Origami

● Pay attention to instruction and ask ● Show the origami double helix I made 15 chromosome
any questions they might have ● Say that students will be in pairs for a project min example
● Get into partners at the end of we will do ● Blank origami
instruction ● Each pair will create a male and female template
chromosome ● Creature
● The chromosomes will have five alleles based chromosome
on the ordering of the base pairs table
● The base pair order is the “code” of each ● Creature
gene chromosome
● These genes are assigned as either dominant exemplar
or recessive ● Instruction
● Once you decide your two chromosomes you Sheet
will create the two chromosomes with ● Rubric
origami. You will colour each base pair
according to the code you assigned on your
sheet
● You only get one origami template each so
be careful with it
● Once your two origami chromosomes are
made you have to determine the genotype
for each trait
● From the genotype you will determine the
phenotype
● There is one gene that contains
codominance, which will be explained
● Once you have the five phenotypes you will
draw a creature that displays these five traits
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 ● After you have created your own creature
you will find another group to “reproduce”
with. You will create a punnett square for
each trait
● Then by rolling dice (even: father’s trait, odd:
mother’s trait) you will determine which
gene is passed on from the mother and
father
● On another template you will fill out the
offspring’s two chromosomes
● you don’t have to create these chromosomes
with origami or draw them, just write them
down. You could draw if you wanted
● At the end there will be conclusion questions
● This will be handed in for marks
● Not marking on origami or drawing skill but it
has to be coloured and designed correctly
● Show exemplar
● This will be all handed in with some
conclusion questions at the end
● Show the rubric
● Ask about any questions. It is anticipated
that these will take a while because though
the project will be explained well it is
complex and confusing by nature
Project Work Time:
● Set guidelines for what should be done by
the end of the period.
○ By the end of this period students should
Project Work Time: have their alleles written into their ● Colouring
● Students will be working on the respective chromosome templates. They ~20 utensils
project and staying on task until will get started colouring their own min ● Project
the bell rings origami chromosomes, which is likely all booklets
they will have time for
● Circulate to answer student questions about
how to proceed with the project

PERIOD 2
Project Work Time: Project Work Time: 57 ● Video
● Students will work diligently on the ● Teacher will circulate to answer min Resource:
project throughout the period and questions students have about the https://www.y
be meeting certain deadlines on project outube.com/
when portions of the project ● Teacher will inform the students that watch?
should be done if they are not working during this v=0jOapfqVZl
Differentiation: period they will lose the privilege of o
● Teacher will work with students a work period on Wednesday and ● Colouring
who have difficulty understanding the teacher will due notes instead utensils
complex parts of the project ● Teacher will instruct students on ● Origami
● Students will work in partners and expectations of what should be Template
be able to collaborate to figure out completed in certain time ● Project
some of the more complex parts of increments throughout the period booklets
5

the project
Discussion:
● Students will be engaged and
participate in the discussion
● Students will ask the teacher any
questions they might have
● Students will take notes on
important concepts from the
lecture
● Students will draw the mitosis and
meiosis diagrams
Differentiation:
● The discussion will be at a high
level and so the lower level
students will take the basics from
the discussion and still be engaged
as high level discussions are
engaging for all
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Estimated Timing Benchmarks:
Teacher will write these timing
benchmarks on the whiteboard
● 20-25 min: Students should have the
colouring of the origami
chromosome’s base pairs at this
point in the class
● 15-20 min: Students should have
completed the origami folding of the
chromosome. This may require
significant teacher assistance so it
could be useful to do this stage in
larger groups as students arrive at
this point in the project. This could
be done in the front of the class. The
video will be helpful.
● End of class: Students should have
the phenotype of their creature filled
out and begin drawing their creature
PERIOD 3
Discussion: 20 ● Mitosis &
● Teacher will discuss the processes of min Meiosis slides
mitosis and meiosis with slides and ● Video
diagrams resource:
● Teacher will field questions from https://www.y
students during discussion outube.com/
Concept Sequence: watch?
● We’ve talked a lot about v=J7eRGHVx3
chromosomes and DNA, so now let’s p0&t=172s
talk about them in the context of
reproduction
● Worth taking notes on a few
concepts
Mitosis:
● Mitosis is the cell division in asexual
reproduction
● Basically the cell replicates its
chromosomes as it prepares to split,
and then as the cell splits it sends
the duplicate chromosomes to the
new cell
● There are five phases of division that
you don’t need to know at this level.
It’s fairly straightforward for Science
9
Meiosis:
● Meiosis is a bit more complicated. It
is the cellular process of sexual
reproduction
● All cells have 46 chromosomes in the
normal human body except the

Finish Project:
● Students will work on project until
completion as they won’t want the
project for homework with a test
the next day
Differentiation:
● Students will work in partners and
be able to collaborate to figure out
some of the more complex parts of
the project
● Teacher will work with students
who have difficulty understanding
complex parts of the project
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gametes - the sex cells. There are 23
chromosome pairs.
● A normal cell is called a diploid cell
because it has two full sets of
chromosomes
● Meiosis is the creation of gamete
that have only one set of
chromosomes, called a haploid cell
● The gamete takes either the female
or the male chromosome of the 23
pairs, giving 223 possible gametes
● However there are many more
possibility than that because
“crossing over” occurs where
sometimes the gamete is created
with a chromosome that is a mix of
the male and female genes
● The possibilities are nearly
uncountable
● For sexual reproduction to occur
male gamete (sperm) has to meet
female gamete (egg) and through
fertilization they create a new
diploid cell with two pairs of each
chromosome again
● This fertilized diploid cell is called a
zygote
● The zygote goes through mitosis for
a few weeks to become an embryo,
which will develop into the offspring
● Some reproduce both sexually and
asexually
● Show aphid video
● Having sex with clone is most useless
sex imaginable
Finish Project: 35
● Teacher reminds students the min
project is due tomorrow. The end of
class will be the end of class time to
work on it.
● Teacher reminds students of what
should be able to get done this
period
Estimated Timing Benchmarks:
● 5-10 min: Students finish drawing
creature
● 20 min: Students finish answering
conclusion questions for project
● Optional: Activity where they mate
their creatures together and find the
 offspring’s genotype with punnett
squares. Don’t want to give
homework as there is a test on
Thursday so just cut what is
necessary or say if they are on task
you will cut the reproduction part.
● End of class: Students will study for
math test if they have remaining
time