Urban Teaching Apprenticeship Program

Secondary Lesson Planning Template

GOALS

(A) What is the goal(s) of the broader unit, lesson, or activity that you will be pushing into?

Understand the step and purpose of the central dogma of molecular biology. We have
covered replication and transcription, and we are finishing up translation.

(B) What is the goal(s)objectives of the particular lesson or activity that you are planning for
this exercise? What do you want your students to understand, know, and/or be able to do?
What are the enduring understandings that you’d like them to leave with?

SWBAT (verb from wheel) ----->

Express the dogma using paper cut outs to move ad work with
Describe the process of translation(and also hopefully replication and transcription if time
permits)
Relate the process of transcription and translation to each other, how are they alike and
different? How do their purposes overlap?

(C) What state standards/school-based standards align with these goals?

BIO.B.1.2.1 Describe how the process of DNA replication results in the transmission and/or
conservation of genetic information.
BIO.B.1.2.2 Explain the functional relationships between DNA, genes, alleles, and
chromosomes and their roles in inheritance.
BIO.B.2.2.1 Describe how the processes of transcription and translation are similar in all
organisms.
BIO.B.2.2.2 Describe the role of ribosomes, endoplasmic reticulum, Golgi apparatus, and the
nucleus in the production of specific types of proteins.

(D) What types of essential questions could guide this learning?

Big picture
3-5 per unit
Why should students care about today's lesson?
How do we actually express traits in a gene? How do we get from DNA to proteins?
How do all of the aspects connect? Replication, transcription and translation?

EVIDENCE

How will you know if your students have achieved the goal(s) that you listed in (B)?

They will be able to use the manipulables for the second half of class to work with their
partner and model the processes.

LEARNING PLAN

Time Teacher Actions Student Actions Resources

8 min Facilitate warm up, Participate in warm up (5 Powerpoint:

attendance, check in with min timer for doing warm https://docs.goo
students up) 3 min to go over gle.com/present
answers. ation/d/185Eq-
oLYXsL32f3EA8
Cu2DHKXAqx3
mtlSUGRmJ9K
R0I/edit#slide=i
d.g701dabe0cc
_2_23 Commented [1]: will students copy verbatim from the
ppt? guided notes? take notes around a central idea?

Only slides 77- Commented [2]: Guided notes are being used as of
the last week or so! the goal is to get them away from
85 spending so long recording every word.
Commented [3]: I want to hear more about your
10 min Finish elongation and go over Take notes, ask questions Powerpoint and choice to play the video after the content as opposed to
termination codon chart before, or using the video as a way to explain each
step
What are the top codons from Commented [4]: I found a video that goes very slow
and has no sound, so I am hoping that I will be able to
the codon table?
play it, stopping occasionally in order to have students
tell me what is going on! I did use animations and
3 min Show slow video of Have students describe powerpoint images as we went, but now I want to see if my
translation what is happening students can explain the whole thing!.
Commented [5]: will you have other questions besides
5 min Discuss the two types of ASk questions, take notes powerpoint the one listed here? what kinds of questions would you
expect students to ask?
ribosomes (free and attached) and answer mr. M’s
questions Commented [6]: I have a few other questions on the
PowerPoint. I am expecting questions like "what about
Based on where they are, proteins that function both inside and outside the cell"
where do you think the "do ribosomes ever shift around?" "Why don't the
ribosomes just share?" along with multiple other
questions I have not thought of I'm sure.
 proteins they make will be
used?

20 min Use the cut outs to Use the cut outs to record Cut out’s Commented [7]: do you have a link for this resource?
demonstrate your your understanding, once Just wondering what your directions for
starting/cleaning up might look like for this activity.
understanding of the central you use the cut outs be
dogma- replication, sure to put the information Commented [8]: I have a link above, and the intro is in
the powerpoint.
transcription and translation in your notebooks.
Commented [9]: how will you use this activity to
ensure understanding? do you want your students to
show you something? write something etcx? is this
group or individual work?
-DIFFERENTIATION CONSIDERATIONS
Commented [10]: I hope to go around and speak with
every group, but I am also oping for them to record
each step in their notes that I can check tomorrow
What knowledge of students informs your lesson design? I know they enjoy activities, so I am during the warm up, they should have a DNA strand,
trying to use videos and manipulables to enhance learning. and mRNA strand and then a strand of amino acids.

How will you differentiate instruction (materials, inputs, outputs, modalities, etc.)?

REFLECTION

Materials and Notes

Make notes on what students struggled with, how did it go? How would I do it next year?

Overall this lesson needs a little revision. My timing was off today in all of my classes,
resulting in some rushing towards the end in order to try the activity. Because of this many
students did not finish so I will revisit tomorrow. Notes took way longer than I expected even
with the guided notes. Students are still writing things verbatim.

(Note on tomorrow- activity took longer than I had planned, but I was satisfied with how it
went)