· Web viewMath Connections: The student will be able to apply knowledge of translation and protein synthesis in calculating the percentage of codons and amino acids present in a

5-E Science Lesson Plan (A)(Materials needed for planning: Teacher Planning Companion, STEMscopes online, District Scope & Sequence)

Teacher Name: Franklin, Rosalind Subject or Grade Level: Biology Date Range: 8/12 - 8/16/2019

Bundle Title (Scope & Sequence): Bundle 1: Traits

Scope Title (Scope & Sequence): DNA to Proteins

Standard(s) (Scope & Sequence): HS-LS1-1

Performance Expectation(s) (Scope & Sequence): Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through

systems of specialized cells.

Vocabulary (Scope & Sequence): Deoxyribonucleic acid (DNA), Double helix, Nucleic acid, Nucleotide, Nitrogen base, Adenine, Thymine, Guanine, Cytosine, Complementary base pairing, Hydrogen bond, RNA, Uracil, Messenger RNA (mRNA), Proteins, Transcription, Translation, Protein synthesis, Stem cells, Genes, Cell differentiation,

Specialized Cells, Enzyme

Scope Investigative Phenomena (Scope & Sequence): How is it that every living organism has specialized cells that contain genetic material—made up of only 4 different bases—yet every organism is very different?

Engage● How the teacher will capture students’ interest.

● What kind of questions should the students ask themselves after the engagement?

Date(s): 8/12/2019

Engage Objective: Students will analyze the phenomenon question and utilize

background information to generate questions/engage within discussion throughout the investigative phenomena, graphic organizer, accessing prior

knowledge, and hook activities.

Lesson DescriptionInstructional Ideas for this 5E component: Anchor Charts ☒ Inquiry/Wondering Wall ☒ Vocabulary

Wall ☐ Strategy(s) for Student Discussion ☒ Strategy(s) to Display Student Thinking ☒

Correlation to Teacher Planning Companion Document (pg. #’s): TBD

Overview of Teacher Actions (Refer to online description for detailed explanation): Introduce

students to the Investigative Phenomena (Student Wondering of Phenomena Question). Allow students time

to generate possible answers to the question. Begin recording student thinking within the Investigative Phenomena Table (as an anchor chart). This will be

followed by:1. Phenomenon Video

2. Accessing Prior Knowledge (Display on Promethean Board)

Correlation to Student Notebook (pg. #’s): TBD

Overview of Student Actions: 1. Watch video

2. With a partner, try to identify as many organelles on the diagram as possible in 30 seconds.

3. Look over the Graphic Organizer and predict what they think they will learn throughout the scope.

4. Discuss pictures and questions with a partner.a. Record observations

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3. Graphic Organizer (Introduce)4. Hook (See online explanation)

Explore ● What hands-on/minds-on activities will

students be doing?

● What “big idea” conceptual questions the teacher will use to encourage and/or focus

students’ exploration?

Explore 1- Objective: Students will build a model of DNA using paper manipulatives and then correctly answer five

questions based on that model.

Students will expand their models by correctly labeling key components and answer additional

higher order thinking questions.

Explore 2- Objective: Based on a kinesthetic model, a video, and a short scientific reading, students diagram and label the

following structures and events of protein synthesis: Nucleus, DNA, mRNA, Ribosome, Rough ER, tRNA,

Amino acids, Protein

Name of Activity 1: Model DNA Date(s): 8/12/2019



Overview of Teacher Actions: Part 1:

1. Pass out model materials2. Review instructions and monitor class as students

follow instructions and answer questions 1 - 5

Part 2: 1. Control the Game, read short passage aloud with

class2. Monitor class as they answer an additional four

questions with their partners

Overview of Student Actions: Part 1:

1. Students cut out and prepare paper manipulative2. Students assemble paper model of DNA molecule

3. Students answer questions based on modelPart 2:

1. Taking turns, students read a short passage about DNA structure aloud

2. Students answer four additional questions and expand their model based on the reading

3. Students update their Investigative Phenomena Table and/or their Graphic Organizer

Name of Activity 2 (if applicable): Model Protein Synthesis Date(s): 8/13/2019



Overview of Teacher Actions: Part 1:

1. Assign roles for scenario2. Read instructions for scenario

3. Guide students through sandwich-building scenario.4. Monitor students as they answer questions based on the

scenario5. Show students short video on protein synthesis.

Overview of Student Actions: Part 1:

1. Students choose roles for sandwich-building activity2. Students perform sandwich-making scenario3. Students answer questions based on scenario

4. Students watch a short video on protein synthesis5. Students answer several prompts based on additional

information from video.

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Explore 3 (if appl.)- Objective: Students will write a short CER response about how DNA impacts the function of enzymes based on the

information they learned through class discussion and insights gained through a kinesthetic activity.

6. Students analogize cellular structures from the scenario based on the video

Part 2:1. Have students read short paragraph either aloud, or

silently and independently2. Have students answer four questions based on the

reading, alone or with shoulder partner3. Debrief students on activity addressing the vocabulary using the “Picture Vocabulary” from STEMscopes website

4. Close the activity by referring students to the Investigative Phenomena/Graphic Organizer and fill in the

appropriate information.

Part 2:1. Students read short paragraph as instructed

2. Students answer four questions based on additional information from reading

3. Students engage in debriefing discussion.

Name of Activity 3 (if applicable): Enzyme Simulation Date(s): 8/13/2019



Overview of Teacher Actions: 1. Conduct class discussion evaluating student knowledge

about enzymes2. Pass out materials for Enzyme Simulation

Part 1:1. Monitor students as they prepare for enzyme simulation2. Engage class in discussion about the physical model they

will be simulating

Part 2:1. Review rules of simulation with class

Overview of Student Actions: 1. Students engage in class discussion

Part 1:1. Students prepare for enzyme simulation

2. Students engage in glass discussion

Part 2:1. Student groups run simulation and record data

2. Students engage in class discussion.

Name of Activity 4 (if applicable): Date(s):

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Explore 4 (if appl.)- Objective:



Overview of Teacher Actions: Overview of Student Actions:

Explain● What vocabulary will be introduced and how

will it connect to students’ observations?

● What questions or techniques will the teacher use to help students connect their exploration

to the concept under examination?

● What higher order thinking questions will be used to solicit student explanations and help them to focus throughout the unit and justify

Identify Activities/Materials (more than one can be selected):Picture Vocabulary ☒ Linking Literacy ☒ STEMscopedia ☒ Communicate Science ☒

Concept Review Game ☒ Science Rock ☒ Content Connection Videos ☒ Teacher created ☐

Teacher Planning Companion Document pg. #’s: TBD

Student Notebook pg. #’s: TBD

STEMscopedia pg. #’s: TBD

Lesson Description

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their explanations?

● Can be done in ‘chunks’ following individual Exploration activities.

Date(s): 8/14-8/15/2019

Explain Objective(s): Using STEMscopedia and the vocabulary table, the

student will

1. Describe how the structure of DNA determines the structure of proteins.

2. Describe what genes are, where they are located, and what their function is.

3. Explain the importance of specialized cells by answering all questions and completing the table.

Overview of Teacher Actions: 1. STEMscopedia with vocabulary table

a. See student notebook 2. Vocabulary Card Game3. Concept Review Gamea. Can be done whole class or solo

4. Content Connection Video(s) a. With questions from STEMscopes website

i. Student notebook5. Communicate Science: Create informative

speeches about select modified virus techniquesa. See student notebook

Overview of Student Actions: 1. STEMscopedia:

a. Fill in the 1st column of vocabulary table. b. Before reading, attempt to fill in the 2nd

column of vocabulary table c. Read STEMscopedia. While reading,

students will use the context clues and the information in the text to make corrections to their definitions and

illustrate each term. 2. VCG: Play card game with a partner

3. CRG: Play game on computer(s) 4. CCV: Watch video and answer questions in student

notebook5. Create informative speech and deliver in front of

class

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ElaborateExtends learning/connects learning to other

content areas

Date(s): 8/15/2019

Elaborate Objective(s): 1. Math Connections: The student will be able to

apply knowledge of translation and protein synthesis in calculating the percentage of codons and amino acids present in a protein.

2. Reading Science: The student will use a scientific reading on the discovery of DNA and answer reading comprehension questions with at least 5 out of 6 questions correct.

3. Science Today: Students will explore connections and applications of science content through interactions with authentic real-world media then answer two questions and make a simplified model of protein synthesis.

4. Career Connections: Students will watch a video about a neurologist and participate in a facilitated discussion using guided questions posted on the promethean board.

5. Scientist Spotlight- Students will read about a field scientist, Yoshiki Sasai, and participate in a discussion in how his scientific contributions have changed the area of stem cell research.

Identify Activities/Materials:Math Connections ☒ Reading Science ☒ Scientist Spotlight ☒ Science Today ☒

Career Connections ☒ Simulation Practice ☐ Intervention (extension) ☐ Acceleration (extension) ☐ Teacher created ☐

Teacher Planning Companion Document pg. #’s: TBD

Student Notebook pg. #’s: TBD

Lesson DescriptionOverview of Teacher Actions:

Note: The ‘Elaborate’ section is limited to 50 minutes. The teacher should use their discretion to pick and choose from among the activities presented in this section based on the needs of their class, with the understanding that not all five objectives will be covered in 50 minutes.

1. Conduct game 2. Assign reading and questions3. Assign reading and questions4. Play video on promethean board, facilitate

discussion, post guided questions on promethean board

5. Choose student(s) to read out loud. Facilitate discussion on stem cell research

Overview of Student Actions: 1. Act out game, fill out chart in student notebook

2. Read and answer questions in student notebook. 3. Read “Science Today” answer questions in student

notebook4. Watch video, participate in discussion

Read out loud, discuss stem cell research

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EvaluateEvaluate & assess student learning

Date: 8/16/2019

Evaluate Objective: Students will demonstrate an understanding of the material from Bundle 1, Scope 1 by scoring 85% or greater on a summative assessment consisting of a CER response, MC, and Open-ended response questions.

Identify Assessment Items:*Claim-Evidence-Reasoning Item ☒ *Open-Ended Response Item ☒ *Multiple Choice Items ☒ Teacher-Made Multiple

Select ☐ Student Response to Scope Investigative Phenomena ☐ Teacher-Made Item Set ☐ Concept Attainment Quiz Items (within intervention tab) ☐

(*Items should be utilized within all Evaluate scope segments)

Overview of Summative Assessment:

1. CER - Students are given a diagram comparing a normal hemoglobin protein with clumped Sickle Cell hemoglobin proteins and asked to make a claim, support their claim with evidence, and provide supportive reasoning.

2. MC – There are five multiple choice questions that do not review material from the scope but build on material from scope 1.

3. Open ended response questions -- A short-answer and essay assessment to evaluate student mastery of the concept.

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Documents

· Web viewMath Connections: The student will be able to apply knowledge of translation and protein synthesis in calculating the percentage of codons and amino acids present in a