Johnston County Early College Academy

Site Visit
Classroom Observation 10/25/17

Teacher: Grade Level:

Amanda McKenna 9th
Subject: Block: Time:
Biology 1s 11:00-12:20
Class Profile:
1st Block: 15
Even though this class is honors, there are a range of abilities and needs that need to be met for individuals.
Curriculum Objectives:
Science:
3.1.1 - Explain the double-stranded, complementary nature of DNA as related to its function in the cell.
3.1.2 - Explain how DNA and RNA code for proteins and determine traits.
3.1.3 - Explain how mutations in DNA that result from interactions with the environment (i.e. radiation and chemicals) or new
combinations in existing genes lead to changes in function.

English
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through
the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it
to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audiences knowledge of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the
complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which
they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).

Lesson: DNA, RNA, Protein Synthesis

Background: Students have been learning about DNA, RNA, and proteins : the structure, function, and synthesis.
Today, we will be utilizing the 1-3-6 strategy. However, I have modified it to fit our learning goals (1-3-2). Students
will receive a refreshment of information from the Amoeba Sisters. While they are watching the video clip each
student (1) will be responsible for answering a specific question on Padlet. Students are able to access the Padlet
at anytime and can utilize it as a part of their study materials. Then, we will transition to an interactive paper lab.
Protein synthesis is an abstract concept and students learn this best by manipulating the codon cards in a group
(3). During this activity students will be transcribing and translating DNA/RNA sequences into polypeptides. This
paper lab brings students a better understanding of mRNA, tRNA, and rRNA which will transition us into a creative
writing assignment. Students (2) will assume the role a of resume writer for a resume writing company. Their
client, RNA wants to be hired at a local protein synthesis factory and they will be challenged to write the resume
for RNA. This will most likely take about a period and a half to two periods depending on their level of mastery
during the codon paper lab.

Student Learning Questions:

Are students asking how and why questions of each other during the lesson?

How do students confront challenges?