Webster University Lesson Plan Format

DNA Structure
1. Description of the Setting: What characteristics of the classroom or setting are important to the lesson? (e.g.,
grade level, physical set-up of classroom, number of students, adult supports, etc.)
Grade level: 9th-10th grade.
Classroom description: This class is a biology lab and classroom combination with the lecture/instruction sectioned in the front of
the room with the lab set up in the back. The lab set up has tools that are associated with the course that include microscopes, sinks,
and various chemicals, organic specimens, and other biological samples that we will be working with. The students are seated at
tables (two to a table) with individual chairs for each student. The front of the room associated with lecture activities has a smart
board as the main tool to utilize for lectures, as well as a white board. On the whiteboard is a calendar of the week’s activities and
agendas so that the students feel more prepared for the week. Each seat that a student occupies is labeled with a number that
directly correlates to a phone cubby, and laptop computer from the computer cart. Students are seated alphabetically to maintain
classroom behavior.
In addition this lesson will be taught in the morning during second hour. (8:15 am to 9:03)
Number of students: 28
Adult support: The main teacher, Mrs. Soltisiak, and I are the supervisors for the class. For additional support in terms of either
discipline or safety concerns, the administration team, security officer, and counselors are available if necessary. She also has a TA
student during her 5th and 6th hour to help with classroom set up.
Class time: 48 minutes

2. Description of the Learners: What do you know about the learners that have influenced your decisions in
planning this lesson? (e.g., learners with disabilities, ELLs, gifted learners, experiential background knowledge of the
learners, cultural diversity of the learners, etc.)
This is an honors biology class, which consists of students who have surpassed certain expectations in the subject of biology and
have passed physical science as an eighth-grade elective. This class is also a pre-step course for college preparation and a passing
grade is required to move onto other AP courses. This results in a more in-depth look at the content and therefore a more complex
workload. This has influenced my lesson in terms of giving more integrated learning modes and more time for differentiation than a
one stylized lesson. For the same reasons, this class required different scaffolding needs to excel the learning. Taking this into
account, this lesson connects what was completed in the previous unit and allows the students to draw on previous knowledge for
better understanding and comprehension.
In addition, there are two students in the class that have an IEP. One IEP (M.H) consists of giving accommodation to the student for
anxiety and disorganization, while the other student needs accommodations for dyslexia (M.T). For student M.H. accommodations
would include allowing for a quite testing/activity space as well as allocating for more time spent on worksheets. Keeping track of
organization should also be a priority. A more literal language from the instructors is also noted to remove any possible obstacles
that the student may feel arise. For student M.T., this would include worksheets being more formatted, options for open and
interactive assignments, as well as reading the material outload.
These students will be given opportunities to complete the activity in a quite environment so that they can better concentrate on it,
and/or have more of a one-on-one experience at their request.
Classroom culture is maintained by the teacher and me as a safe environment and is then mutually reciprocated from the students.
Overall, the school culture consists of a diverse group of students culturally and economically. This set of diversity requires a
narrative that is level and focused on equity to ensure students success.

3. Standards/Quality Indicators/Skills: National, state, and/or local standards, quality indicators, and skills
addressed by this lesson.

Missouri State Lesson: 9-12.LS1.A.1 Construct a model of how the structure of DNA determines the structure of proteins which carry out the
essential functions of life through systems of specialized cells. [Clarification Statement: Genes are the regions in DNA that code for proteins. Basic
transcription and translation explain the roles of DNA and RNA in coding the instructions for making polypeptides.]

Fransis Howell North Standards: Construct a model of how the structure of DNA determines the structure of proteins which
carry out the essential function of life though the systems of specialized cells.

Quality Indicators: Agenda is placed on the board and scaffolding is available for the students.

Skills addressed in this lesson: When the notes and activity are completed, students should be able to understand the structure of
DNA and identify the parts that make up the sugar, phosphate, and order of nitrogenous bases.
4. Lesson Objective(s)
(Lesson objectives should contain observable and measurable target behavior, conditions under which the target
behavior should be performed and criteria for mastery.)
How does this lesson fit into the larger instructional sequence?
Objective:
Students will construct a model of the DNA structure, by using knowledge obtained by personal notes and
instruction while being able to identify aspects of the structure with 100% completion.
.
This lesson fits into the overall unit as it contains transition method from macromolecules to DNA with the
use of nucleic acids as a lead into a new discussion. This can give students a sense of continuance and
connect recent past learning into the new topic.

5. Assessment: Assessment(s) before, during, and after the lesson

Before assessment: Bell ringer to remind students, what was done last class as well as introduce a new topic.

During assessment: While the students are working on their activity and worksheet, I will be walking around the room answering
questions and guiding students to the right answers. This will give me an idea on where students are in terms of content confidence,
and I can intervene if necessary. If at one point I feel that there is a common need from the students, I will draw the student’s
attention to myself, and we can talk about the question as a short whole class discussion. This way students will not feel singled out
or neglected. I will then do a quick check with either a thumbs up, down, or to the side on how they feel about the explanation. I
will also be checking for accuracy for the students so that they know when they have the right answer.

After assessment: What is covered today will be on the unit test in the next coming weeks. Overall, this is part of the summative
assessment, but a completion check will also be done to ensure the students have the right answers and the work is finished. If the
students are insufficient with the activity, either a new approach is needed, or more time allocated for the subject will be necessary.

6. Lesson Procedures: Sequence of events of the lesson elements designed to introduce the lesson, engage learners in
the lesson content, and bring the lesson to a close.
How will you engage the learners, review prior skills/content, and set a purpose for learning?
In what ways will you explain the relevance of the lesson to the learners and/or link the lesson to students’ wonderings,
experiences, or questions?
In what ways will you demonstrate the processes you want the learners to follow as they participate in the lesson?
How will you structure the lesson so that students can gradually assume responsibility for learning?
How will you provide feedback to students throughout the lesson and guide them to reflect on what they learned and
their own success in the learning process?
How will you plan for the allocation of time to the different lesson activities?

As students enter the room and take their seats, they will begin by taking out their binders and complete the bell ringer
posted on the smart board. This start of the course is unprompted by the teacher and students should automatically do this as they
enter the room. If necessary though I will give reminders that they should be completing their bellringer in the correct spot in their
binder for better organization. Bellringers are intended to act as an engaging and opening transition into the class by invoking
expectations set up at the beginning of the year. They are also meant to engage students in the content as well as recap what we did
in the prior class. After approximately 5 min we will go over the bell ringer as a class.
During this, I will be invoking questions from the students by talking about the aspects of the topic lesson. My intention is to bring
in real world examples and how the structure of DNA connects with the previous unit we completed. An example of this is how
DNA is a macromolecule and that it has smaller parts that make up its structure. This in turn is what makes us who we are
genetically.
After a brief discussion on the bellringer, we will then do a quick recap on notes and ask students if there was anything they found
difficult to understand from the previous class discussion. I will take a formative assessment by asking students to show me a
thumbs up for “I understand”, thumbs to the side as “I kind of get it” and a thumbs down for “I need another explanation”. If
students have more questions about the content of the notes, I will show them a video on DNA structure. Depending on the time
and number of questions we can either watch it with or without the video notes. If this were to happen then time allocation will shift

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and students will need to finish the worksheet at home.

I will then ask the students to put everything away and begin the transition to the activity. I will grab the worksheets for them and
give them the directions to complete it, while I am holding onto the worksheets. This is important to note as it will keep their
attention on me while I give them the information that they need. I will also have an example of what the finished project should
look like on the board for them to reference if needed. The directions will include the following:

“Everyone will complete this cut out of a two-dimensional section of DNA. I want you to complete this first because
you will need to cut them out and glue them to the back of the paper, or if you would rather, glue it onto a piece of construction
paper, which I have at the front of the room. Remember there is a 5’ and 3’ end, and the parts of the DNA need to be
complementary, as well as running in the right direction. If you are confused by this, please let me know. DO NOT GLUE DOWN
YOUR PEICIES UNTIL AFTER I HAVE CHECKED THEM.
Once you are finished cutting the pieces and have glued them down, begin the second sheet by filling out the questions. If you need
help and I can’t get to you fast enough, you may consult with your shoulder partner. You must stay in your desks, and you cannot
shout across the room. I have scissors that I will also bring around to you as well as glue sticks. Please share with your shoulder
partner if you need to”.

I will pass out the worksheets as well as the scissors and glue to the students. As they begin to work, I will walk around the room
and answer questions, keep students on task, and collect supplies when they are finished with them.
Students are allowed to use their notes, and other online resources if necessary for them to complete the activity.
When they are done, they need to raise their hands so that I can come over to check their work for accuracy. Once it has gotten my
approval, they will make sure their name and the date are on the worksheet and place it in their binder behind the previous days
notes and worksheets. If the students are finished, they can use the remaining time to organize their binder in preparation for the
binder check at the end of the unit.
If students do not finish the lesson in the allotted time, they will need to complete it as homework and show me the next class. If
they wish to come in during Knight Time (academic lab) they may do so on request.
If there is an issue with some of the technology, for example the internet is unavailable, then I can continue the lesson by writing
the bell ringer on the board and continuing from there. If students are absent, all my course work is on the canvas page, or my
Google Classroom page under assignments (link in materials). They can also complete this digitally if they need to. Any other
accommodation can be communicated to me by the students if they require an avenue of learning that doesn’t require a printer.
For those students who are absent, or have more questions about the content, I will have uploaded a version of the lesson on
Panopto so that they can hear the lecture over again, or a certain piece of it if they need to. Panopto is an application that records
lessons, tags them with key words, and has a search bar option through the course contents. If there were students who read better
in another language, an option to change the closed caption language is available.
When the lesson is finished and there is approximately three minutes left for the class, I will make an announcement to clean up
their tables, put scissors and glue in the bin and get ready to leave. As the standard classroom rule students will remain in their seats
util the bell rings for dismissal.

Time allocation for this lesson will take approximately 48 minutes.

Bellringer: 5-7 minutes
Instructions: >2 minutes
Activity: 25-35 minutes
Clean up and binder work: Remaining time.

7. Resources and Materials: List of materials used in planning and during the implementation of the lesson
1. Worksheet with question page, and 2D DNA molecule cut out page.
2. Additional colored paper
3. Smart Board
4. Bellringer slide show
5. Printable worksheets for absent students (in google classroom)
6. Glue sticks
7. Scissors
8. Google Classroom Link: 5sgoti7
9. Video on DNA (if need is indicated in formative assessment): https://www.youtube.com/watch?
v=C1CRrtkWwu0

10. Video guided notes/online worksheet (in google classroom)

11. Panopto Link: https://umsystem.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=69019144-de1e-43ac-
833b-b07e0175e32b
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 12. Additional video for rigor instruction (DNA Structure and Replication: Crash Course Biology #10 -
YouTube)

Cited Work:

 YouTube. (2014). YouTube. Retrieved September 15, 2023, from https://www.youtube.com/watch?

v=C1CRrtkWwu0.
 [solved] DNA structure Quick lab (8.A1-42) instructions: 1. quickly cut out...: Course hero. [Solved]
DNA Structure Quick Lab (8.A1-42) Instructions: 1. Quickly cut out... | Course Hero. (n.d.).
https://www.coursehero.com/tutors-problems/Anatomy/27300696-Please-refer-to-the-attachment-to-
answer-this-question-This-question/
 Video notes and Panopto recording were made by me.

8. Embedded Technology: Instructional and/or assistive technology incorporated into the lesson to enhance
instruction, student learning, and assessment.

All the worksheets are on Canvas and Google classroom for students to retrieve if they are absent or lose the worksheet.
Panopto is not required for students to download, all that is needed is the link to watch the video. This can be done on their phones
or Chromebook. Panopto can also be used as an assistive technology if applicable for students who may perform better with reading
aides, video notes, and a readily available recap of the lesson.
Instructions will be available on the smart board as well as the example of the cut out.

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9. Differentiation/Accommodations/Modifications/Increase in Rigor: To help meet the needs of all
learners, learning differences, cultural and language differences, etc.
How are you embedding Universal Design for Learning principles within the lesson?
What specific accommodations are you providing for individual learners and how are these being
provided?
How are you modifying the outcome, process, or product for individual learners?
Universal Design for Learning Principles:
 Engagement (why): DNA is the genetic code that contains information on who and what we are.
Understanding this code can help us discover medical advances, mutations, evolutionary events, and
instructions for life. All of what we see is because of a genetic code and the basic structure of DNA. This
is why we are learning about DNA in biology and why it connects the previous unit to the current point
in this lesson.
 Representation (what): DNA is in every living thing and is present in our everyday lives.
Understanding this adds to our basic knowledge on how life works on Earth.
 Action and Expression (How): Previous lecture notes can be used to help with this worksheet. Students
are also instructed to use online sources if necessary as well as their shoulder partner. The action is to
complete the cut out as well as complete the worksheet correctly.

For my students with and IEP, they may choose to do this activity in the testing center where it is less distracting
and can have someone work with them more on a one-on-one basis. If M.T communicates with me that this
worksheet is difficult to do, or shows abnormally incomplete work, accommodation can be made to ensure that
the standards are still met for content assessments. For this student, I also use a font that is more readable for
those with dyslexia during all my instruction to make transitions smoother.

The worksheet itself can also be modified by adding a coloring direction to help students make connections, along
with making the chain longer for better retention.

10. Classroom Management: Strategies consistent with the learning needs of the lesson that also
meet student behavior needs to help keep learners on task and actively engaged
How will you review classroom rules and procedures?
What specific procedures will be in place to ensure smooth transitions between lesson activities?
How will you provide reinforcement or acknowledgment to the whole group or individual learners for
appropriate behavior?
How are you using individualized behavior supports for individual learners?

At this point in the semester, students will already be familiar with the beginning protocols of the class by getting
out their binders and completing the bell ringer. Once the late bell has rung and I begin class, we will start this
process as noted before.
After our bellringer I will conduct a smooth transition process by holding the papers until I am done explaining
the directions.
Reviewing of classroom rules will be class wide before the assignment can begin. Things that will be mentioned
will be;
 Keeping the floors clean.
 Throw your scraps in the recycle bin.
 Don’t use the glue/tape unnecessarily.
 Collaborate with shoulder partner only.
 Stay in our seats.
 Raise hand for help/answer check.

Going over the rules will provide the reinforcements for appropriate behavior.
For direction and behavioral expectation, I will ask questions to the class. One example will be, “Will we use glue
inappropriately? (Wait for class to answer) No, we will only glue the cut outs to our piece of paper.” Among other
questions for student involvement.
This system will also keep the students’ hands and minds busy, which helps with unwanted behaviors.

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As far as general classroom management there are expectations that were discussed at the beginning of the class
that are as follows;
 To use the bathroom, you must ask permission to go.
 Cellphones are to be either face down on your desk, or in your bag put away.
 Food and drink are not allowed in the lab but can be eaten at your tables.
 Ear buds cannot be played while in lecture.
 Students are not allowed in the lab at any time. Failure to follow this rule will receive a detention and a
write up.
 Once students are completed with their work and if time allows, students may use their phones as a
reward.

11. Supplementary Activities: Activities for early finishers or if the lesson is completed early that
extend learners' understanding of and thinking about the lesson objectives by applying their new
knowledge in a different way

Students who finish early can then go through their binder to make sure that they are organized and
caught up. Students are also allowed to look ahead in canvas to look at and prepare for work the next
day.
I also have a video with notes to follow along that regenerate what was learned in this lesson.

If students are finished and they have more questions about DNA and the structure, I have a video that
goes more into the processes of DNA structure, (DNA Structure and Replication: Crash Course
Biology #10 - YouTube. I can also ask them to look into mutations and how slight changes in
the DNA structure can have a major effect on the life of organisms, both human and other.

12. Lesson Evaluation and Reflection

To what extent did the learners meet the lesson objectives?
In what ways did you provide feedback to learners?
Which activities or strategies did you find the most effective in the lesson?
What adjustments will you make in future lessons?
How will you build on today's learning in your next lesson?

All the students completed the portion of the lesson where they needed to cut and glue down
their structure of DNA in the time aloud. Students during the lesson asked questions about the
structure and if they were correct. Each student worked to gain understanding of the answer
without focus on getting it correct the first time. This way they could learn the process without
feeling stressed.
I provided feedback to the students by answering their questions with leading guidelines so
that they themselves could achieve the answer. Most students were able to follow this type of
questions to discover the answer in a “eureka moment.” For others, I used the class to answer
questions, this way it was more students focused rather than just giving the answer myself.
Within the activity I found that displaying a labeled nucleotide on the board, while also
incorporating the parts of a nucleotide in the bellringer helped the students to connect the
knowledge to the activity and questions. I also found that using analogies, examples, and
demonstrations worked with understanding a concept that is not easily seen.

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For the future I want to better my transitions from notes to activity. I should have been clearer
with my instructions in telling them to wait to get supplies until I finished reading instructions.
I was also told that my voice needs to be clearer throughout instead of trailing off at the end.
My next lesson will involve the same basic knowledge needed for this lesson, with some
additions in classroom management. One of which is to make sure my instructions are clear
and concise with more future potential problems in mind, and the other is to keep my attention
on the whole class, even while working with one student. This will better my teaching
practices for the future and relaying information to the students in a productive manner.

Additional Information
Any area or lesson component that may not have been covered by this format that you think is vital to
include in this lesson

*Below is a copy of the worksheets they will complete in class.

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 DNA Structure Quick Lab
Instructions:
1. Quickly cut out each of the phosphate, deoxyribose sugar, and base pieces.
2. First, match up 2 bases to their complimentary pair, making sure the words are visible by you
(ie: not face down!).
3. Attach a sugar to each base (dot to dot). Make sure they touch…don’t yet glue!!
4. Attach a phosphate to each deoxyribose sugar (star to star).
HOWEVER, make sure that there is a phosphate on the TOP LEFT and BOTTOM RIGHT of
your DNA molecule. Make sure they touch… don’t yet glue!!
5. Arrange on the back of this sheet and glue down!
6. Number each deoxyribose sugar’s CARBONS (1’, 2’, 3’, etc.) (Use your notes if you are
having trouble)
---------------------------------------------------------------------------------------------------------------------
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Analysis Questions:
1. What are the three parts that make up the DNA nucleotide? Circle ONE nucleotide on the
back of this lab.

2. What are the 2 parts of a DNA nucleotide that were the same for each molecule?

3. Nitrogen bases are attached to which part of the nucleotide?

4. What are the 2 parts of the nucleotide that alternate to form the “sides of the ladder”?

5. What part of the nucleotide forms the “rungs of the ladder”?

7. What do hydrogen bonds connect in the double helix?

8. Our DNA strand only had 8 nucleotides. If we had a DNA strand of 20 nucleotides, and 6 of
them were adenine, how many thymine, guanine, and cytosine would we have? Categorize each
base as a Pyrimidine or a Purine! Notice a trend?!
Adenine– 6 Guanine - ______ Thymine - ______ Cytosine- _____

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