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Universal Design for Learning and Teaching DNA in a highschool classroom

Heath G

on 16 August 2013

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Transcript of UDL and DNA

Heather Giblin
August 10, 2013
Heather Giblin
August 13, 2013

UDL Lesson Plan
Principle I: Provide Multiple Means of Representation (the “what” of learning)
Principle II: Provide Multiple Means of Action and Expression (the “how” of learning)
Principle III: Provide Multiple Means of Engagement (the “why” of learning)
Principle I: Provide Multiple Means of Representation
(the “what” of learning)
The Principles of UDL
Principle II: Provide Multiple Means of Action and Expression
(the “how” of learning)
Principle III: Provide Multiple Means of Engagement
(the “why” of learning)
MA Educational Standard:
3.1 Describe the basic structure (double helix, sugar/phosphate backbone, linked by complementary nucleotide pairs) of DNA.

Using Everything I've Learned
Sheltered Instruction Observation Protocol
Critical and Multiliteracies
Universal Design for Learning
Lesson Plans for Teaching DNA
Content Objective:

Students will be able to describe the base pairing rules of nucleotides in DNA

Language Objectives:

Students will be able to summarize the base pair bonding rules of DNA by composing 3 sentences with a partner using the tier 3 words nucleotide, cytosine, guanine, adenine, thymine, sugar phosphate backbone, and double helix and the phrases "is always bonded to", "is complementary to", and "consists of".

In order to build background, I will ask students what they know about codes…secret codes, bar codes, codes used by the military, computer code, or Morse code. I will ask if they have ever talked in code or have sent notes written in secret code.

I will remind students that codes are used to communicate and make meaning.

In a mini think-pair-share activity, students will brainstorm what they know about codes on their papers individually, writing a few sentences. After 3 minutes students will turn to a partner and discuss what they have brainstormed for an additional 3 minutes.

Tier 2 Words
Nitrogen base

Deoxyribonucleic Acid
Deoxyribose Sugar
Double Helix
Tier 3 Words
Pre-"reading" Assignment
The Immortal Life of Henrietta Lacks
Critical Literacies
Science Literacy
Teaching for Social Justice
Cultural differences in science & healthcare
Biotechnology Patents

Formative-Assessment - Students categorize words as stranger, friend, or acquaintance by iclicker
Vocabulary activity - Gallery Walk
End of Unit Assessment Menu
Answer Questions:
How much DNA is contained in our cells?
Check all the following that contain DNA
True or False (Correct the sentence if False)
Only some of our cells contain DNA
DNA is a code that directs the development of organisms
All humans have the same exact DNA
CAST Science Writer
A breakdown of the report writing process into manageable components

Scaffolds for each step of the writing process

an organizational structure for report writing

Sentence starters to help initiate the writing

Authentic Summative Assessment

Goal - Harpo Studios is adapting the Immortal Life into a Movie. Your team goal is to sell your interpretation to the executives and the author for production and to be hired for the project.

Role - You are a Movie Crew consisting of a Director, 2 Screenwriters, Visual Director, and Science Fact-Checker

Audience - You will need to "sell" the story by displaying it in the most engaging and informative way for a very wide general audience with little science background.

Situation - The challenge involves adapting one chapter for production with your group.

Product, Performance - You will create a script and storyboard, animation, or video.

Standards & Criteria for Success - In order to succeed you must adapt the specific chapter giving both science and narrative an equal place including quotes and aspects of the story in your own words, conduct outside research on the science topic of your chapter and present it all in 10 - 15 minutes.
Can be handwritten, typed, or recorded
3D bead model of DNA projected onto the board from the computer
allows me to rotate and zoom in on the molecule for students to see all sides of the molecule.
plastic 3-D model that the students can touch and inspect at their desks.
Exploring DNA
Paper LAB

Students engaged
Will "discover" the base pairing rules
Projected on the board
Teacher modeling of Steps
Will read aloud and then ask students to summarize steps
Paper LAB
Students in their daily inquiry groups
Each student per group will receive one of the four types of nucleotides paper sheets.
Students will cut out the nucleotide and color it in with markers according to the key projected on the board
Color the nucleotides using the following key:
Deoxyribose Sugar = red Phosphate = blue
A (Adenine) = green C (Cytosine) = yellow
G (Guanine) = purple T (Thymine) = orange

Executive Functioning Supports / Self Awareness
Did I read through all of the questions BEFORE watching the video?
Did I watch the video through once fully without answering the questions?
Did I watch the video a second time?
Did I pause the video if I needed time to write down the answers to the questions?
Did I write down any questions I have so I can find out the answers or clarify ?
Make a 3-D model of a DNA molcule using legos, candy etc. to demonstrate bonding rules
Draw and label a DNA molecule using all the tier 3 vocab words
Compose a paragraph explaining the structure of DNA using the tier 3 vocab words
Write a song explaining why DNA is the code for all forms of life and how it is transmitted across generations.
Draw a series of pictures illustrating DNA replication, transcription and translation.
Create a board game that demonstrates the replication, transcription, and tranlastion processes
List the all the steps of the 3 processes in a correct bulleted list format
Create a podcast explaining why variation in DNA gives some organisms advantage over others (selective advantage)
Draw a diagram or flow-chart that illustrates what could happen when a mutation in an organism's DNA occurs to their genotype and phenotype.
Compose an explanation to your family why you and your siblings share some traits but not others

(choose 1)
Choose 2
Create a cmap that connects together all of the vocabulary words of this unit
Formulate an exam to test the teacher's knowledge of DNA, genes and heredity
Talking Glossary of Genetics

D = deoxyribo

N = nucleic

A = acid
Next-Day Clicker Questions
Formative-Assesment Process
Post-it - write synonyms, use in a sentence , draw a picture
Look at your nucleotide and the nucleotides of the other members of your group.

What are the THREE parts of a nucleotide that are all the same?

(Differentiation Example) The three parts of a nucleotide that are the same are____________, ______________, and _______________

What is the ONE part of a nucleotide that is different among the four DIFFERENT nucleotides in your group?

List the four different kinds of nitrogen bases.

Lab Group Questions
Between what parts of the nucleotide do the molecules connect to each other?
What is the pairing of the nitrogen bases?
_________ is always bonded to ________
and _________ is always bonded to __________

Will there be an EQUAL number of adenine and thymine nucleotides in a molecule?
Will there be an EQUAL number of guanine and cytosine molecules in a molecule of DNA?

Use the letters to show the sequence of the bases in the DNA molecule that your group constructed. Begin at the top left side of your molecule.
____is complementary to ____
____is complementary to ____

Students will return to their assigned seating pairs
Students will share and compose with their partners 3 new concepts about DNA that they learned today, and one question they still have using the vocabulary sheet
Review and Exit Ticket
“Her name was Henrietta Lacks, but scientists know her as HeLa. She was a poor black tobacco farmer whose cells—taken without her knowledge in 1951—became one of the most important tools in medicine, vital for developing the polio vaccine, cloning, gene mapping, in vitro fertilization, and more. Henrietta’s cells have been bought and sold by the billions, yet she remains virtually unknown, and her family can’t afford health insurance."
Echevarria, J., Vogt, M.E. & Short D. (2008). Making Content Comprehensible for English Language Learners: The SIOP model. 3rd edition. Needham Heights, MA: Allyn & Bacon.

Editor, (2010, May) Harpo Films -The Immortal Life http://www.oprah.com/pressroom/Harpo-Films-Alan-Ball-and-HBO-The-Immortal-Life-of-Henrietta-Lacks

Harris, K. R., & Graham S. (2012) Univeral design for learning in the classroom: Practical applications. The Guilford Press, New York.

Magadan, J. (2011). Authentic Assessment of Student Learning. Center for Teaching Learning Technology http://ctlt.weebly.com/authentic-assessment-of-student-learning.html

Margonelli, L. (2010, February 5). Eternal Life. The New York Times Book Review. Retrieved from http://www.nytimes.com/2010/02/07/books/review/Margonelli-t.html?pagewanted=all&_r=0

Miller, K. R., Levine, J. S. (2006). Biology. Saddle River: Pearson Prentice Hall

VoiceThread. About Features. http://voicethread.com/about/features/#feature-voicethread

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