1. JaQuisha Gray 10-2-10-5-18 Title of Lesson
Biology DNA Structure
JaQuisha Gray
Title of Lesson
Make sure this slide is completed. Students will NOT view this slide. This slide is for lesson planning purposes only.

2. JaQuisha Gray 10-3-18 Title of Lesson
DNA Structure
JaQuisha Gray
Title of Lesson
Make sure this slide is completed. Students will NOT view this slide. This slide is for lesson planning purposes only.

3. From which standard is today’s learning taken?
Type the standard in below: BIO1. LS1.3 Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information
TODAY’S TASK: Based on evidence from the text and Tier 2, use only the materials found in the mystery bag at your table, and create a 3D DNA model. Provide a key for your model. Explain how this one strand serves as a template for self-replication and encodes biological information.
Students will NOT view this slide. This slide is for lesson planning purposes ONLY.
Once you have written the standard, align TODAY’S TASK to the standard. TODAY’S TASK is also written on another slide AND displayed on the board.
Color code the standard to match the corresponding part of the task that was designed to match that particular part of the standard.
TODAY’S TASK will be the last assignment (ticket-out the door) that students complete.
TODAY’S TASK will show you if students are able to demonstrate the standard with fidelity.

4. Questions (be sure to read the definitions for each level to make sure your question causes students to perform at the intended level – T3, T4, T5, and T6 are addressed with questions)
Question Level
Write the question(s) you will ask from this level of Bloom’s?
What part of the lesson will this happen?
What questioning strategy will you use when you ask this question?
Knowledge
What is the control center of the cell?
FRONTLOADING
Cold calling
Comprehension
Why do we call it that? What’s in it?
Cold calling 
Application
Where does your DNA come from?
Analysis
How does DNA relate to chromosomes
How are your chromosome number calculated?
Synthesis
How is your DNA able to carry genetic information?
TIERS
INDIVIDUAL STUDENTS WILL BE ASKED
Evaluation
How does each strand code for genetic information?
Students will not see this slide. This slide is simply meant for you to plan the questions you’re going to ask and to tell what part of the lesson you will ask those questions. Additionally, you will explain what questioning techniques you intend to use during this lesson.
This slide is intended to make you intentional about questioning students. It in no way limits how many questions you should ask, but it helps you to plan for the minimum amount of questions you should ask during any lesson.
Use question stems from each level of Bloom’s to assist you with creating questions. Write your questions in the box and be sure to tell which part of the lesson you will ask those questions.
Knowledge level question stems (samples) : Students are remembering or recalling previously learned information.
What happened after ...?
How many ...?
Who was it that ... ?
Can you name the ... ?
Describe what happened at...?
Can you tell why ... ?
Find the meaning of ... ?
What is ...?
Which is true or false ... ?
Comprehension level question stems (samples): Students demonstrate an understanding of facts
Can you write in your own words...?
Can you write a brief outline ... ?
What do you think could of happened next ... ?
Who do you think ... ?
What was the main idea ... ?
Can you distinguish between ... ?
What differences exist between. ..?
Can you provide an example of what you mean ... ?
Can you provide a definition for ... ?
Application level question stems (samples): Students apply knowledge to actual situations
Do you know another instance where ... ?
Could this have happened in ... ?
Can you group by characteristics such as ... ?
What factors would you change if ... ?
Can you apply the method used to some experience of your own ... ?
What questions would you ask of ... ?
From the information given, can you develop a set of instructions about ... ?
Would this information be useful if you had a ... ?
Analysis level question stems (samples): Break down objects or ideas into simpler parts and find evidence to support generalizations.
Which events could have happened ...?
If ... happened, what might the ending have been?
How was this similar to ... ?
What was the underlying theme of ... ?
What do you see as other possible outcomes?
Why did ... changes occur?
Can you compare your ... with that presented in ... ?
Can you explain what must have happened when ... ?
What are some of the problems of ... ?
Can you distinguish between ...?
What were some of the motives behind ... ?
What was the turning point in the game?
Synthesis level question stems (samples): Compile component ideas into a new whole or propose alternative solutions.
Can you design a ... to ... ?
Why not compose a song about ...?
Can you see a possible solution to ... ?
If you had access to all resources how would you deal with ... ?
Why don't you devise your own way to deal with ... ?
What would happen if ...?
How many ways can you ... ?
Can you create new and unusual uses for ... ?
Can you write a new recipe for a tasty dish?
Can you develop a proposal which would ... ?
Evaluation level question (samples): Make and defend judgments based on internal evidence or external criteria.
Is there a better solution to ...
Judge the value of. ..
Can you defend your position about ... ?
Do you think ... is a good or a bad thing? Explain.
How would you have handled ... ?
What changes to ... would you recommend?
Are you a ... person? How do you know?
How would you feel if ... ?
How effective are … ?
What do you think about ... ?
Students can break material into its constituent parts and detect how the parts relate to one another and to an overall structure or purposeEvaluatingStudents can make a judgment based on criteria and standardsCreating (highest-order)Students can put elements together to form a novel, coherent whole or make an original product

5. Bellwork 5 minutes 6 minutes 7 minutes 9 minutes 4 minutes 3 minutes
TIME IS UP!
2 minutes
8 minutes
10 minutes
1. DNA is considered a   A. monomer    B. polymer   C. sugar    D. oxygen
2. Nucleotides are held together via _______ bonds  A. oxygen  B. hydrogen   C. metallic   D. All of the above
3. Why is DNA able to store large amounts of information?
 A. It contains a large number of different nucleotides. 
B. Its nucleotides can be arranged in a large number of possible sequences. 
C. It is capable of assuming a wide variety of shapes. 
D. The sugar and phosphates can be arranged in many different sequences.
E. The nucleotides can be altered to form many different letters in the sequence.
Instructional supplies and copied are prepared.
This is the 1st slide seen by students. The time does not begin until you click the slide.
This slide should be “clicked” when the bell rings ending class (there is enough time allotted for students to have 8 minutes to complete bellwork from when the short bell sounds.
Bellwork introduces the lesson or is a warm-up to what students are going to do today. In some cases, bellwork is a review of what happened during the last class period.
Write your bellwork in the space provided. If you are giving students a hand-out to complete, make a notation on this slide.
When this slide is finished, bellwork should be collected BEFORE you go over the answers.
All bellwork must be graded and returned in 24 hours or the grade will not count.
Time is not extended.
***Students should answer three standards-based questions (test questions)

6. Bellwork Breakdown 1 minute 4 minutes 3 minutes 2 minutes TIME IS UP!
1. DNA is considered a   A. monomer    B. polymer   C. sugar    D. oxygen
2. Nucleotides are held together via _______ bonds  A. oxygen  B. hydrogen   C. metallic   D. All of the above
3. Why is DNA able to store large amounts of information?
A. It contains a large number of different nucleotides. 
B. Its nucleotides can be arranged in a large number of possible sequences. 
C. It is capable of assuming a wide variety of shapes. 
D. The sugar and phosphates can be arranged in many different sequences. 
E. The nucleotides can be altered to form many different letters in the sequence.
Use this time/slide to discuss the correct answers/responses to the bellwork students have just completed. REMEMBER to take up the bellwork BEFORE discussing the bellwork so that you truly know what students know and are able to do.

7. Connection 60 seconds TIME IS UP! Today, you will learn: DNA structure
Today’s Text: Biology Text Book DNA Structure
Today’s Task: TODAY’S TASK: Based on evidence from the text and Tier 2, use only the materials found in the mystery bag at your table, and create a 3D DNA model. Provide a key for your model. Explain how this one strand serves as a template for self-replication and encodes biological information.
The information on this slide should also be written on the board (this is the white board protocol).
After you have gone over the bellwork, and BEFORE you frontload for the day, you should engage students in this connection slide.
Today, you will learn: This should be written in student-friendly language and should be no more than 10 words total
Today’s Text: Every lesson should be driven by text. What text will you use to drive this work?
Today’s Task: Copy TODAY’S TASK from slide 2

8. Frontloading 6 minutes 3 minutes 2 minutes 1 minute 5 minutes
TIME IS UP!
5 minutes
4 minutes
THINK PAIR SHARE FIND A PARTNER WHO’S BORN IN THE SAME MONTH AS YOU (OR A MONTH AFTERWARDS OR BEFORE) COMPLETE THE DNA CROSSWORD PUZZLE OF VOCABULARY WORDS WITH YOUR PARTNER (NO MORE THAN 3 PEOPLE TOGETHER) ALL WORDS FOUND ADDS 1 POINT TOWARDS ASSIGNMENT GRADE
Introduce the lesson using this slide. How will you hook students and gain their interest? What notes will students be required to take? **students should NEVER be allowed to sit idly while the teacher talks – if it’s important enough for the teacher to write, it’s important enough for the student to write.
Remember that notes (and how students take them, where they keep them, and how they use them again) must be intentional
Additional facilitating will happen in small groups.
Frontloading can happen in any of the following ways:
Activate prior knowledge
Model thought process
I do, we do, you do
Use verbal cues
Motivational context to pique student interest/curiosity
Display historical timeline to offer a context for learning
Model activity students will be asked to complete
Break complex tasks into easier steps
Offer hints/partial solutions to problems
Teach students chants/mnemonic devices to ease memorization of key facts/procedures
Guiding students to make a prediction about what expect to occur
Allow students to contribute their own experiences that relate to the subject/content being discussed

9. Who will begin this task?
Tiered Tasks
3 minutes
2 minutes
1 minute
TIME IS UP!
TIER
Time Allotted
Who will begin this task?
Task
Tier #1 6
minutes
SCORE OF 1, 1-5 ON BELLWORK (NO WHY’S)
List the 4 nucleotides on a green index card.
Tier #2 7
SCORE OF 2-3 ON BELLWORK
Each group has 5 stations posted around the class. Each station displays parts of a nucleotide strand. You must distinguish the nucleotide strand displayed, then produce the complementary strand.
Today’s Task
15 minutes
80% OR BETTER ON T1 AND T3
Based on evidence from the text and Tier 2, use only the materials found in the mystery bag at your table, and create a 3D DNA model. Provide a key for your model. Explain how this one strand serves as a template for self-replication and encodes biological information.
During this three minutes, you will tell students which tier they will begin. Give students a chance to move, collect supplies, etc (if applicable)… You can simply copy and paste these same assignments on the next slide.
How to complete the slides:
Decide which students will begin in which tier. True differentiation does not require all students to complete all assignments.
The “TIER 1” assignment should utilize verbs from the KNOWLEDGE level of Bloom’s.
*In the KNOWLEDGE level of Bloom’s, students remember/recall previously learned information. The verbs to use in this level are: arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, outline, recognize, relate, recall, repeat, reproduce, select, state
The “TIER 2” assignment should utilize verbs from the COMPREHENSION and APPLICATION levels of Bloom’s.
*In the COMPREHENSION level of Bloom’s, students demonstrate an understanding of the facts. The verbs to use in this level are: classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalized, give examples, identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, review, select, summarize, translate
*In the APPLICATION level of Bloom’s, students apply knowledge to actual situations. The verbs to use in this level are: apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate, schedule, show, sketch, solve, use, write
Today’s Task is simply copied from slide 2 of this presentation. This is the last assignment students will complete before leaving class. Students only have 14 minutes to complete this assignment and timing for this assignment will continue on the next few slides.

10. Who will begin this task?
Tiered Tasks
4 minutes
6 minutes
5 minutes
3 minutes
TIME IS UP!
1 minute
2 minutes
TIER
Time Allotted
Who will begin this task?
Task
Tier #1
6 minutes
SCORE OF 1, 1-5 ON BELLWORK (NO WHY’S)
List the 4 nucleotides on a green index card.
Tier #2
7 minutes
SCORE OF 2-3 ON BELLWORK
Each group has 5 stations posted around the class. Each station displays parts of a nucleotide strand. You must distinguish the nucleotide strand displayed, then produce the complementary strand.
Today’s Task
15 minutes
80% OR BETTER ON T1 AND T3
Based on evidence from the text and Tier 2, use only the materials found in the mystery bag at your table, and create a 3D DNA model. Provide a key for your model. Explain how this one strand serves as a template for self-replication and encodes biological information.
The “TIER 1” assignment should utilize verbs from the KNOWLEDGE level of Bloom’s.
*In the KNOWLEDGE level of Bloom’s, students remember/recall previously learned information. The verbs to use in this level are: arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, outline, recognize, relate, recall, repeat, reproduce, select, state
The “TIER 2” assignment should utilize verbs from the COMPREHENSION and APPLICATION levels of Bloom’s.
*In the COMPREHENSION level of Bloom’s, students demonstrate an understanding of the facts. The verbs to use in this level are: classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalized, give examples, identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, review, select, summarize, translate
*In the APPLICATION level of Bloom’s, students apply knowledge to actual situations. The verbs to use in this level are: apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate, schedule, show, sketch, solve, use, write
Today’s Task is simply copied from slide 2 of this presentation. This is the last assignment students will complete before leaving class. Students only have 14 minutes to complete this assignment and timing for this assignment will continue on the next few slides.

11. Who will begin this task?
Tiered Tasks
4 minutes
6 minutes
5 minutes
3 minutes
TIME IS UP!
1 minute
2 minutes
7 minutes
TIER
Time Allotted
Who will begin this task?
Task
Tier #2
7 minutes
SCORE OF 2-3 ON BELLWORK
Each group has 5 stations posted around the class. Each station displays parts of a nucleotide strand. You must distinguish the nucleotide strand displayed, then produce the complementary strand.
Today’s Task
15 minutes
80% OR BETTER ON T1 AND T3
Based on evidence from the text and Tier 2, use only the materials found in the mystery bag at your table, and create a 3D DNA model. Provide a key for your model. Explain how this one strand serves as a template for self-replication and encodes biological information.
Enrichment
Until the bell sounds
SCORE OF 80% OR BETTER ON T1-T3
CLICK “QUIA WEB”
CLICK “SCIENCE” TO THE FAR RIGHT
KEYWORDS - DNA
The “TIER 2” assignment should utilize verbs from the COMPREHENSION and APPLICATION levels of Bloom’s.
*In the COMPREHENSION level of Bloom’s, students demonstrate an understanding of the facts. The verbs to use in this level are: classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalized, give examples, identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, review, select, summarize, translate
*In the APPLICATION level of Bloom’s, students apply knowledge to actual situations. The verbs to use in this level are: apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate, schedule, show, sketch, solve, use, write
Today’s Task is simply copied from slide 2 of this presentation. This is the last assignment students will complete before leaving class. Students only have 14 minutes to complete this assignment and timing for this assignment will continue on the next few slides.
Next steps should be an enrichment activity that students look forward to completing.

12. Who will begin this task?
Tiered Tasks
14 minutes
9 minutes
10 minutes
6 minutes
15 minutes
11 minutes
8 minutes
7 minutes
5 minutes
1 minute
TIME IS UP!
2 minutes
4 minutes
3 minutes
13 minutes
12 minutes
TIER
Time Allotted
Who will begin this task?
Task
Today’s Task
15 minutes
80% OR BETTER ON T1 AND T3
Based on evidence from the text and Tier 2, use only the materials found in the mystery bag at your table, and create a 3D DNA model. Provide a key for your model. Explain how this one strand serves as a template for self-replication and encodes biological information.
Enrichment
Until the bell sounds
SCORE OF 80% OR BETTER ON T1-T3
CLICK “QUIA WEB”
CLICK “SCIENCE” TO THE FAR RIGHT
KEYWORDS - DNA
Today’s Task is simply copied from slide 2 of this presentation. This is the last assignment students will complete before leaving class. Students only have 14 minutes to complete this assignment and timing for this assignment will continue on the next few slides.
Next steps should be an enrichment activity that students look forward to completing.

13. How does DNA structure aid in function of passing on genes?
Why is this important?
1 minute
TIME IS UP!
2 minutes
Ticket out the door:
WRITE YOUR RESPONSE ON THE POST-IT GIVEN. PLACE YOUR POST IT ON THE DOOR ON YOUR WAY OUT.
How does DNA  structure aid in function of passing on genes?
Why is this important: Allow students to process what they are learning today and discuss how what they have learned will be useful (they can not say so that can pass the class nor can they say “for the test”…