Instructional Software

Lesson Idea Name: What is DNA?

Content Area: Biology
Grade Level(s): 9th grade

Content Standard Addressed: SB2. Obtain, evaluate, and communicate information to analyze how genetic
information is expressed in cells. (a) Construct an explanation of how the structures of DNA and RNA lead to
the expression of information within the cell via the processes of replication, transcription, and translation.

Technology Standard Addressed: (1) Empowered Learner, and (2) Digital Citizen

Selected Technology Tool: BrainPOP

URL(s) to support the lesson (if applicable):

https://www.brainpop.com/science/cellularlifeandgenetics/dna/
https://www.brainpop.com/science/cellularlifeandgenetics/dna/quiz/

Type of Instructional Software:

☒ Drill and Practice ☒ Tutorial ☐ Simulation ☐ Instructional Game ☐ e-books/e-references

Features of this software (check all that apply):

☒ Assessment Monitoring/Reporting
☒ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☒ Accessible to students beyond the school day
☒ Accessible via mobile devices
☒ Multiple languages
☒ Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☒ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): Students will watch the BrainPOP video at home in a flipped classroom
assignment. They will then take the quiz and submit the results to me so I can assess comprehension. Options
for representation of the content is provided through the link to the video transcript and through the closed
captioning feature https://www.brainpop.com/science/cellularlifeandgenetics/dna/transcript/
For Spanish speakers, the video can first be watched in Spanish
https://esp.brainpop.com/ciencia/vida_celular_y_genetica/adn/ and the quiz can be taken in Spanish.
https://esp.brainpop.com/ciencia/vida_celular_y_genetica/adn/cuestionario/
This will offer ELLs the option to receive the information in their native language as a way to have some prior
knowledge before watching a video that delivers the same content in English. For students who would benefit
from support in organizing and summarizing the big ideas before taking the quiz, this graphic organizer

Spring 2018_SJB
 Instructional Software
provides an option for comprehension
https://www.brainpop.com/science/cellularlifeandgenetics/dna/graphicorganizer/
Lesson idea implementation: After watching the video and taking the quiz at home, students will come to
class where we will watch this short TED-Ed video “DNA: The book of you” https://youtu.be/aeAL6xThfL8 as a
quick reinforcement of content. The report that I receive from BrainPOP will allow me to assess their
comprehension of the content they received at home the night before and identify any in holes in their
comprehension. We will do a KWL to activate their prior knowledge before moving on the hands-on activity
“Have your DNA and eat it too.”
https://teach.genetics.utah.edu/content/dna/HaveYourDNAandEatItToo.pdf

This project-based lesson will provide more in-depth information about the structure and function of DNA
and contains several links to online resources that provide more content. I will assign various links to students
as a way to differentiate and extend learning. The knowledge they have acquired will allow them to
participate in the hands-on portion of the lesson. Here, the students will be engaged as they apply their
knowledge to create a model of DNA using various candies. This activity will raise students’ learning to the
apply level of Bloom’s Taxonomy. The entire project will take two class periods to complete: 1 to acquire and
deepen their content knowledge, and 1 to remediate, if required, and complete the activity.

Reflective Practice: I think that this lesson is a great way to introduce the structure and function of DNA to
students. The day 2 activity will offer an engaging way for students to apply their knowledge in a hands-on
activity that will help make the concepts more concrete as they make a physical model of DNA…and then eat
it!

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