SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE

Revised 4.15
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at
www.sscphandbook.org.

Name

CWID

Subject Area

Fernando Vargas

Biology

Class Title
Biology

Lesson Title
Importance of changing
DNA

Unit Title
Genetics

Grade Levels
9-10

Total Minutes
55

CLASS DESCRIPTION
This lesson will be presented to Honors and College Prep Biology. Class sizes range from 35-40 students, honors
classes typically have all 9th graders with a few 10 graders and college prep biology classes typically has a mix of 9th
and 10th graders with a few 11th and 12th graders. There is also an even distribution of males and females and
ethnicity of the classroom entails an even mix of White, Asian and Mexicans.
STANDARDS AND LESSON OBJECTIVES
CCSS Math, CCSS ELA & Literacy History/Social
Studies, Science and Technical Subjects, NGSS, and
English Language Development Standards (ELD)
Content Standards
NGSS Science Standard: Heredity: Inheritance and
Variation of Traits
NGSS Performance Standard: HS-LS3-3 Apply concepts
of statistics and probability to explain the variation and
distribution of expressed traits in a population.
Cross Cutting Concept: Technological advances have
influenced the progress of science and science has
influenced advances in technology.
Lesson Objective(s)
Students will be able to relate how technology has
impacted research in diseases.
Students will analyze an article on transgenic monkeys
and determine the purpose and implication of the article.

Evidence
Students will fill out a worksheet that analyzes the article.
The worksheet will be submitted for feedback and graded.
As a class, we will also discuss the article and the teacher
will be able to determine how well the students
understood the article and the importance.

INSTRUCTION
Instructional Strategies
The strategy I have chosen is an epistemic practice on informational text. The article was chosen from
Sciencedaily.com and chosen to be interesting, engaging, relatable to the current material, and expose student to
current scientific research. The worksheet made for the article is to help students read and analyze a scientific article.
Regardless of the topic, I want students to realize that they are able to analyze any type of scientific research.
Lesson Introduction/Anticipatory Set
Time
Teacher Does
Student Does
The teacher will discuss about movies, such as
Spider-man and Jurassic Park, which use genetics to
Students will think about a movie that genetically
alter an organisms DNA. The teacher will start off
modified an organisms DNA. They will the pair with a
0-5 min with think-pair-share, just to think about where they
classmate and exchange idea, then the students will
current scientific research is progressing. Do they
report out o the teacher and the rest of the class.
think we are able to do what we see in movies, do
they think we can do more?
Lesson Body
Time
Teacher Does
Student Does
5-50
The activity is to be done independently so that each Students are going to highlight or circle words that
student can learn how to investigate an article on
they do not know in the article. They will then define
their own pace.
those keys words and then read the article looking
5 min- The purpose of this activity is to investigate
for signpost words and underlining sentences that
the role of transgenic organisms and how we use
they do not know. Students will work individually and
animals to enhance or knowledge for human health.
can ask the teacher questions whenever they would
The teacher will hand out the modified print out of
like.
the article, the teacher will read out loud the first
Students will then answer questions on the
three steps mentioned on top of the article. The
worksheet as they are reading the article.
teacher will then refer to the PowerPoint on what
The last fifteen minutes of the article will be
"signpost" words. The steps on top of article are to
dedicated to discussing the article together as a
help students use a technique to actively read.
class.

5 min- Give the students this allotted time to

complete the first step of circling words that they do
not know in the article.
5 min- Have the students define each word that they
circled on the article or a separate sheet of paper.
Show the PowerPoint slide with words and
definitions, any additional words that they do not
know, either have the students ask the teacher or
ask a
classmate nearby.
20 min- Now that the students know the definitions,
pass out the worksheet that goes along with the
article. Have the students read the article, actively
reading with Step 2 and Step 3 and completing the
worksheet except for the last question. The last
question is to be used similar to an exit slip, but a
more directed question. The question is for students
to develop further question about the research and if
they understood the article then they would write
questions that show their understanding.
Students will be working on the worksheet
individually and the teacher will have the
opportunity to undergo progress monitoring helping
English learners at this time and ask student
questions to determine if they understanding the
article or if there are any confusion.
15 min- The last fifteen minutes of the activity lesson
will be used to discuss the article as a class and
show the rest of the PowerPoint slides. During this
time, the teacher will call on students randomly to
answer questions 2 through 7. For each question, the
teacher will ask three different students on what
they put for their answer in order to get a consensus
on what the students wrote down. The teacher will
also elaborate on any responses that need additional
clarification.
Lesson Closure
Time
Teacher Does
The teacher will conclude with the remaining slides
of the PowerPoint. Then the teacher will have the
50-55
students complete the worksheet by filling in the last
question as part of their exit slip.
Instructional Materials, Equipment, and Multimedia

Student Does
The students can ask the teacher questions on
anything that needs further clarification. Students
will also fill out the last question.

Co-Teaching Strategies
DIFFERENTIATION
English Learners
Students are to highlight
any word that they do not
know in the article. The
students will then define
these key terms on the
article, some definitions
will be provided by the
teacher and any remaining
words that they do not
know can ask the teacher
or a nearby classmate for
help. The article is also
presented in a scaffold
format so that students are
able to breakdown the

Striving Readers
The article is scaffolded,
providing questions that
will help the students
understand a paragraph
before reading the rest.
Also, the teacher will be
circulating around the
classroom helping students
and giving individualized
help.

Students with Special

Needs
The article is scaffolded,
providing questions that
will help the students
understand a paragraph
before reading the rest.
Also, the teacher will be
circulating around the
classroom helping students
and giving individualized
help. Also there will be
pictures and a graphic
organizer to help out these
students

Advanced Students
The article is designed to
also challenge the
advanced students by
having students read a
scientific article. The
students can ask higher
level questions that
ultimately help out the rest
of the classroom.

article into small chunks

and learn.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
This lesson plan reflects an epistemic practice using informational text so expose students to current scientific
research. This article was chosen because monkey's DNA has been modified to express a gene that will cause the
monkey to glow green. Students will become intrigued on how these animals become glow in the dark and why
scientists can benefit from this type of biotechnology. The article is also scaffolded so that students are able to follow
steps in order to analyze a scientific article. The purpose of providing a lot of detail in the worksheet is to help student
understand on what to look for when analyzing an article and that they can use the technique for future assignments.
The reason that I am designing an Information Text epistemic practice is to improve upon students English language
development in reading and writing as well as expose students to current scientific research relating to the current
material in the classroom. In the class we will be discussing about the DNA strand that will lead into transcription and
translation. Therefore, exposing and intriguing students on the future classroom topic. Also, this informational text is
designed to expose the students about the benefits of using animals in scientific research for human health
implications. This article will also lead to an argumentation type epistemic practice that will discuss about ethical
practices using animals.
Since this is the first time I am giving this to the students, the students will be doing this work independently. The main
reason I want students to do this work independently is that I will be able to gauge the student English language
written communications skills and their ability to analyze and interpret basic scientific literature. The beginning
portion of the activity is to give the students the tools to successful read the article which is why I have the student
circle and define key terms that they do not know. Once the words are defined then the students will proceed to finish
the rest of the assignment and during this time, the teacher will be able to walk around class to help out students that
need the extra help.