1.

Materials and Digital Tools Needed

Instructor:
o Projector found at the front of the classroom.
o PowerPoint with bell work and instructions for Kahoot
game and foldable assignment.
o Completed Kahoot game.
o Internet access to run the Kahoot game.
Students:
o White boards found on the lab tables.
o Dry Erase markers found at the front of the class room.
o Personal cell phones or laptops found in the back of the
classroom.
o Previous assignments found in their interactive binder.
o A writing utensil.
o Construction paper found at the front of the classroom.
o Crayons found at the front of the classroom.
2. Outcomes and Assessment
a. State Standards and Student Outcomes
HSCE Standard B4.2B: Describe the structure and function of
DNA.
HSCE Standard B4.1B: Explain that the information passed
from parents to offspring is transmitted by means of genes
that are coded in DNA molecules. These genes contain the
information for the production of proteins.
Outcomes:
o Students will draw and label a complementary strand of
DNA.
o Students will describe how DNA is used to code for all
living things, and how the DNA is passed from parents
to offspring.
b. Assessment and Evaluation
Assessment: Each of the assessments for this lesson will be
formative.
o One assessment of student knowledge of the structure
of DNA will be evaluated by walking around and viewing
student white boards.
o One strand of a DNA molecule will be provided to the
students on the white board. They will work as a class to
draw and label the other strand, allowing me to assess
their ability to label the different structures.
o A final assessment will be through the students
foldables. I will be able to access their knowledge of the
material, as well as their ability to draw and label the
concepts.
 Evaluation
o Evaluation of the Kahoot game follows the answer key
for the game. Student answers will be checked just like
a regular written quiz. Grading these Kahoot quizzes will
allow me to evaluate student understanding in:
Understanding of DNA structure vocabulary.
Ability to evaluate an image and label the
structures.
Understanding of the link between DNA and
inherited traits.
3. Instructional Practice
a. Introduction: Student attention will be brought to the front of the
classroom, where their bell work will be on the board. I will explain
to students that there is one strand of DNA on the board. They will
be reminded that they have five to ten minutes to complete their
task.
Students will draw their strand of DNA on the white boards,
and will label the required structures.
Once students have completed drawing on their white boards
one student will be asked to come to the front board and draw
the new strand of DNA.
Another student will come to the front of the class to label the
DNA structure.
After the entire DNA structure is drawn and labeled I will ask
students a few questions to refresh their memories of the
interconnections of a DNA molecule. These questions will
include:
o What type of bonds hold the sugar and phosphates
together?
o What type of bonds hold the bases together?
o What part of the molecule holds the two strands
together?
o What do the sugars and phosphates come together to
make?
After completion of this bell work I will tell students the
holiday of day, which I feel gives some consistency to the
classes, and always gives students something to look forward
to.
After the holiday of the day attention will be turned to getting
the students ready for the Kahoot game. Students will
download the app and enter the key code and their
information. If students do not have their phones they can use
a laptop which are found in the back of the classroom.
b. Instructional Procedure
 Once students have connected to the Kahoot game I will
introduce the rules to the game, and let them know that they
are playing for a prize. Whichever students gets the most
points wins a candy bar.
The Kahoot game will be run by me, and between each
question I will tell students why a certain answer was correct,
and answer any questions they may have.
During this time positive reinforcement will be given, and any
students struggling will be able to see what they need to work
on.
Once the game is complete the winning student will be given
his/her prize. Students will be able to discuss any problems
they had with the game.
After the Kahoot game students attention will be brought
back to me. The foldable will be introduced, and the key terms
will be listed on the front board.
Students will be told that they can copy the words from the
board to remember them at home, or they can go onto the
google classroom where the information will be posted also.
Students have made this particular foldable prior, so just a
brief tutorial on how to fold will be given.
Students will be reminded that, like always, they will need to
write in complete sentences, and color all of their drawings.
c. Technology as a Tool for Effective Teaching and Learning
White boards are used at the beginning of the class so
students who need to work socially will get the chance. The
table mates will be able to share their knowledge and build it
together.
Kahoot will be used in this class also. Students tend to enjoy
doing this task, while they are often intimidated by an actual
quiz. This game allows me to get the same information that I
would get from a quiz, while using a dynamic and interesting
procedure.
d. Closure: Students will end the class by working on their foldables.
This will bring together everything we have been working on,
definitions, drawings, and labeling. Since this topic is more abstract
than usual repetition is key for students to get a better
understanding. Students will be allowed to work independently or
with others until the end of the class. I will be walking around as
students are completing their foldables. I will be listening for any
specific topics students are having trouble with, and will bring the
classes attention back to me to talk through it. As I walk around the
class I will be asking students why they chose their definitions and
drawings for each word.