Alison Murdock
EDU 220-3002
December 5, 2021
STANDARD LESSON PLAN
I. Describe the Class
This is a sixth-grade general science class. There will be twenty-three students- 13
girls and 10 boys. The students will sit at separate desks facing the front of the
classroom where a whiteboard and projector screen is located. There will be four
students who are ESL with Spanish as their first language, and 2 students who are
diagnosed with ADHD. The students do not split into groups for this lesson but take
part in a full class discussion.
II. Subject/Skill:
Biology skill: the process of DNA replication
III. Objective(s)
Students will be able to depict DNA replication by creating a map of the process in
order of occurrence. Students will match key terms with their definition with an 83%
accuracy.
IV. Procedures
Objective
Students will be learning about DNA replication: DNA structure, replication
process, gene editing, and the structure of the Coronavirus.
Review
Review Chargaff’s rule regarding complimentarity: DNA molecules will have
equal amounts of purines (Adenine and Guanine) and pyrimidines (Cytosine and
Thymine). Review the difference between purine and pyrimidines. Also re-introduce
the two scientists that proposed a double helix structure.
Modeling
In a slideshow presentation, first reiterate Chargaff’s rule and how it determines
the structure of the DNA strand. Define complimentarity and explain how certain purines
pair with specific pyrimidines. Further discuss the three ways to obtain complimentarity.
Next, explain the replication process while defining leading and lagging strands, DNA
polymerase, helicase and ligase. Open a YouTube video that demonstrates the DNA
replication process. Continue the lesson with explaining how CRISPR is used to edit gene
sequences. Play another YouTube video that explains CRISPR and a gene drive. Further
explain the structure and function of the Coronavirus.
Guided Practice
Draw a diagram of DNA replication. Have the students participate in labeling and
discussing the item and its function in the replication process. Also discuss the difference
between leading and lagging strands while also using their attributes to identify them in a
replicated DNA strand. Check for understanding
Independent Practice
In the worksheet provided, students will determine the missing purines and
pyrimidines of given DNA strands. They will also determine if a “copied” DNA
strand has the correct sequence. For any strand containing an error, the students will
add the necessary corrections to the sequence. Go over the correct answers as a class.
V. Materials
White board and markers
PowerPoint of lesson
Projector and screen
YouTube video of DNA replication and gene drive
Worksheet of DNA sequence (Chargaff’s rule)
VI. Grouping Structures
For the entirety of the class, the students will sit at their own desks. The
discussion and guided practice do not require the students to join groups.
VII. Modifications
The lecture presentation will include Spanish translations. The videos will also
have closed captioning in Spanish. These modifications are for the students who
are ESL. Extra time during the independent practice will be allotted accordingly.
VIII. Assessment
Review their answers for the worksheet and take note of any clues of
misunderstanding any part of the lesson. If a noticeable portion of the class missed a
specific concept, determine how to re-teach that concept.
