Revisiting The Graphic Organizer And Lesson Planning .

Revisiting the Graphic Organizer andLesson Planning TemplateActivity 4.13Using formative evidence during instruction requires planning both the strategies you will use to collectevidence and the various ways that you might use the evidence to address a range of student learningneeds. This eReader includes a sample Graphic Organizer and a Lesson Planning Template for a highschool science lesson on DNA along with three brief videos. These sample materials highlight the kindsof thinking a teacher can do in advance to anticipate a range of responses students might have during alesson and plan how to respond to students at each point along the learning continuum.Part 1 – Graphic OrganizerIn this Graphic Organizer, pay attention to the fourth column, where the teacher outlines howto interpret and use the evidence that is collected. This is the final aspect of planning formativeassessment lessons. Many teachers report that the use of the Graphic Organizer, while timeconsuming to develop the first few times it is used, dramatically improves their ability to respondquickly and effectively to evidence as it arises during a lesson. Teachers also tell us that this tool helpsthem think differently about their instructional planning. As you review this completed organizer, thinkabout how this teacher will be prepared to support a range of student needs during this lesson.Learning GoalUnderstand howthe structureof DNA relatesto its function.Success CriteriaI can.Formative AssessmentStrategy (How to Elicit Evidence)How to Interpretand Use EvidenceDescribe thestructure of DNA.Students describe observationsof an animation using key terms.May need to modelthis depending on whatstudents are saying.Define the termsstructure andfunction.Write S or F on whiteboardsin response to descriptions ofeither structure or function offamiliar object.Select students to explainresponse. Questions: Doothers agree/disagree/why?Explain why basepair rule means DNAforms complementarystrands and a doublehelix.Explanations from pairs as theymake and label DNA model.Probing question: Can you tellme why A and T bases formcomplementary pairs but A and Cdo not?Explain base pair rule, howit forms complementarystrands.Question: Why does DNAthen form a double helix?Demonstratethe process oftranscription.Pairs model how DNA istranscribed into RNA.Select samples of pairswith different modelsfor peer feedback. Note:Essential to focus onaccuracy.Use a Codon chart toselect correct aminoacids given the RNScondon triplet.Read condon triplets aloud;students write amino acidequivalent on whiteboards.May need to tell what theequivalents are.This work is offered under a Creative CommonsAttribution-NonCommercial-ShareAlike 4.0 International License1

Learning GoalUnderstand howthe structureof DNA relatesto its function.Success CriteriaI can.Formative Assessment Strategy(How to Elicit Evidence)How to Interpret andUse EvidenceDemonstratethe process oftranslation.Pairs model how RNA istranslated into polypeptide/protein.Select samples of pairswith different models toshare with class for peerfeedback. Note: Essentialto focus on accuracy.Use a DNA sequence(structure) toconstruct apolypeptide/protein(function).Write a paragraph explaining howchanging the base sequence ofDNA may or may not cause afunctional change.Use prompts duringthe modeling to assiststudents in generatingthe correct DNAbase sequence of acomplementary strandfrom a short polypeptide.Questioning/modeling: Studentswork through a set ofscaffolded questions andtasks that provide practice fortranscription and translation.Explain how amutation (changein the DNA basesequence) mayor may not alterthe function of aprotein.Depending on responses,possible questions tosupport thinking: How might a changein one base in theDNA sequencechange the aminoacid sequence in apolypeptide? How could thisaffect the cellstructure or activity? Why might a changein the DNA basesequence not alter acell’s structure oractivity?Peer feedback.Read about amutation andsummarize thecontent referring tothe structure andfunctions of DNAand how they arerelated.Individually, draw and label theDNA sequence described inthe text, in the unmutated andmutated from.Write a summary, using textualinformation, explaining how thetwo types of DNA producedifferent functions in a cell.Provide oral feedback toclass on drawings.Comment marker feedbackon summary: Underline correctinformation. Wavy line to go backto text and rereadbecause informationis not accurate orsomething is missingfrom the summary. Line above whereeffective use oftextual evidence. Letter T where moretextual evidence isneeded.This work is offered under a Creative CommonsAttribution-NonCommercial-ShareAlike 4.0 International License2

Part 2 - Lesson Planning TemplateAs you review the sample Lesson Planning Template below, you will notice the teacher has adaptedthe template to include key elements required in her district planning. You may notice that thistemplate includes "Big Ideas" and "Key Terms." You may also notice that some elements introducted inthis course are not included. We anticipate many of you will adapt and refine these planning tools tomeet your own needs, as this teacher has done. NGSS: Disciplinary Core Idea: LS1.A: Structure and FunctionCrosscutting Concepts: Structure and Function. CCSS ELA: WHST9-12.9; RST11-12.1DNA is a warehouse of the genetic code that providesinformation that controls cellular structure and activities.Proteins are macromolecules made of specific sequences ofamino acids (structure). Proteins have many functions thatcontrol cellular structure and activities.3 blocks of 90 minutes.Success criteria for each 90 minute block will be shared atthe beginning of the block.Understand howthe structure ofDNA relates to itsfunctionI can: Define the terms structure and function. Describe the structure of DNA. Explain why base pair rule means DNA forms complementarystrands and a double helix. Demonstrate the process of transcription. Use a Codon chart to select correct amino acids given the RNSCodon triplet. Demonstrate the process of translation. Use a DNA sequence (structure) to construct a polypeptide/protein (function). Explain how a mutation (change in the DNA base sequence) may ormay not alter the function of a protein.This work is offered under a Creative CommonsAttribution-NonCommercial-ShareAlike 4.0 International License3

Mix up structure and function terms.Make complementary strands parallel rather than anti-parallel.Mix up base pair rule.Confusion about why A and T are complementary but not A and C.Difficulty using the RNA triplet Codon chart.Using T instead of U in RNA, using U instead of T in DNA, transcribing T to U not A.All mutations are BAD!!All mutations cause a change in the protein structure.Structure, function, double helix, anti parallel, complementary, base rungs, sugar/phosphatesides, H-Bonds, transcription, translation, codons, RNA, A, C, T, G, U, anti-codon, ribosome,polypeptide, mutation.(1) What do you think are some of the pros and cons of cells having DNA in the form of adouble helix rather than a single strand?(2) What do you think are some of the pros and cons of cells having DNA in the nucleusrather than loose in the cytoplasm?(3) What are some of the evolutionary inferences you could hypothesize about DNA basedon its structure?At the end of each block students respond to three questions using post-it notes: Green – Did you meet the success criteria today? Red – What problems did you have in the lesson? Yellow – How can you address the problems (help from teacher/peers)?This work is offered under a Creative CommonsAttribution-NonCommercial-ShareAlike 4.0 International License4

Part 3 – Planning in Action: Examples of Evidence Collection, Interpretation, and UseEach of these three brief videos highlights ways in which teacher planning informs quick and seamlessresponse to student evidence.As you watch each video, notice:(1) What strategies the teacher uses to collect evidence (Column 3 in the Graphic Organizer), and(2) What strategies the teacher uses to respond to evidence (Column 4 in the Graphic Organizer).The links below will take you to the Teaching Channel website to view the videos.Adjusting Lessons: Have a Plan B er-backup-plansText What You Learned: Using Technology to Assess ng-to-assess-learningAssess and Plan with Exit Tickets er-assessment-strategyThis work is offered under a Creative CommonsAttribution-NonCommercial-ShareAlike 4.0 International License5

Part 1 – Graphic Organizer . In this Graphic Organizer, pay attention to the fourth column, where the teacher outlines how . to interpret and use the evidence that is collected. This is the final aspect of planning formative . assessment lessons. Many teachers report that the use of the Graphic Organizer