Science Grade 7

Core Content Coaching

Purpose

To provide support for grade-level, unit content planning for the DNA Unit

Resources for planning

• Teacher Yearly Resource Document (or Yearly Itinerary)

• CRM 3: Organisms

• Blank Pacing Calendar

• 7th Grade 2nd Six Weeks Lessons: DNA Pacing Guides, DNA Daily Lesson Pages

• Computer with Internet Access

Teacher yearly resource document

Monday Tuesday Wednesday Thursday Friday

Oct. 6

Cells

7 8 9 10

Oct. 13

Student Holiday

14

DNA

15 16 17

Oct. 20

Intro to Human Body

21 22 23 24

Oct. 27

Nervous System

28 29 30 31

Nov. 3

Endocrine System

4 5 6 7

2nd Six Weeks Planner (24 days)

7.1A-B, 7.2A, 7.3D, 7.4A-B 7.14: Organisms and environments. The student knows that reproduction is a characteristic of living organisms and that the instructions for traits are governed in the genetic material. The student is expected to:

7.14C: recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus

TEKS & Student expectations

Content TEKS Skills TEKS

CRM 3: TEKS & Acquisition section

Teacher Content support Video & textbook Resource

TEDEd Video: DNA- The Book of You

http://www.youtube.com/watch?v=aeAL6xThfL8&list=UUsooa4yRKGN_zEE8iknghZA&index=1&feature=plcp

NSTA Leaning Center- http://learningcenter.nsta.org/

Search Resources & Opportunities: DNA & Heredity

ScienceFusion Grade 7 Teacher Edition: Content Refresher: p. 235

Vertical alignment

6TH & 7th GRADE

•6.12A understand that all organisms are composed of one or more cells

•6.12B recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic

•7.12D differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole

7TH GRADE

7.14: Organisms and environments. The student knows that reproduction is a characteristic of living organisms and that the instructions for traits are governed in the genetic material. The student is expected to:

7.14C: recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus

Biology

•describe the stages of the cell cycle, including deoxyribonucleic acid (DNA) replication and mitosis, and the importance of the cell cycle to the growth of organisms

•describe the roles of DNA, ribonucleic acid (RNA), and environmental factors in cell differentiation

•identify components of DNA, and describe how information for specifying the traits of an organism is carried in the DNA

• The nucleus of a cell contains the cell’s genetic material and regulates cell activity.

• Prokaryotic cells do not contain a nucleus and do not enclose their genetic material within a nucleus.

• Eukaryotic cells contain a nucleus and enclose their genetic material within the nucleus.

PRIOR LEARNING

SY13-14 MoY Benchmark Question(No STAAR-Released questions)

SY13-14 MoY Benchmark Question(No STAAR-Released questions)

Based on the data and distractors, what key points should teachers emphasize during lessons?

• Define inherit to clarify the purpose of the chromosomes as it relates to DNA and genetics based on this question’s most common error.

Based on the data and distractors, what key points should teachers emphasize during lessons?

• Relate each structure to each other and chunk the TEKS statement with a visual summary.

• Genes are sections of many DNA.

• Chromosomes are composed of DNA.

• Chromosomes are found in the nucleus of a cell.

• Genetic material = DNA, chromosomes, genes

• Genetic material determines the traits of individuals.

Components of a good lesson plan

1. Engage Student Interest

2. Review/Scaffold to TEKS

3. Student-Centered Activities directly relating to the depth and complexity of the TEKS

• Labs, Activities, Videos

1. Organize and Practice Vocabulary

2. Reading & Comprehension Strategies

3. Writing Opportunities & Scaffolds

4. Daily Listening & Speaking Opportunities

5. Differentiation

6. Formative Assessment & Reteach

Embedded in lessons: Engage Student Interest

• Picture-Word Association Part I

• DNA: The Code for You

• Computational Biologist Reading & Time Flies Activity

• Plant Geneticists & Is It For You

Recommended in lessons:Review / Scaffold to TEKS

• Vocabulary Magic: DNA

• DNA Unit Overview

Embedded in lessons: Student-Centered Activities directly relating to the depth and complexity of the TEKS (Labs, Activities, Videos)

• DNA: The Code for You

• DNA Extraction Virtual Lab

• DNA Extraction Lab

• Bill Nye Video Clip: Genes, DNA, & Chromosomes

• NeoK12 Video: Genetics 101 Part 1: What are Genes?

Embedded in lessons:Organize and Practice Vocabulary

• DNA Unit Overview

• Talk & Write with Sentence Stems

• Gateways p. 189 Reading & DNA Two-Column Notes

• Genetics Material Presentation & Vocabulary Cards

• Genetics Diagram

• DNA Vocabulary Game

Embedded in lessons:Reading & Comprehension Strategies

• Gateways to Science Grade 8 p. 189

• Computational Biologist Reading

• Plant Geneticists Reading

• Comprehension Strategies

• DNA Two-Column Notes & Accommodated Notes

• Gateways to Science Grade 8 p. 189 Accommodated Reading

• Reader/Writer/Speaker Response Triads: Students form groups of three. One student reads the text aloud; one writes the group’s reactions or responses to questions about the text, a third reports the answers to the group. After reporting to the group, the students switch roles.

Embedded in lessons:Writing Opportunities & Scaffolds

• Talk & Write with Sentence Stems

• Journal Entries

• DNA Extraction Lab Questions

• Scaffolds: Sentence Frames, Word Bank

Embedded in lessons:Daily Listening & Speaking Opportunities

In this picture I see…I think this picture might match the

word … because…

• Special Education:

1. Mixed-Ability Partners2. Pre-Teach Vocabulary3. Divide Words into Smaller Sets4. Make Connections to Relevant Cognates5. Discuss word parts; prefix, root, or suffix6. Allow Multiple Views of Vocabulary Trailer7. Provide Vocabulary Trailer as a .pdf file for Review or Reteach8. Word Bank9. Speaking Frames10. Accommodated Reading11. Accommodated Two-Column Notes12. Writing Frames13. Class Discussion14. Additional Video Resource

• English Language Learners:

1. Mixed-Ability Partners2. Pre-Teach Vocabulary3. Word Bank4. Speaking Frames5. Allow use of Native Language Dictionaries or online resource: http://translate.google.com/6. Encourage ELLs to complete Step 1 to Build Confidence7. Make Connections to Relevant Cognates8. Discuss word parts; prefix, root, or suffix9. Allow students to describe pictures in their native language but encourage use of English when possible10. Allow Multiple Views of Vocabulary Trailer11. Provide Vocabulary Trailer as a .pdf file for Review or Reteach12. Writing Frames

Embedded in lessons:Differentiation

• ScienceFusion Optional Lessons

• Other Lessons Folder Activities

• Picture-Word Association Parts I & II

• Talk & Write with Sentence Stems

• Journal Entries

• DNA Extraction Lab Class Discussion

• DNA Vocabulary Game

• DNA Quiz

Embedded in lessons:Formative Assessment & Reteach

Formative Assessment Reteach Opportunities

Higher level questions• “Research shows there’s a link between critical thinking skills and increased student achievement in the

classroom.” (Moore & Stanley, 2010)

• Higher level questions must be planned in order to be implemented effectively in the classroom.

• Levels of Questions

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• Evaluation

• Plan and provide a variety of questions at each level and build student knowledge and critical thinking by providing Higher Level Questions.

Lower Levels of questions

Higher Levels of questions

Sample Unit questions

• A sample from this unit using the Daily Guiding Questions.

Knowledge Comprehension Application Analysis Synthesis Evaluate

What is DNA?

What is a gene?

What is a chromosome?

Label the organelle where genetic material

is located in an eukaryotic cell.

How are the structures in genetics related?

Model the size relationships between the different genetic

structures.

How are a person’s physical traits related to

its genetic material?

Create an analogy for the relationships

between the structures of genetics.

What is your opinion of the insertion of genes of

one species into the chromosomes of another species?

Recommended Anchors of Support

• DNA Unit Overview

• DNA Two-Column Notes

• DNA Vocabulary Cards

• Genetics Diagram

Anchors of SupportOther Resources

•Interactive Word Wall- Current, working models with student contributions • Interactive Word Walls Article: http://learningcenter.nsta.org/files/ss1103_45.pdf

• “Word walls can be arranged on cupboard doors or classroom walls, or hung from the ceiling with wire and string.”

• “Maximum instructional potential and efficiency are achieved when interactive word-wall construction is aligned with lessons and students are allowed to participate in the process. As a result, walls are usually built over many days and are finished as a unit nears completion. Word walls support units and are changed or replaced as units change.”

• Interactive Word Walls Rubric: Next Slide

• ScienceFusion Textbook, Science Glossaries, Dual Language Science Glossaries

Academic vocabularyDAILY LESSON PAGE

CURRICULUM ROAD MAP