Dna Vs Rna LP

Ryan Lane EDU 522 Dr. Esposito www.ryansuzieandjill.weebly.
com
Course: Living Environment
Grade: 10
Topic: DNA vs. RNA
Instructional Objective
After learning about the differences between DNA and RNA, students will complete a socrative
quiz with no errors.
Key Concept
Students will demonstrate their understanding that in all organisms, the coded instructions for
specifying the characteristics of the organism are carried in DNA, a large molecule formed from
subunits arranged in a sequence with bases of four kinds (represented by A, G, C, and T)..
(Performance Indictor 2.1f)
Standards and Indicators
Living Environment Standard #4
Students will understand and apply scientific concepts, principles, and theories pertaining to the
physical setting and living environment and recognize the historical development of ideas in
science.
Indicator: This will be evident when the students answer the questions on the socrative
regarding the differences between DNA and RNA as well as the types of RNA. Students
will further demonstrate their understanding of the topic through their completion of a
chart comparing and contrasting DNA and RNA.
Motivation
Before beginning the lesson, students will view the video Why RNA is Just as Cool as DNA
and write down three facts they already knew as well as three facts they just learned.
Materials
Computer, Overhead projector, internet connection, paper, pencils, DNA vs RNA PowerPoint
slides, guided notes, socrative quiz, DNA vs. RNA chart.
Strategies
Graphic Organizers
This will be evident when the students complete a chart contrasting DNA and RNA. Students
may also use this chart to complete a Venn Diagram on the topic.
Direct Instruction
This will be evident when the students are actively engaged in note-taking (guided notes) and
higher-order questioning while being taught the information by the teacher.
Student Simulation
This will be evident when each student is given an RNA nucleotide base and tries to synthesize a
strand based on a template strand of DNA.
Adaptations
Students will be given guided notes with prompts to refocus them throughout the lesson in
accordance with their IEPs.
Students will be given preferential seating near the smart board in accordance with their IEPs.
Students who receive time and a half will be given extra time to complete their exit ticket in
resource room or at extra help, as needed.
Students will receive oral and visual reinforcements as well as checks for understanding
throughout the lesson.
Differentiation of Instruction
Tier 1: After learning about the differences between DNA and RNA, students will complete a
socrative quiz with no errors with the assistance of their DNA vs. RNA chart.
socrative quiz with no errors.
socrative quiz with no errors with a written explanation of all answers.
Developmental Procedures
Students will summarize what they learned in the previous lesson about DNAs structure and
replication pattern. This will include the reinforcement of key vocabulary from previous
lessons (i.e. meiosis, chromosome, prophase, etc.) (What is a nucleotide? What are its three
main components? What are the four nitrogenous bases? How do they pair with one another?
Why? How do you know? What is a template strand? What does 3 prime mean? What is the
opposite of 3 prime?)
Students will view a video highlighting the differences between DNA and RNA while writing
down three facts that they knew before viewing the video as well as three things they learned
from the video.
Students will discuss the video and what they think the differences and commonalities are
between DNA and RNA. (What did you think about the video? What did you learn? Can you
identify two main differences between DNA and RNA?)
Students will actively participate in direct instruction to learn about the differences between
DNA and RNA in terms of structure and function. Additionally, we will discuss the three types
of RNA and their function in the cell. (What is RNA? What are its building blocks? How are
the nucleotides in RNA different from those in DNA? How is ribose sugar different from
deoxyribose sugar? What is Uracil? What does it replace? What size do you think it is? What
is mRNA? tRNA? rRNA? Why can RNA be destroyed but DNA cant? Why can mRNA leave the
nucleus but DNA cant?
Students will complete a socrative quiz for the lesson while the homework is distributed.
Assessment
Students will complete a socrative quiz with no errors.
Students will be orally assessed throughout the lesson.
Independent Practice
Following the lesson on DNA and RNA, students will complete a worksheet on which they
create strands of RNA based on template DNA strands.
Follow Up: Direct Teacher Intervention & Academic Enrichment
Direct Teacher Intervention
The teacher will work with the student to match RNA nucleotides with the corresponding DNA
template strand.
Academic Enrichment
The student will create a campaign poster using glogster for one type of RNA describing why it
would make a better President than the other two types of RNA.

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Ryan Lane EDU 522 Dr. Esposito www.ryansuzieandjill.weebly.

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