Está en la página 1de 24

Curriculum Development Unit Modules 5 and 6

Kari Robert February 17, 2013

Introduction Rancho Dominguez Preparatory School is a span school, encompassing grades six through twelve. The population consists of a majority Latino (61%), followed by African American (26%), Asian/Pilipino (6%), and White and Pacific Islanders tied (3%) (myData, n. d.). Seventy six percent of the population qualifies for free and reduced lunches. This is only the second year for Rancho Dominquez, so there is no comparison data for API or AYP, but the 2012 API score was 680. This score is about 10% below LA Unified School District and 14% below the state of California. In light of the Common Core State Standards adoption across most states in the country it is important for teachers from all content areas to incorporate strategies that will equip our students with the skills necessary to succeed in the real world. One of the areas that the 10th grade students at Rancho Dominguez could benefit from additional focus is writing strategies. The English Language-Arts Content Standards for California Public Schools (1997) describe the standard by saying: Students write coherent and focused essays that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students awareness of the audience and purpose and progression through the stages of the writing process (p. 69). At Rancho Dominguez our 10th grades students California Standards Test (CST) scores in English reflect the need to focus on writing. Looking specifically at the writing strategies standard 10 grade students at Rancho Dominguez scored an

average of 57.7% correct. This is only 0.2% below the average for LA Unified School District (LAUSD), however it is 8% below the state. Looking at the CST as a whole, including all areas of English Language Arts, only 35% of students at Rancho Dominguez scored proficient or advance (myData, n. d.a). As a biology teacher of 10th grade students it is necessary that I include in the planning of my lessons ways in which my students can improve their abilities in writing. In determining the area in which to incorporate the strategies to improve writing I found that 10th grade biology students struggle to comprehend the processes associated with converting DNA into proteins. Data shows, with regard to the standards outlined in the instructional components that follow as well as the lessons, in the 2011-12 school year students at the below basic (BB) or the far below basic (FBB) level were 42% or higher. Additionally, for this school year, students that fall within the BB or FBB ranges are 50% or higher (myData, n. d.b). In the unit, Understanding DNA, I have incorporated activities and learning strategies that will enable my students to improve their writing skills.

Curriculum Map The standards for biology are broken up into three instructional components. It is highly recommended that the standards in each component be covered within a certain time period, as there is a periodic assessment, administered by the local district, which follows each component. The data gathered from the periodic assessments informed my lesson planning for the new curriculum unit.

Biology Instructional Component 1 Standard Group 1: Macromolecules Students know enzymes are proteins that catalyze biochemical reactions without 1.b altering the reaction equilibrium and the activities of enzymes depend on the temperature, ionic conditions, and the pH of the surroundings. Students know most macromolecules (polysaccharides, nucleic acids, proteins, 1.h lipids) in cells and organisms are synthesized from small collection of simple precursors. Students know proteins can differ from one another in the number and sequence 4.e of amino acids. Standard Group 2: Cellular Structures Students know cells are enclosed within semi-permeable membranes that 1.a regulate their interaction with their surrounding. Students know how prokaryotic cells (including those from plants and animals), 1.c and viruses differ in complexity and general structure. Students know the role of the endoplasmic reticulum and the Golgi apparatus in 1.e the secretion of proteins. Standard Group 3: Cellular Energy Students know usable energy is captured from sunlight by chloroplasts and is 1.f stored through the synthesis of sugar from carbon dioxide. Students know the role of the mitochondria in making stored chemical-bond 1.g energy available to cells by completing the breakdown of glucose to carbon dioxide. Standard Group 4: Central Dogma Students know the central dogma of molecular biology outline the flow of 1.d information from transcription of ribonucleic acid (RNA) in the nucleus to translation of proteins on ribosomes in the cytoplasm. Students know the general pathway by which robosomes synthesize proteins, 4.a using tRNA to translate genetic information in mRNA. Students know how to apply the genetic coding rules to predict the sequence of 4.b amino acids from a sequence of codons in RNA. Students know how mutations in the DNA sequence of a gene may or may not 4.c affect the expression of the gene or the sequence of amino acids in the encoded system. 5.a Students know the general structures and functions of DNA, RNA, and protein. Students know how to apply base-pairing rules to explain precise copying of DNA 5.b during semi-conservative replication and transcription of information from DNA to mRNA. 7.c Students know new mutations are constantly being generated in a gene pool. Standard Group 5: DNA Technology

4.d 5.c

Students know specialization of cells in multicellular organisms is usually due to different patterns in gene expression rather than to differences of the genes themselves. Students know how genetic engineering (biotechnology) is used to produce novel biomedical and agricultural products.

Biology Instructional Component 2 Standard Group 1: Gamete Formation and Fertilization 2.b 2.d 2.e 2.f Students know only certain cells in a multicellular organism undergo meiosis. Students know new combinations of alleles may be generated in a zygote through the fusion of male and female gametes (fertilization). Students know why approximately half of an individuals DNA sequence comes from each parent. Students know the role of chromosomes in determining an individuals sex.

Standard Group 2: Meiosis and Mendels Law Students know meiosis is an early step in sexual reproduction in which the pairs 2.a of chromosomes separate and segregate randomly during cell division to produce gametes containing one chromosome of each type. Students know how random chromosome segregation explains the probability 2.c that a particular allele will be in a gamete. Students know the genetic basis for Mendels Law of segregation and independent 3.b assortment. Standard Group 3: Probability of Inheritance Students know how to predict possible combinations of alleles in a zygote from 2.g the genetic makeup of the parent. Students know how to predict the probable outcome of phenotypes in a genetic 3.a cross from the genotypes of the parents and mode of inheritance (autosomal or Xlinked, dominant or recessive). Standard Group 4: Natural Selection Students know why natural selection acts on the phenotype rather than the 7.a genotype of an organism. 7.c Students know new mutations are constantly being generated in a gene pool. Students know variation within a species increases the likelihood that at least 7.d some members of a species will survive under changed environmental conditions. Students know how natural selection determines the differential survival of 8.a groups of organisms. Students know a great diversity of species increases the chance that at least some 8.b organisms survive major changes in the environment. Standard Group 5: Population Genetics Students know why alleles that are lethal in a homozygous individual may be 7.b carried in a heterozygote and thus maintained in a gene pool

Standard Group 6: Mechanisms for Evolution Students know the effects of genetic drift on the diversity of organisms in a 8.c population. 8.d Students know reproductive or geographic isolation affects speciation. Standard Group 7: Evidence for Evolution Students know how to analyze fossil evidence with regard to biological diversity, 8.e episodic speciation, and mass extinction.

Instructional Component 3 Standard Group 1: Gas and Nutrient Exchange Students know how the complementary activity of major body systems provides 9.a cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. Standard Group 2: Electrochemical Communications and Response Students know how the nervous system mediates the communication between 9.b different parts of the body and the bodys interactions with the environment. Students know the functions of the nervous system and the role of neurons in 9.d transmitting electrochemical impulses. Students know the roles of sensory neurons, interneurons, and motor neurons in 9.e sensation, thought, and response. Standard Group 3: Feedback Mechanism Students know how feedback loops in the nervous and endocrine systems 9.c regulate conditions in the body. Standard Group 4: Infection/Immunity Students know the role of the skin in providing nonspecific defenses against 10.a infection. 10.b Students know the role of antibodies in the bodys response to infection. Students know how vaccination protects an individual from infectious diseases. Students know there are important differences between bacteria and viruses with respect to their requirements for growth and replication, the bodys primary 10.d defenses against bacterial and viral infections, and effective treatments of these infections. Students know why an individual with a compromised immune system (for 10.e example, a person with AIDS) may be unable to fight off and survive infections by microorganisms that are usually benign. Standard Group 5: Ecology Students know biodiversity is the sum total of different kinds of organisms and is 6.a affected by alterations of habitats. Students know how to analyze changes in an ecosystem resulting from changes in 6.b climate, human activity, introduction of nonnative species, or changes in population size. 10.c

6.c 6.d 6.e 6.f

Students know how fluctuations in population size in an ecosystem are determined by the relative rates of birth, immigration, emigration, and death. Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis. Students know a vital part of an ecosystem is the stability of its producers and decomposers. Students know at each link in a food web some energy is stored in newly made structures but much energy is dissipated into the environment as heat. This dissipation may be represented in an energy pyramid. Periodic Assessment Schedule

Instructional Component 1 Instructional Component 2 Instructional Component 3

October 19, 2012 February 8, 2013 May 17, 2103

Newly Designed Unit: Understanding DNA This unit was designed for 10th biology students. Each of the standards addressed are included in the lesson details, including the Common Core State Standards as they relate to the lessons. The strategies addressed through each of the activities and assessments will be described in greater detail by going through each day of the unit. There are several strategies used in this unit that will assist students with improving their ability to write as well as address deficiencies in understanding the processes involved in creating a protein from a molecule of DNA. In days one, three,

four, and six students are placed into groups. The groups are organized specifically to ensure that each member of the group contributes to the work, by giving each student a task within the group. Cooperative learning allows students to discuss newly acquired knowledge and develop a deeper understanding (Dean et al., 2012). In lesson one, part of the replication activity requires that one student describe the process in enough detail for the others to create a replica. This task enables students to practice their writing and summarization skills as well as work collaboratively. If the description is not clear the students can then go back to their notes and rewrite their summary. Summarization plays a key role in aiding students to improve their writing skills. In lessons 1-3 students are ask to write summaries or to summarize verbally parts of the lessons. Dean et al. (2012) describes summarizing as the process of distilling information down to its most salient points to aid in understanding, memorizing, and learning the relevant material (p. 78). This requires that students go back over their notes or information in a text and only use what is pertinent. In order to do this successfully students must use higher order thinking skills (Dean et al., 2012). Students often struggle with information that can get too wordy. One way to combat this is through graphic organizers. These are tools that encourage students to organize their thoughts and allow them to see their thinking (Gregory & Chapman, 2007). For visual learners it enables them to take written information and present it in a way that appeals to their style of learning. In lessons one, five, and six students are asked to create flow maps of their notes. Processing the information in

another way can lead to better retention. This strategy can also be a way for students to toggle back and forth between outlining information needed to write an essay and actually writing the essay. Access to content in various ways can also give students a chance to retain content more successfully. In lessons one and five students have the opportunity to see replication and transcription and translation, respectively, through visual representation. Biology is filled with content that can be difficult for students to visualize without the help of videos and/or animations. As students progress through each of the days lessons I will consistently provide them with feedback and encourage them in their efforts. This strategy supports students to believe they can learn and they are more willing to continue even when the task may seem difficult or understanding doesnt come right away (Dean, Hubbell, Pitler, and Stone, 2012). Most students need the comfort of knowing they are right, or at least on the right track, reinforcing their efforts and giving them consistent feedback give them that peace of mind. Another tool that reinforces feedback and encouragement is providing the students with guidelines for the tasks they are required to perform. Rubrics are a great way to outline how the teacher will evaluate their efforts. Dean, et al. (2012) states that, Feedback should address the knowledge that students are supposed to learn and provide information that helps them know what needs to be done to improve their performance (p. 14). Rubrics dont have to be elaborate, but should provide students with content specific, tiered, expectations for an assignment or activity. At the end of the lessons I have included a rubric, incorporating all

activities, for the unit. During the actual lessons the students would be given individual rubrics as necessary for the activity. As I create a unit or lesson I need to keep in mind that students have varying strengths and abilities. Differentiating the way in which I present the content for a lesson or unit enables all students to access the material at some point to their strength. For example, the verbal/linguistic students may prefer the content presented in the form of notes, whereas the kinesthetic learners prefer the hands-on approach (Gregory & Chapman, 2007). Various strategies for learning are necessary as well as the abilities of our students to access these strategies.

Revisiting Replication Details California Science Standard Life Science 1.e Students know cells divide to increase their numbers through a process of mitosis, which results in tow daughter cells with identical sets of chromosomes (DNA). 5.a Students know the general structures and functions of DNA, RNA and proteins. CCSS.ELA-Literacy.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 910 texts and topics. CCSS.ELA-Literacy.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Assessment Students will work in teams of three to complete the replication worksheet. Day 1

Objective Students review the process of mitosis and DNA replication. Students explain the instructions for replication well enough for their teammates to create a duplicate strand of DNA.

Materials Interactive notebooks, replication worksheet, Internet connection, LCD projector, computer, animation of DNA replication from classzone.com Pre-Phase 1. Review the word of the day: replication. 2. Review the daily outline. a. Students will create a flow map to review the steps of DNA replication. b. Students will work in groups of 3 to model DNA replication. During 1. Create a flow map outlining the steps of DNA replication. 2. Students answer the question: Why is replication an integral part of the cell cycle? 3. Teacher shows a short animation of the replication process. 4. Students get into their groups of 3 to complete the replication activity. a. One student will summarize the process in enough detail for the other two students to create replicas of the original DNA strand. Post-Phase Students will summarize in their notebooks the replication process to be reviewed by the teacher. Students are given a protein synthesis worksheet. Only the first instruction is completed. The entire worksheet will be completed as we discuss further the processes of transcription and translation.

What is DNA? Details California Science Standard Day 2

5.a Students know the general structures and functions of DNA, RNA and proteins. 5.b Students know how to apply base-pairing rules to explain precise copying of DNA during semi conservative replication and transcription of information from DNA into mRNA. CCSS.ELA-Literacy.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 910 texts and topics. Assessment Students summarize the structure of DNA using a preset list of words. Objective Students will be able to describe the structure of the DNA molecule. Students will be able to explain the rules of base pairing. Students will understand that information is stored within the DNA molecule in the form of a sequence of chemical bases, each referred to by the first letter of its name (G, C, A, and T).

Materials Interactive notebooks, Internet access, LCD projector, computer, PowerPoint Pre-Phase 1. Review the words of the day: structure and function 2. Review the daily outline a. Briefly review DNA replication and tie it into todays agenda b. Notes on the structure of DNA c. Summarize the properties of DNA During 1. Students take notes from a PowerPoint presentation outlining the structure of DNA. a. Notes include descriptions of monomers, polymers, nucleotides, DNA backbone, base-pairing rules, etc.

b. Students draw a simple diagram of a nucleotide 2. Students answer two reflection questions based on the notes taken. Post-Phase Students write a summary in their notebooks detailing the structure of DNA to be evaluated by the teacher before they leave class.

Extract your own DNA from cheek cells Details California Science Standard 1.a Students know cells are enclosed within semi-permeable membranes that regulate their interaction with their surrounding. 5.a Students know the general structures and functions of DNA, RNA and proteins. CCSS.ELA-Literacy.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. CCSS.ELA-Literacy.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 910 texts and topics. Assessment Students will be evaluated on their ability to carefully follow the extraction procedures outlined. Students will summarize the extraction process and explain the rationale of each step. Objective Students will observe their own DNA. Students will learn the process of DNA extraction and be able to explain the rationale of each step. Day 3

Materials LCD projector, computer, student handouts, salt solution, Dixie cups, detergent solution, test tubes, rubbing alcohol (chilled), coffee stirrers Pre-Phase 1. Review the word of the day: extraction 2. Review the daily outline a. Extract your DNA from cheek cells b. Explain the extraction process and the rationale of each step During 1. Students gather necessary materials for their DNA extraction a. Dixie cup with 10ml of salt water, 5ml of detergent solution in a test tube, 10ml chilled rubbing alcohol in test tube, coffee stirrer 2. Students carefully follow extraction procedures Post-Phase Students explain to their partners the extraction procedures and the rationale behind each step.

Have your DNA and Eat it Too Details California Science Standard 5.a Students know the general structures and functions of DNA, RNA and proteins. CCSS.ELA-Literacy.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 910 texts and topics. CCSS.ELA-Literacy.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Day 4

Assessment Quiz: Structure of DNA Students create a model of DNA based on information previously gathered. Objective Students will be able to model the structure of the DNA molecule. Students will be able to demonstrate the rules of base pairing. Students will understand that information is stored within the DNA molecule in the form of a sequence of chemical bases, each referred to by the first letter of its name (G, C, A, and T).

Materials LCD projector, computer, student handouts, licorice, colored marshmallows, toothpicks, paperclips, and masking tape Pre-Phase 1. Review the word of the day: model 2. Review the daily outline a. Students take a quiz on the structure of DNA b. Create a model of DNA c. Accurately demonstrate base-pairing rules During 1. Students follow steps necessary to create and edible model of DNA. 2. If there is time have students simulate DNA replication using their newly created models Post-Phase Students present the model to the teacher explaining how the parts of their model represent the structure of DNA. Ex: the licorice represents the sugar, phosphate backbone.

Introduction to Transcription and Translation Details California Science Standard 1.d Students know the central dogma of molecular biology outlines the flow of information from transcription of ribonucleic acid (RNA) in the nucleus to translation of proteins on robosomes in the cytoplasm. 4.a Students know the general pathway by which ribosomes synthesize proteins, using tRNAs to translate genetic information in mRNA. 5.a Students know the general structures and functions of DNA, RNA and proteins. CCSS.ELA-Literacy.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 910 texts and topics. Assessment Students complete a worksheet on transcription and translation. Objective Students will learn the processes of transcription and translation. Students create a chart detailing the difference between DNA and mRNA. Day 5

Materials LCD projector, computer, student handouts, PowerPoint, interactive notebooks, Internet with access to YouTube.com Pre-Phase 1. Review the word of the day: dogma 2. Review the daily outline a. Take notes on transcription and translation b. Work on student handout

During 1. Students take notes from a PowerPoint presentation outlining the process of transcription and translation a. During the notes the teacher will toggle back and forth to a video of transcription and translation b. Small segments of the video will be shown that correspond to the PowerPoint, at this stage students do not have to take notes they are only required to watch 2. Students answer two reflection questions based on the notes taken. Post-Phase Students begin the worksheet, which requires them to answer questions based on their notes as well as color code a DNA molecule undergoing transcription, and translation. What isnt finished in class is homework. Students also return to the protein synthesis worksheet and complete the second set of instructions.

Reading DNA Details California Science Standard 1.d Students know the central dogma of molecular biology outlines the flow of information from transcription of ribonucleic acid (RNA) in the nucleus to translation of proteins on robosomes in the cytoplasm. 4.b Students know how to apply the genetic coding rules to predict the sequence of amino acids from a sequence of codons in RNA. 5.a Students know the general structures and functions of DNA, RNA and proteins. CCSS.ELA-Literacy.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 910 texts and topics. CCSS.ELA-Literacy.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Day 6

Assessment Quiz: Transcription and Translation Students model the process of transcription and translation. Objective Students will model the process of transcription and translation using the edible DNA model made in a previous lesson. Students will be able to summarize the process of transcription and translation by which the information in a gene is used to construct a protein.

Materials LCD projector, computer, student handouts, black licorice, yellow licorice, colored marshmallows, toothpicks, colored circle cutouts, tape, scissors, models of DNA previously created for the activity Have your DNA and eat it too Pre-Phase 1. Review the words of the day: transcribe, translate, and synthesize 2. Review the daily outline a. Quiz: Transcription and Translation b. Model the process of transcription and translation c. Create a flow map of the transcription and translation process During 1. Students take a quiz identifying the various components of the transcription and translation process. 2. Students follow the procedures to create their model of the transcription and translation process. a. This lesson needs to be slightly modified. As is it does not give the students a clear understanding that the amino acids are carried to the mRNA via a molecule called transfer RNA (tRNA). The yellow licorice is used to accommodate this modification. b. Once students have created their protein they may collaborate with other groups to create a larger protein by connecting their respective mRNA molecules. 3. After completing their model students create a flow map outlining the steps

of the transcription and translation process. Post-Phase The flow map is completed and shown to the teacher before leaving the class. Students return to the protein synthesis worksheet and complete the remaining instructions.

Overall Rubric for Activities 4 All elements of the model are present and accurately represented with no errors. Student has a complete and detailed understanding of the process. 3 Most elements of the model are present and accurately represented with no more than 2 errors. Student has a complete understanding of the process but not in great detail. 2 Some elements of the model are present, but there are 3-4 inaccurate representations 1 Several elements of the model are missing and there are more than 4 inaccurate representations Student understands very little about the process or has misconceptions about most of the information. Student has little understanding of content to be summarized.

Models (DNA, Transcription & Translations)

Flow Maps

Student clearly and accurately synthesizes Summarizations the content, incorporating all the required vocabulary. Routinely provides Group useful ideas Collaboration and consistently stays focused

Student has an incomplete understanding of the process and/or misconceptions about some of the information. Student is Student clear in synthesizes the synthesizing content but is the content but unclear and inaccurate in inaccurate in 31-2 areas. 4 areas.

Usually provides useful ideas and focuses on the task and what needs to

Sometimes provides useful ideas and focuses on the task and what needs to be

Rarely provides useful ideas and rarely focuses on the task and what needs to be

DNA Extraction

on the task and what needs to be done. Student can perform the DNA extraction with no significant errors. In addition, the student understands the key features of the extraction and can explain the rationale for each step.

be done most of the time. The student can perform the DNA extraction with making significant errors. In addition, the student understands key features of the extraction and can explain the rationale of most steps.

done some of the time. The student makes some significant errors when performing the DNA extraction but still accomplishes a rough approximation of the skills. In addition, the student does not understand the key features and can not explain the rationale of the steps.

done.

The student makes so many errors that he/she cannot actually perform the DNA extraction.

Professional Development and Support Teachers today are under a lot of pressure from state and local districts to get students to perform well on high stakes tests. To do this teachers must be immersed in the subjects they teach, and have the ability to communicate basic knowledge and to develop advanced thinking and problem-solving skills among their students (Loucks-Horsley, Hewson, Love, & Stiles, 1998 as cited in Garet, Portoer, Desimone, Birman, & Suk Yoon, 2001). Professional development doesnt always require that you go to a formal workshop offering the latest and greatest in the teaching community. It can be as simple as a small in-service, where one teacher

offers knowledge to other teachers a particular skill or learning strategy that is working in their classroom. Rancho Dominguez uses Professional Learning Communities (PLC) to generate support and collaboration among its teachers. Time is set aside each week for each PLC to meet and discuss what is happening in the classroom, what is working and what isnt, as well as offering suggestions on how to revise and improve learning. DuFour, DuFour, Eaker, & Many (2006 as cited in DuFour, DuFour, & Eaker, 2008) defines professional learning communities as: Educators committed to working collaboratively in ongoing processes of collective inquiry and action research to achieve better results for the students they serve. Professional learning communities operate under the assumption that the key to improved learning for student is continuous, jobembedded learning for educators (p. 14). This definition ties together the idea of professional development and support into one package. It is important that teachers stay abreast of current research and teaching strategies. It can be a challenge at times but necessary for the benefit of our students. At Rancho Dominguez there may be times when there is only one teacher teaching in a specific content area in the high school setting. This does not mean there is then no support for that teacher. The other members within the PLC can offer suggestions or best practices that work for them to assist the teacher in reaching his/her students. They can be sounding boards for the teacher to reflect on what did not work in a lesson and propose ideas on what to try next time.

Support doesnt just come in the form of teacher collaboration. It is also necessary for teachers to feel supported by administration as well. At Rancho Dominguez, the fact that we operate using a PLC format demonstrates that our administrators support the efforts the teachers put forth in the classroom. Without their support the foundation of what we are trying to do could crumble.

References California Department of Education (1997). English Language-Arts Content Standards for California Public Schools. Retrieved from http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf California Department of Education (1998). Science Content Standards for California Public Schools. Retrieved from http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf Common Core State Standards Initiative (2012). English Language Arts Standards: Science and Technical Subjects Grades 9-12. Retrieved from http://www.corestandards.org/ELA-Literacy/RST/9-10 Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. (2012). Classroom Instruction that Works. (2nd ed.). Alexandria, VA: ASCD. DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting Professional Learning Communities at Work. Bloomington, IN: Solution Tree Press. Genetic Science Learning Center (2013, February 14) Have Your DNA and Eat it Too. Teach.Genetics. Retrieved February 14, 2013, from http://teach.genetics.utah.edu/content/begin/dna/eat_DNA.html

Genetic Science Learning Center (2013, February 14) Reading DNA. Teach.Genetics. Retrieved February 14, 2013, from http://teach.genetics.utah.edu/content/begin/dna/reading_DNA.html

Gregory, G. H., & Chapman, C. (2007). Differentiated Instruction Strategies: One size does not fit all. (2nd ed.). Thousand Oaks, CA: Corwin Press.

Michael, S. G., Andrew, C. P., Desimone, L., Beatrice, F. B., & Kwang, S. Y. (2001). What makes professional development effective? results from a national sample or teachers. American Educational Research Journal, 38(4), 915-915. Retrieved from http://0-search.proquest.com.lilac.une.edu/docview/200450497?accountid=12756

myData (n. d.a). CA Standards Tests. Retrieved from https://mydata.lausd.net/analytics/saw.dll?Dashboard myData (n. d.b). My Students: Periodic Assessment Science. Retrieved from https://mydata.lausd.net/analytics/saw.dll?Dashboard&_scid=gFKkV2JE1u8 Sep Lessons (2013, February 14) Extract your own DNA from cheek cells. Science & Health Education Partnership. Retrieved February 14, 2013, from http://seplessons.org/node/222 The Biology Corner (2013, February 14) Genetics. DNA. Retrieved February 14, 2013, from http://www.biologycorner.com/lesson-plans/genetics/

También podría gustarte