Lesson Plan: 5B.4.09


LESSON PLAN
Teacher Subject Period Date Year Ability LSA/Other Support
Science

Context and
Landmark
Assessment		 5B.4.09
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
How was the structure of DNA discovered?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. Before the discovery of the DNA structure, Pauling had already discovered helical proteins and Chargaff had already discovered there were always equal numbers of bases A and T and also equal numbers of C and G.
  2. Watson and Crick worked out the shape of the DNA double helix and how it could be replicated.
  3. Franklin and Wilkins used the new technology of X-ray crystallography to make photographs of the DNA molecule and revealing its shape. Watson and Crick didn’t properly acknowledge the research carried out by Franklin and Wilkins they used to come up with their discovery.
  4. The factors needed for scientific understanding to progress including the improvements in technology and building on discoveries by other scientists.
Think about how you can match the needs of ALL students
Keywords:
  • DNA (3)
  • X-ray crystallography (1)
  • Replicated (1)
  • Bases (1)
  • Helical proteins (1)
  • Double helix (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. What role did Pauling and Chargaff, have in the developing the DNA model?
    Before the discovery of the DNA structure, Pauling had already discovered helical proteins and Chargaff had already discovered there were always equal numbers of bases A and T and also equal numbers of C and G.
  2. What role did Watson and Crick have in the developing the DNA model?
    Watson and Crick worked out the shape of the DNA double helix and how it could be replicated.
  3. What role did Franklin and Wilkins have in the developing the DNA model?
    Franklin and Wilkins used the new technology of X-ray crystallography to make photographs of the DNA molecule and revealing its shape.
  4. What factors are needed for scientific understanding to progress?
    The factors needed for scientific understanding to progress including the improvements in technology and building on discoveries by other scientists.
Identify questions for high, middle, low and identify questioning techniques- Challenge questions

Learning Phases/Episodes
Think about how you can match the needs of ALL students
Differentiation: AGT, SEND, LLL, Disadvantaged
Remember to check for PROGRESS
Starter Activity Differentiation and Challenge question/task
  • Students to copy and complete the keywords.
  • Teacher reveals missing letters; Students correct mistakes;
  • Discuss the scientific meanings of the words.
  • Students to write down the definitions of the most important / new keywords.
  • Discuss the 'Memory Anchor'.
    • What does it show?
    • How does it relate to the what we are learning about today (title)?
Think about PACE – Develop, consolidate and deepen knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension
Remember to give time to apply knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension


Plenary Differentiation and Challenge question/task
  • Students to answer the 'Key Questions' with learning partners.
Progress Check
  • Teacher to reveal and discuss the answers to the questions.
 Extension
  • What have learnt about the 'Big Ideas' today?

Homework Differentiation and Challenge question/task