Cell Boundaries

Vocabulary Acquisition Model

Chapter 9 Pages 211-239
9th Grade Biology
Lesson plan@ 50 and Reflection @ 50
1. MATERIALS/PREPLANNING
Materials Computer with projector, chrome books/smart phone, colored pencils, scissors, tape, chromosome mutation
worksheet
Vocabulary Mutation, silent mutation, point mutation, nonsense mutation, frame shift mutation, insertion, deletion,
translocation, substitution, polyploidy
Literature Biology textbook
2. OBJECTIVE
Students will be able to distinguish between the various mutation types in genes to understand how genetic variations occur
DOK level 2: classify mutations; DOK level 3: draw conclusions, differentiate, investigate
HS-LS3-2: make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic
combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental
factors.
3. ASSESSMENT Perfect Assessment Tool Rationale:
The assessment will be an authentic assessment This authentic assessment will be better than a
through a gene mutations worksheet traditional multiple choice test because it will require
The worksheet will be graded based on correctness and students to apply their knowledge of the material they
accuracy, provided by a key to the worksheet have learned over the course of the unit, which requires
This supports the brain in learning, because after getting a great knowledge of the vocabulary
practice with the vocabulary words with the pre-lesson This assessment links to the vocabulary acquisition
and assignment, they will have a chance to apply their model because it challenges students to achieve deep
knowledge through their performance of this worksheet understanding of the words as they apply and use the
word within context
Copy of assessment worksheet and key will be attached
at the end of the document

4. CENTRAL FOCUS/ PURPOSE (2 parts to include)

1. The Central Focus of this lesson is to have students be able to distinguish the type of mutations in a gene, and allow them
to predict the outcome the mutation will have on the overall genetic code.
2. This lesson will benefit the students because by gaining the understanding of the vocabulary of mutations, they will be
able to apply it to understand how these mutations effect the genetic code, and therefore understand where genetic variation
arises from
5. MOTIVATION FOR LEARNING
Both intrinsic and extrinsic motivation are appropriate for this model, intrinsic because they want to be able to complete and
perform all the tasks and extrinsic because they want to receive a good grade
I will support their motivation to learn by providing fun activities that will keep students engaged, while helping them learn
This lesson promotes a growth mindset because every part of this lesson besides the assessment requires collaboration,
which encourages students to work together if they are stuck on a certain concept. Instead of getting discouraged and
frustrated that they dont understand something, they are able to work together with partners in order to grow as individuals
and help them believe they can be successful.
6. PRE-LESSON - Just before teaching the new lesson do the following:
The pre lesson to this lesson will be to share the vocab assignment in their table groups. They will be assigned this work the
night before the class activity/assignment to give them general background knowledge of the terms they will be using. They
will be required to make a list of all the vocab, write the formal definition of it, draw a picture, come up with a way to
remember it, and an example of the mutation. This is like a vocabulary four square, but modified to fit this unit.
After the class has discussed their pictures and hints to remember the term/mutation as groups, I will go around the room
and randomly ask the tables what they had come up with for their pictures and their hints to remember it
I will connect these vocab words to the base pairing rules we would have already covered and then get them started on the
assignment/activity
The objective for this lesson is for the students will be able to distinguish between the various mutation types in genes to
understand how genetic variations occur

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6. LESSON BODY: Provide text page # 220-222 for your lesson. Follow the exact steps provided in the text for the
lesson you are teaching. Clarity is the key.

Step 1 Pretest Knowledge Of Words Critical To Content: This will occur before the pre lesson assignment where I will be
having the students come up with definitions and spelling of the vocabulary terms before fully understanding them. I
will have students pull out pieces of paper and read them the list of terms and have them write them out along with
what they think the word means and how it will effect the genetic code
Step 2 Elaborate On And Discuss Invented Spellings And Hypothesized Meanings: After they have written down the
terms, I will have students share their findings in their groups then randomly call on students to have them share with the class
what they came up with for the spelling and for the definition of the term.
Step 3 Explore Patterns of Meanings: After students have come up with a few possible definitions for the terms, I will give
them the pre-lesson assignment where they have to do a vocabulary four square with the terms. This activity will
allow students to see the different patterns and relationships between the vocab words and other words, as well as
come up with their own definitions and ways to remember the term. Having them draw a picture/symbol for the
terms will also help their memory and understanding of the words.
Step 4 Read and Study: This is where students will get practice with the terms by doing the chromosome mutation activity.
This will get them hands on experience with what the terms mean, and how they affect the DNA code. By doing this
hands on activity in their groups, they will have a better understanding of the vocabulary and be able to complete
the assessment for this lesson (gene mutation worksheet)
Step 5 Evaluate and Posttest: After they have completed their gene mutation activities, I will give them the assessment
worksheet where they can get a chance to show what they have learned individually. The worksheet requires them
to apply the knowledge of the vocabulary as well as explain their reasoning behind it.
**Both chromosome mutation activity and gene mutation worksheet handouts will be attached at the end of the lesson**
7. ASSIGNMENT
The assignment for this lesson will be the chromosome mutation activity
This is the perfect assignment based on how the brain learns because it is hands on, requires students to apply the
knowledge of the vocabulary and see how it effects genes first hand, as well as allows them to work with materials other than
just pen and paper which will keep them engaged
This also gives them more practice (repetition) with the vocabulary that will help the meaning stick
A copy of this activity will be attached at the end of the lesson
8. Student Work Examples/Technology Support
I do not have samples of student work because I am not in my own classroom, however various levels of this activity and
assessment will range from completely accurate to not at all
The effort in the assignment may vary as well based on neatness and level of description in the part where they need to
make and defend a claim.
Reflective Thinking/Curriculum Evaluation @50 Points
9. Reflective Thinking/Curriculum Evaluation

Reflection is a very important part of each lesson. Please take the time to thoughtfully prepare your reflections. Follow
the format provided below and provide a professional quality reflective analysis of your work.

Relevance: Explain how this lesson demonstrates your competence with one of the Graduate SLOs below? Delete unused
SLOs.

SLO 4: Articulate worldview and perspectives for enhancing student learning. This lesson demonstrates my
competence with the SLO 4 because through the vocab acquisition model, I can gain a better perspective for how my
students learn and what works best for them when learning new vocab. Each student comes from a different background,
both culturally and educationally. By asking them to come up with their own definitions and evaluating their prior knowledge, I
will gain a better perspective of how much my students know as well as can find activities that will enhance their learning

Significance/competence: Using careful analysis and evaluative thought, address the points listed below. Add other
pertinent information that supports our competence by using this lesson model.

This lesson helps students reach deeper levels of learning because they need to know how to apply their knowledge in the
activities, assignments, and assessments. By having them apply their knowledge instead of simply regurgitating it onto a
multiple choice test, and forgetting it shortly after, this will ensure a deeper level of learning.

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 This model makes learning stick in long-term memory through the repetition of the use of words though the various activities
in the lesson as well as having them create and use visuals for the words.
This teaching model will be great to use at the beginning of any new unit where vocabulary will be introduced. By following
this five-step model, it will help to promote my students literacy through the development and expansion of each students
lexicon.
I will support advanced/ELD/Special needs learners through this model by making it fit their specific needs through making
modifications or accommodations. For ELD students, I can provide instructions in both English and Spanish, as well as make
sure there are lots of diagrams, pictures, and visual representations of the words. Advanced students I can have them help
be tutors and help the kids who are struggling. And for special needs students I can give them more time to complete the
assignment as necessary.
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.
Students will be doing both of these tasks throughout this lesson by creating a four square vocab sheet (visual
representations) of the words as well as explaining their reasoning behind the visuals the create when doing the
chromosome mutation activity.

Link to Theory:

This lesson model links to the information processing model because the more and more repetition and use of the
vocabulary students get, the more likely it will move from their working memory to long term memory.
This model links to the big idea that how does successful learning happen and that is through vocabulary acquisition. Being
literate and having a wide vocabulary will promote successful learning in all subjects
Useful technology: vocabgrabber.com

Growth Mindset

This lesson along with anything else I plan to teach in my class will have the underlying goal of developing a growth mindset in my
students. They will develop growth mindset by viewing challenges as opportunities for self improvement, celebrate their growth with
others (through collaboration and group activities), place effort before talent by rewarding students who are working hard, and take
ownership over your attitude. I want them to have a can do attitude about tasks they may find difficult and keep being a positive
reminder that they CAN do something even if they are struggling.

Professional Actions/Areas for growth: What are your next professional steps in this area to keep moving forward as a
professional?

I think the main think in learning new vocab is the repetition and repeated use of it in all activities. I believe these are key in
improving student learning.
Learning happens through trial and error as well as with repetition and activities that engage students!
I need to read more about how to reach out to students who still struggle with the vocabulary if they are at a level far below
the rest of the class
I do not yet have my own classroom, but I feel as though this lesson would hypothetically add to my credibility because it
follows the vocabulary acquisition model, which is an effective teaching strategy to pass onto new teachers.