Verbatim SoW objective: Describe DNA, genes & chromosomes.
Arrival
Look at this week’s string-and-clip DNA model. Point to one detail you notice.
Offer a private, predictable start. Do not require previous knowledge.
Starter
Recall three ideas from earlier lessons. Show one answer at a time.
- What is one reason a claim of a new stem-cell treatment needs evidence?
- Which structure carries the matching chromosome sets after mitosis?
- Where are chromosomes found in a eukaryotic animal cell?
Today I can:
- I can label DNA, a gene and a chromosome in a simple model.
- I can explain that a gene is a section of DNA with a protein instruction.
- I can distinguish one chromosome from the genome.
All pupils respond; reveal the answers only after attempts. Revisit success criteria.
I do
Watch the full model. Point to the step that answers today’s question.
Words
| Word | Meaning | Example |
|---|---|---|
| DNA | the molecule that stores genetic instructions | DNA contains the instructions for making proteins. |
| gene | a section of DNA that codes for a specific protein | The coloured section of the model stands for one gene. |
| chromosome | a long DNA molecule packaged with proteins in a cell | A chromosome contains many DNA sections, including genes. |
| genome | the entire DNA of an organism | The genome includes all of the organism’s chromosomes and other DNA. |
Full model: Mark a short section of a DNA cord as a gene. Coil the cord as one chromosome; place it inside a border for the genome. Name the section, molecule, package and complete DNA set.
Show me: Show me: is a gene a section of DNA, or is all DNA inside one gene?
Answer: A gene is a section of DNA.
Model one complete example; check every pupil’s response to the show-me question.
We do
Complete the missing step in the part-done model. Speak, then match the cards.
One-minute reset: use the agreed move, then return to one step.
Part-done model: DNA cord → a short marked ________ codes for a protein → chromosome package → the genome contains all DNA.
Speak first: Speaking: “A gene is part of …; a chromosome contains …”
F · support: Use the full cord model; place the gene label on the short marked section.
M · explain: Explain how the short DNA section relates to one gene and the larger package.
H · stretch: Explain why “one chromosome = one gene” misrepresents scale and role.
Select where each label belongs in the string model and explain one mismatch.
Ready to match.
Wait five seconds, gesture, then cue if needed. Support the route without supplying the missing answer.
We do 2
Choose one hinge answer. Show it at the same time as the group.
All-pupil hinge: A new diagram marks a short DNA region carrying instructions for one protein. Which label belongs to that region?
Show one answer to the adult at the same time as everyone else. Point or use a card, too. Then explain to a partner.
Collect simultaneous responses, apply the decision rule and parallel hinge in the staff note.
Independent
Two diagrams label a gene differently. Choose the accurate model and explain one reason.
One-minute reset: use the agreed move, then return to one step.
Talk before write: Speaking: “Move this label because …”
You can plan in any language.
F: Label a gene, DNA, chromosome and genome on the model. This short marked section is a …; the long package is a …
M: Explain why a gene is a DNA section, not another material. A gene is part of … and codes for …
H: Correct a faulty gene label and explain the protein instruction. The faulty label is …; it should be … because …
Go deeper: What distinctions disappear if the whole genome is called one gene?
Early-finisher stretch — Two-diagram audit: Repair two faulty diagrams: DNA inside a gene, and one chromosome as the entire genome. Justify both.
Show it your way: point, sign, speak, draw, type, write, use a scribe or a staff-captured photo.
At lesson start choose one adult with supported pupils and one holding the group; swap during the week. Record independence and prompt level.
Try it with kit · prepared model
Kit: Short DNA cord, large blunt clips, genome and chromosome frames, tray
- Mark one gene with a blunt clip and nest the cord model in its frames.
Risk: A clip could pinch a finger, and a loose cord could catch.
Safe: Use large blunt clips and short cord on a tray. Keep the cord away from necks.
Check the school risk assessment and exact prepared kit. This is optional model rehearsal, not a claimed core practical.
Review
Tell a partner what you changed after feedback. Mark a real edit // and read it back when asked ?.
One-minute reset: use the agreed move, then return to one step.
My feedback was … Name the actual point an adult or partner noticed. Make one true self-edit //. Ask “Read this back to me” ? if that helps.
Give a precise VF or NS(+) only when it actually happens. Invite a true self-edit and read-back.
Exit
Show what you know with a model and explain one reason.
Check today’s success:
- I can label DNA, a gene and a chromosome in a simple model.
- I can explain that a gene is a section of DNA with a protein instruction.
- I can distinguish one chromosome from the genome.
What am I learning? I am learning to show how a gene is part of DNA and how DNA is packed into chromosomes.
My feedback was … Name what you heard at Review.
Next I need to … Use “section of DNA” and “codes for a protein” precisely in one sentence.
How I know: I can show a gene within DNA, DNA packaged in a chromosome, and the genome as all DNA.
Your teacher hears your answer and uses it to choose our next model, prompt or example.
Hear the answer privately in a valid mode and use it to change the next example or prompt.