DNA Structure

The assignment for this analysis is DNA structure and base pairing of DNA. The directions for the assignment are as follows: In part, A students are to label the key components of a strand of DNA. Part B directions are to write the compliment (partner) of each nitrogenous base to construct the complementary DNA strand. These directions are very clear and precise. We have covered the key components of DNA in the power point and looked at several different models to make sure that students understood the structure and base pairing prior to the activity.

Step one of this analysis is the explanation of the learning goals, success criteria, and standards for this activity which were clearly conveyed to each student for this assignment on DNA

High impact responses were the responses that met more than 75% of the success criteria listed above. For example, most students in this category had little to no difficulty base pairing Adenine to Thymine or Cytosine to Guanine in part B of the activity but had a little difficult putting the three key components that makeup DNA such as deoxyribose sugar, phosphates, and the nitrogen bases in the right location on the double helix structure in part A. Kelsey G., Christina, S. Davis, Chance, Chloe, and Hailey N. all fell into this category. Verbal feedback was given while walking around and making observations. The on-target responses met at least 50% of the success criteria listed above. For example, in part A they had more difficulty with the double helix structure that they had to label missing at least five of the ten parts they had to label. The main confusion was the location of phosphate and the deoxyribose sugar on a twisted DNA structure. This could have been cleared up in the lecture portion by showing both untwisted and twisted DNA structures, not just an untwisted diagram. The instruction given for this was not as clear as it needed to be for the group of responses. The students that fell into this category were Raymond, Autumn, Hailey W., and Kelsie G.,

There are several ways that could be used as evidence that learning is taking place in this lesson such as hand signals during instruction, exit tickets, journals (bell ringers a for form reflection), peer instruction through learning pairs and a quiz. This student should understand that DNA is a double helix made up of three key parts such as deoxyribose sugar, nitrogen bases, and phosphates. The evidence is seen in the drawings that they created in their journals as a reflection at the beginning of the class as a bell ringer. The student did draw and label the DNA structure correctly. In this specific activity, each student had to label these parts in part A of the activity. They also had to illustrate that A pairs with T and C pairs G in the rung of the DNA structure in part B. This was illustrated in the activity by correctly base pairing the template strands of DNA that were given. Austin B had several issues with base pairing and labeling the DNA that was in a double helix. This student is trying to learn how DNA structure plays a key role in various processes of the cell such as DNA replication, transcription, and translation to create a functioning macromolecule called proteins that are needed by all living cells and organisms. He has a good understanding of how DNA nitrogen base