Reflection: Developing a Conceptual Understanding DNA: The Double Helix (Structure & Function Coloring Activity) - Section 4: Closure: What did we learn? Where do we go from here?

 

In looking at both samples (#1 and #2) it is clear that the students showed that they understand the structure and function connection in nucleic acids.

In reviewing both responses it is clear that they recognize the variety of components needed to make either nucleic acid: sugars, nitrogenous bases, phosphates interleaving with sugars to form the backbone, etc. Furthermore, they rightly match DNA with certain organelles and explain the significance of the molecule (AKA the blueprint for life).

Student #1 earned 4/4 (100%) for several reasons: the entire assignment was completed (drawings and answers), all responses were correct, and the work was neatly done.

Student #2 earned 2.75/4 (85%) for having completed all of the previous criteria described except fully coloring all diagrams.This score may seem ticky-tack (based on a little missing coloring sections) but students know that they can, and should revise their work. And standards are standards for a reason!

Note: I use a 4-3-2-1 grading scheme with 3 representing mastery (equating to 88%). If all "success criteria" are completed then students know that they will earn a 3. If they earn a 3 and show additional levels of effort (such as increased quantity or quality beyond the required minimum) then a 3.5 or 4 score is in reach.

 

 

 

  Developing a Conceptual Understanding: D-N-A-M-O-D-E-L
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DNA: The Double Helix (Structure & Function Coloring Activity)

Unit 3: 4) DNA & RNA ("Instructions for Life")
Lesson 3 of 10

Objective: Students will become more familiar with the way that DNA and RNA nucleotides are built (sugar, phosphate, and nitrogenous base) and how they relate to each other.

Big Idea: DNA and RNA are complex macromolecules whose structure begets their function.

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