Reflection: Adjustments to Practice Nucleic Acid Structure and Function: Working with Models (Day 4 of 5) - Section 4: The Classroom Flow: Wrapping Up


This was my first attempt at using this movement activity the kids loved all of it!  Sitting on the floor, casual talk time while being supremely curious about what we were going to do, team building as I outlined the task and peppered them with questions about DNA strucure, function, and replication...all of it! This method allowed me to ask students to talk through what they had learned earlier in the lesson series on a bigger scale and required them to recall many details in relation to necessary terminology and sequencing of events.

Asking students to create arm gestures at first felt silly…until I saw how readily they participated and how it served as a memory trigger for both scientific terminology and the sequencing of steps throughout the replication process.   At the same time, first reducing replication to one major arm gesture helped to center and focus students on the main idea and served as a great conversation starter as students noticed how similar or different other people's gestures were to their own and wanted to know more about why each student chose their particular gesture to represent the DNA molecule and the steps of replication.

Going forward, I can see how this is an intuitive transition into a writing exercise. Asking students to create a series of gestures and use them to explain the process of replication to their partners is a great pre-writing activity and I will use it in that way now that I understand the value and potential impact on students in a variety of assessment modalities both verbal and written.

  Using Physical Movement to Support Learning
  Adjustments to Practice: Using Physical Movement to Support Learning
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Nucleic Acid Structure and Function: Working with Models (Day 4 of 5)

Unit 7: Unit 7: DNA & Protein Synthesis
Lesson 11 of 22

Objective: SWBAT identify the components of DNA and DNA replication using paper, puzzle piece, and 3-D DNA models.

Big Idea: Get your students communicating their knowledge of DNA structure and function through their analysis of a variety of DNA models!

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