1. Day 1 ASSURE Method
Analyze Learners:
The 22 learners are 10th grade students in a Biology course at a fairly rural high school.
Two-thirds of the class is girls. Five of the students have mild attention-deficit disorders and
two of them are talented and gifted. Eleven of the students are visual learners, five are audio
learners, and eight are tactile kinesthetic learners. Many of the students dislike science and
have no motivation in the class.
State Objectives:
Students will be predict the purpose of DNA then compare it to the true meaning of
DNA after watching a video, listening to a podcast while viewing a poster about the discovery of
DNA, and then operate and narrate for a robot building a DNA molecule with 80% accuracy at
the end of class.
Select Methods, Media, and Materials:
Visual learning methods: viewing a smartboard, poster, and robot
Audio learning methods: speakers for video and podcasts, robot for narration
Tactile kinesthetic methods: robot
Utilize Media and Materials:
The smartboard will be used to show the video on DNA. A poster of Watson and Crick’s
DNA model will be hung in the room. A computer with speakers will be needed to play the
podcast. The robot will need to be connected to a computer with the correct program for
students to operate.
Require Learner Participation:
Students will write down their predictions of the meaning of DNA at the beginning of
class and share aloud then participate in a discussion what was correct and incorrect about
their predictions at the end of class. Students will also collectively narrate for the robot.
Evaluate and Revise:
Since this is the first day with new information, most of the assessment will be based on
participation in discussions and narrations. I will also collect their written predictions and
corrections at the end of class to assess whether the students understood the errors in their
predictions. If students do not seem to understand DNA by the end of the class, I will review it
at the beginning of the next class period.
