1. Day 3 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 are 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 take on the role of RNA polymerase and ribosomes as they virtually
transcribe and translate DNA and mRNA on a WebQuest after listening to a brief lecture with a
corresponding poster and watching a video with 80% accuracy by the end of the class period.
Select Methods, Media, and Materials:
Poster hung on a wall
smartboard and speakers to show videos
computers and internet access for each student to complete the Webquest
Utilize Media and Materials:
I will describe the processes of transcription, translation, and protein synthesis to the
class while using the poster of the processes as a visual aid. Then I will use the Smartboard to
play a video about post-transcriptional modifications. Each student will need a computer with
internet to access a WebQuest that will guide them through the processes of transcription,
translation, and protein synthesis again and challenge them to form their own protein from a
DNA sequence.
Require Learner Participation:
Each student will complete a WebQuest on their own.
Evaluate and Revise:
Students will be evaluated by the proteins they create at the end of the WebQuest.
They will turn in a paper with their sequences and final protein for me to check or correct. To
revise any disconnects during the WebQuest, I will go through examples of the different
proteins that could have been created and answer any questions that come up.
