ASSURE unit plan

1. ASSURE Method
A-Analyze the Learner
The spring semester of a 6th grade classroom made up of 21 students, 12 of which are
female and 9 are males. Two students are labeled as having learning disabilities. 75% of the
students are white and 10% are black.
S-State Objectives
The students of the 6th grade will demonstrate how DNA is structured by watching
videos, doing a WebQuest, reading the class blog, playing an online game, listening to a podcast
and fill out think maps, following homework instructions on Facebook, and picking up fun DNA
facts from Twitter. After 5 days they will demonstrate this with an 82% accuracy.
S-Select Methods, Materials, and Media
Digital Story Telling – The students will watch a YouTube video on the basics of how DNA
is structured.
Podcast – The students will listen to a 3 minute podcast on how cell nucleus,
chromosomes, nucleotides, and structure all work together for a working body. While listening
to the podcast they will complete an online think map to keep them focused on the topic. The
online part will be found at https://bubbl.us/mindmap.
WebQuest – the students will complete a webquest journey on what a geneticist does
and how important DNA and genetics are even if you are not a geneticist.
Social Media – A twitter and facebook page for the class have both been created and
will be updated with daily assignments and fun facts that may appear for extra points sometime
during the lesson.
Blog – there is an online blog that will give a weekend assignment that is not rigorous it
is actually pretty fun to keep the students engaged and excited about what they have
discovered and bring back on Monday. The first question is to come up with their own
pneumonic devices for A-T, and C-G. Then the second question asks them to research a disease
that is hereditary and what symptoms it comes with and what makes it hereditary.
Poster – the students will be split into four groups, and each group will compose a large
poster on powerpoint like the example one I created and brought to class. They need to have

2. graphics and hit the important parts of DNA. This way I can assess if they are grasping what is
truly important about the make up of DNA.
Glogster- After seeing my glogster on DNA I will let them chose if they want to make
theirs on nucleotides, phosphate groups, chromosomes, or Watson & Crick. This will give them
creative freedom while still researching their topic.
Arts and Bots – They will get in groups of three and design and create their very own
creature and will write out a small sequence of their creature’s DNA. Then separately each
student will write a small report on how DNA is important to their creature and to humans and
how DNA works.
U – Utilize Media and Material
Preview the Materials
 I will preview all videos and download them from YouTube so they can be
watched at school.
 I will check all links and videos before class
Prepare the Materials
 I will prepare the WebQuest
 I will prepare my Glogster
 I will prepare my Poster
 I will have the equipment properly adapted to show the YouTube video
 I will make sure to have the mobile lab signed out for the days I have computer
use planned such as glogster, poster, WebQuest, and arts & bots days.
Prepare the Environment
 The classroom will be set up where it is easy to see the things going on in front of
the class but the desks will be paired and easy moved for all of the group work
and assignments.
Prepare the Learner
 Before starting the unit I will give the students an idea of the activities we will be
doing over the next few days. Then at the beginning of each day I will give the
students an agenda of what the next couple hours will hold.

3. R-Require Learner Participation
Completing the think map, working in different groups, and creating a robot all require
student participation and get them all involved with that is going on because there are single
assignments that go along with the group work.
E-Evaluate and Revise
The students will complete their reports on how DNA works after the arts and bots
activity. This gives them a chance to write what they learned in their own words not
memorizing a definition. Also while doing all the group work they do I will be walking around
and assessing what they know. Finally at least twice there will be an exit slip assignment that
will let me know where the students are at mid unit.