High School Science Reading: Great White Shark Transcriptome - Sub Plan

High School Science Reading: Great White Shark Transcriptome - Sub Plan
High School Science Reading: Great White Shark Transcriptome - Sub Plan
High School Science Reading: Great White Shark Transcriptome - Sub Plan
High School Science Reading: Great White Shark Transcriptome - Sub Plan
High School Science Reading: Great White Shark Transcriptome - Sub Plan
High School Science Reading: Great White Shark Transcriptome - Sub Plan
High School Science Reading: Great White Shark Transcriptome - Sub Plan
High School Science Reading: Great White Shark Transcriptome - Sub Plan
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PDF (445 KB|8 pages)
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Can be used as a sub plan! Good science reading at the high school level is difficult to find! Science teachers struggle to find lessons a substitute could help students do and here is a lesson they can!

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This lesson also comes in a bundle of 6 science readings! Click here to see the money-saving bundle!

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As more focus around the country is put on science literacy, I am working to improve my students’ science reading abilities by adapting recent literature articles, creating shorter articles at the high school reading level. This article entitled “Analyzing the Transcriptome of a Great White Shark“ is 2 pages long and is calculated by several online reading level calculators to be around the 10th grade reading level. I meant it to be challenging for my students. There are 17 text-dependent questions (5 vocabulary review and 12 short answer) designed to engage and encourage deeper thinking about the topic. I purposely designed this reading to take up more space so that students have room to underline, circle, and write in the margin.

I designed this lesson for students who have already studied the Central Dogma Unit (DNA replication, Transcription, and Translation). The vocabulary words “genome”, “DNA”, “mRNA”, “protein”, and “metabolism” should already be covered before this reading is assigned.

When I work with my students on science literacy, I do the following in order:
First, I review some basic vocabulary words they have already seen and are necessary for the lesson.
Next, I read the passage out loud as students follow along.
Next, I ask them to read the passage silently to themselves and make marks in the margins, circling new words, underlining key ideas. (Each reading page has space on the right hand side for notes)
I then go through each question and encourage students to volunteer answers. I also have used techniques like think-pair-share to encourage more student participation.

I know as a science teacher, I often struggle to find a lesson a substitute can complete with them. This works as a great substitute lesson! Substitute teachers can read the article with the students and help them answer the questions. An answer key is also provided to help you (or your substitute).
Lesson Contents:

Pages 1-2: Reading Passage
Pages 3-4: Close Reading Text-Dependent Questions
Page 5: Teacher Instructions
Pages 6-7: Answer Key
Page 8: Terms of Use and Illustrations Credit

If you want more Science Literacy Readings, check out my other readings!
Are there Prions in our Milk?
H1N1 Virus on an Airplane!
Can Cat Parasites in Your Brain Cause Bad Driving?
Zombie Ants and Fungal Parasites
How Identical are Identical Twins?

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to see state-specific standards (only available in the US).
Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
Total Pages
8 pages
Answer Key
Included
Teaching Duration
1 hour
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