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

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48 Ratings
Science With Mrs Lau
Grade Levels
9th - 12th
Resource Type
Formats Included
  • PDF
8 pages
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Science With Mrs Lau

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I used this during a classroom observation and it was a great way to include literacy into my standards.
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  1. As a science teacher, I know how hard it is to find a meaningful sub plan that a substitute can complete with your class. Why not choose science literacy reading strategies as the lesson goal every time you have to be out of the classroom?This Bundle contains all six of my best selling science read
    Price $18.40Original Price $23.00Save $4.60


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!

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

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

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?

Contact Us!

If you have any questions or concerns, please reach out to us on the question and answer section of my store and we will get back to you quickly!

Terms of Use:

Purchasing my teaching resources allows you to:

* make copies for your own classes only.

* place this file on your own password-protected class page or server (Blackboard, Google Drive, etc) AS LONG AS no other teacher has access to that class webpage. This resource is for you, the purchaser, alone.

You are not allowed to distribute this digital resource to other teachers or post this resource on any webpage or server that is available for public view. If you and a team of teachers would like to use this resource together, please purchase additional licenses on the resource purchase page.

Failure to comply with these terms of use is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA). Clipart and elements found in this PDF are copyrighted and cannot be extracted and used outside of this file without permission or license.

All files are non-editable PDFs. They are non-editable to protect the images that are copyrighted and purchased through licenses. Thanks for understanding!

© Bethany Lau 

All Rights Reserved.

Total Pages
8 pages
Answer Key
Teaching Duration
1 hour
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to see state-specific standards (only available in the US).
Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
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.
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.
Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
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.


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