Learning Center
Plans & pricing Sign in
Sign Out

Suggested Grade Level th th Biology Materials Textbook


									                                          Lesson Plan

                                   Title: DNA in a “Snap”

Problem to be studied: The structure of DNA                           Suggested Grade
Content Standard(s):                                                  10th / 11th Biology
3.3.10.B. Biological Sciences – Describe the relationship
between the structure of organic molecules and the function they      Materials:
serve in living                                                       Textbook, Notebook,
organisms.                                                            Teacher-generated
3.3.10.C. Biological Sciences – Explain the relationship among        Overheads, DNA
DNA, genes and                                                        Model, K’Nex Kits,
chromosomes.                                                          Rubric for DNA
                                                                      Model activity, DNA
Content Objective (s):                                                Model Lab Guide
The teacher will be able to:
   • present the teacher-generated overheads concerning the
       components and
       complete structure of DNA.
   • demonstrate the structure of DNA by using a pre-fabricated
       DNA model.

The student will be able to:
   • explain the structure and function of DNA.
   • identify the nucleotides involved in DNA synthesis.
   • explain the phenomenon of the DNA double helix.

Process Standard(s):
3.1.10.B. Unifying Themes – Distinguish between different types of
models and
modeling techniques and apply their appropriate use in specific
3.2.10.D. Inquiry and Design – Identify and apply the technological
design process
to solve problems (all subheadings apply).
3.6.10.C. Technology Education – Demonstrate knowledge of
various construction
systems by building or interpreting models.

Process Objective(s):
The teacher will be able to:
   • observe students’ inquiry process.
   • assess students’ understanding of the information presented
       in today’s lesson
       through the accuracy of the models constructed.
   • identify where additional explanation on DNA structure may be necessary.
                                           Lesson Plan

The student will be able to:
   • demonstrate their understanding of the structure of
       DNA by designing and constructing an accurate model using
       K-Nex kits.
   • communicate the structure of DNA to their peers using the group-designed

Assessment Strategies: (Evaluation)

       Formative Evaluation:
       1. check for understanding throughout lesson presentation by asking students questions
          regarding the material being covered
       2. observation of student participation during lab activity and intervening when
          necessary to ensure 100% student participation and that students are on the right track

       Summative Evaluation:
       1. rubric for student DNA models to check for full participation and accuracy (20 points
       2. check lab sheets for procedure and model diagram – any changes made to the design
          and explanation for these changes should also be documented on the lab sheet
       3. exam to follow at conclusion of chapter


       Engage: Show students model of DNA and ask probing questions like “What does this
       model represent?” “What do you know about the molecule represented in this model?”
       “Why is this molecule important to us?” Allow students to discuss among each other their
       answers to the proposed questions.

       Explore: Organize students into groups of 2 or 3 and have them construct an accurate
       model of DNA per rubric provided. The teacher will pick the groups to encourage full
       participation by all students. The groups will have to design and construct their DNA
       model using K’Nex kits provided. The group will be responsible for presenting and
       explaining their model to the class upon completion for a point value. The rubric serves
       to provide a final goal for their model; however, it is designed to promote inquiry by
       letting the groups design and construct their models using their own methods. Students
       must document each design step. The model must follow the guidelines provided in lab

       Explain: Teacher will present prepared overheads on DNA structure and function to the
       students. As notes are presented, students will be encouraged to refer to their model
       designs to check for accuracy in accordance to the information provided. Students are
       encouraged to make and document any necessary changes in their model design on their
       lab guide sheet, and they must also explain why the changes were made.
                                        Lesson Plan

      Elaborate: Groups will have the opportunity to correct any inaccurate designs in their
      models before presenting them to the class. Teacher will ask probing questions as the
      groups present, such as “What would happen to your model if you substituted one of the
      nucleotides with another – is your model effected?” “Why?” “Were any changes made to
      your model after the overheads were presented – If so, Why?”

Related Web Sites: (rubric design) (graphics) (DNA Lab Guide)

Sources consulted in developing this lesson:
   1. 2001 PDE Academic Standards for Science and Technology
   2. Biology 4th ed. Arms & Camp (textbook)
   3. Internet
   4. “Four Question Strategy,” GIPSE 2004
                                  DNA Model Lab Guide
Name of Group Members:
The Lab Problem: Build a model of a DNA.

    The Task                               Procedures / Model Diagram

Build a model  X
of a DNA
molecule using
K’Nex kits
Your model
must be as     X
1. The model
must contain   X
10 base pairs.

2. The model     X
must show the
twisted double
helix shape.     X

3. Each part of
the model must X
be identifiable
by use of       X
different K’Nex
pieces (provide X
a legend).
4. Be sure to
show proper
(hydrogen and
phospodiester). X

        X        X

        X        X






                                 Building A Structure : DNA Model

       Teacher Name: Mrs. Nicholls

       Student Name:    ________________________________________

   CATEGORY         4                          3                        2                         1
Participation       All members of the                                                            All members DID NOT
                    group participated                                                            participate equally in
                    equally in the design,                                                        the design,
                    construction, and                                                             construction, and
                    presentation process.                                                         presentation process.
Construction -      Great care taken in        Construction was         Construction              Construction appears
Care Taken          construction process       careful and accurate     accurately followed the   careless or haphazard.
                    so that the structure is   for the most part, but   plans, but 3-4 details    Many details need
                    neat, attractive and       1-2 details could have   could have been           refinement for a strong
                    follows plans              been refined for a       refined for a more        or attractive product.
                    accurately.                more attractive          attractive product.
Model Accuracy      Clear evidence of          Clear evidence of        Some evidence of          Little evidence of
                    troubleshooting,           troubleshooting,         troubleshooting,          troubleshooting,
                    testing, and               testing and              testing and               testing or refinement.
                    refinements based on       refinements.             refinements.
                    data or scientific
Scientific          Explanations by all        Explanations by all      Explanations by most      Explanations by
Knowledge           group members              group members            group members             several members of
                    indicate a clear and       indicate a relatively    indicate relatively       the group do not
                    accurate                   accurate                 accurate                  illustrate much
                    understanding of           understanding of         understanding of          understanding of
                    scientific principles      scientific principles    scientific principles     scientific principles
                    underlying the             underlying the           underlying the            underlying the
                    construction and           construction and         construction and          construction and
                    modifications.             modifications.           modifications.            modifications.
Participation       All members of the                                                            All members DID NOT
                    group participated                                                            participate equally in
                    equally in the design,                                                        the design,
                    construction, and                                                             construction, and
                    presentation process.                                                         presentation process.

To top