Lesson Plan Title: DNA in a “Snap” Problem to be studied: The structure of DNA Suggested Grade Level: 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 applications. 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 model. 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 possible) 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 Procedures: 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 handout. 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: http://rubistar.4teachers.org (rubric design) http://www.knexeducation.com http://www.google.com (graphics) http://www.howe.k12.ok.us/~jimaskew/biolab4.htm (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 Date Submitted: Name of Group Members: X The Lab Problem: Build a model of a DNA. Legend: X The Task Procedures / Model Diagram XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX Build a model X of a DNA molecule using X K’Nex kits provided. X Your model must be as X follows: X 1. The model must contain X 10 base pairs. X 2. The model X must show the twisted double helix shape. X X 3. Each part of the model must X be identifiable by use of X different K’Nex pieces (provide X a legend). X 4. Be sure to show proper X bonding (hydrogen and phospodiester). X X X X X X X 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. 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 principles. 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.