Nicole Martinelli, Jill Dorbeck, Max Green
BSC 307 5-E Model Lesson Plan Form
Title: DNA Puzzle Activity / Grade Level:9
Objectives: TSWBAT…
1. Describe the basic structure of DNA.
2. Match DNA bases A&T and C&G and know rules for base pairing.
3. Provide a brief summary of the discovery of DNA.
Illinois Learning Standards:
Stage I:
12A 3 Apply scientific inquiries or technological designs to explain the molecular nature of the genetic code, explaining the function, chemical reactions, and schematic diagrams of the molecular components of DNA, RNA and simple proteins, exploring the processes of recombinant DNA research, describing the role of chromosomes in the normal and aberrant display of hereditary traits, mutations and disease.
Engagement:
Students will watch a one and a half minute video that describes the basic parts of the DNA molecules.
http://www.youtube.com/watch?v=qy8dk5iS1f0
Exploration: The students accidentally wandered into a space time continuum where they have been sent back in time to 1953. After they regain their senses, they realize that they are witnessing history! They have landed in the laboratory of Dr. James Watson and Dr. Francis Crick, the scientists who discovered the shape of the DNA molecule. BUT ALAS, A MISHAP ENSUES! Upon landing in the laboratory of Watson and Crick the students accidentally destroyed the x-ray crystallography image of the double helix!!!
All students will have previously been organized into groups of four. Their task is to take the pieces of the photograph of the double helix and reassemble it so that history can continue on in its merry way. The students will then answer questions about the structure of DNA. After the students have completed the puzzle and answered the questions, they will turn the activity in and a lecture will begin that recaps what they have just learned and introduces some new concepts.
Explanation: Having the students assemble their own DNA models helps reinforce the structure of DNA by identifying each of its major parts. This activity is taking an abstract concept (the structure of DNA) and making it concrete by having students make physical models.
Extension: Following the activity and the ensuing lecture, the students will complete a lab during which they will physically extract DNA from strawberries. This continues the goal of making the subject of DNA more concrete as the students will have the opportunity to physically see and touch real DNA.
Evaluation(Assessment Strategies): The questions from the exploration activity will serve as an initial assessment. While the students are working in groups, each student will be expected to turn in his or her own copy of the worksheet. This information will be presented formally in the form of test questions at the end of the unit.
Rationale: As stated earlier, the concept of the structure of DNA is often difficult for students to wrap their minds around because they do not encounter DNA molecules in their everyday happenstance. Having students create DNA models and extract real DNA from strawberries provides them with two opportunities to explore an abstract concept using concrete activities.
Resources:
Illinois State Board of Education. (1997). Illinois State Learning Standards. [On-
line]. Retrieved on September 7, 2009. Available:
http://www.isbe.net/ils/Default.htm
(n.d.). Strawberry DNA Extraction Lesson Plan. Retrieved from
http://apps.caes.uga.edu/sbof/main/lessonPlan/StrawberryDNAExtra.pdf