Lesson+Plans



Secondary Science Lesson Plan **1.** **Title:** Review DNA Structure and Prepare for Strawberry Lab **2.** **Science Unit:** DNA

**3.** **Summary and Significance of Lesson:** To tie together last week’s lesson on structure of DNA with preparation for tomorrow’s lab showing DNA properties (3-D properties of actual DNA rather than models or diagrams). This lesson will also prepare students for the strawberry DNA extraction lab tomorrow by reviewing DNA structure and cell structure and introducing vocabulary words such as //polymer// and //enzyme.// Included in preparation for tomorrow’s lab is attention to safety procedures.

**4.** **Target Audience:** 10th grade Biology I students

**5.** **Duration of Lesson**: 50 minutes

**6.** **Prerequisite Knowledge and Skills:** DNA structure, cell structure

**7.** **State Standards Addressed in Lesson:** a. Process standards—5 Model—Modeling is the active process of forming a mental or physical representation from data, patterns, or relationships to facilitate understanding and enhance prediction. The student will accomplish these objectives to meet this process standard. i. 5.1 Interpret a biological model which explains a given set of observations. b. Content standard—1 The Cell—Cells are the fundamental unit of life, composed of a variety of structures that perform functions necessary to maintain life. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives: i. 1.1 Cells are composed of a variety of structures such as the nucleus, cell membrane, cell wall, cytoplasm, ribosomes, mitochondria, and chloroplasts. c. Content standard 2 The Molecular Basis of Heredity—DNA DETERMINES THE CHARACTERISTICS OF ORGNAISMS. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:

i. 2.1 Cells function according to the information contained in the master code of DNA (i.e., cell cycle, DNA to DNA, and DNA to RNA). Transfer RNA and protein synthesis will be taught in life science courses with rigor greater than Biology I.

**8.** **Goal/Rationale/Aim/Significance/Purpose:** The aim of this lesson is to help students see the connections between cells and DNA. The rationale is for students to begin understanding DNA extraction which lyses the cell in order to isolate DNA.

**9.** **Learning Objectives – Instructional Objectives:** a. At the completion of this lesson, 95% of the students should be able to explain the relation between a cell and DNA. b. At the completion of this lesson, 100% of the students will be able to write the safety procedures for tomorrow’s lab. **10.** **Vocabulary:** a. Nucleus—the central membrane-bound organelle in a cell that contains DNA b. Cell—A basic unit of all organisms; all living things are composed of cells; cells include organelles; a cell is the basic unit of life c. DNA—deoxyribonucleic acid: the genetic blueprint or instructions contained in every cell of an organism d. Polymer—large molecule formed when many smaller molecules bond together in a form like a chain e. Enzyme—type of protein found in all living things that changes the rate of chemical reactions

**11.** **Materials and Equipment:** a. Computer, projector and PowerPoint (see attached presentation printout) b. Students need pencils/pens, paper c. Bellringer handout d. Safety questionnaire for each student

**12.** **Safety Procedures:** see attached form (safety quiz for each student)

**13.** **Engagement/Motivation/Bell Ringer/Set:** DNA strand completion (see attached handout of 3/7/11 bellringer)

**14.** **Instructional Procedures:** a. Students pick up bellringer sheets as they enter the classroom and complete bellringer, turning papers into the appropriate tray for the hour. (5 minutes) b. Finish DNA puzzle from Friday, 3/4. (10 minutes) c. Teacher uses PowerPoint presentation (see attached) to explain the relationship between DNA and cells. (15 minutes) d. Teacher demonstrates safety procedure for tomorrow’s lab: i. teacher models proper way to wear: goggles, aprons; talks about proper attire (closed toed shoes, long pants, hair tied back) ii. teacher shows location of safety equipment: fire extinguisher, eyewash station iii. teacher goes over lab procedures: proper way to dispose of materials following the lab; students must notify teacher in case of any emergency (including broken glass, spills, injury) e. Students complete safety quiz individually, handing them to the teacher as they finish. ** 15. ****Assessment Plan:** Formative—asking questions informally during the PowerPoint presentation; Summative—safety quiz

** 16. ****Closure/Final Application/Homework (CFH**): Remind students about proper attire for tomorrow’s lab.

**17.** **Differentiated Instruction for Diversity and Multiple Intelligences (MI) :** a. Auditory learners—teacher explains safety procedures orally and talks through safety procedures b. Visual learners—PowerPoint c. Kinesthetic learners—note-taking during PowerPoint and safety demonstration

**18.** **Resources**

Biggs A, Hagins, C, et al. 2005. Biology: the dynamics of life. New York: McGraw-Hill. 281-284 p.

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** Biology I Bell Ringer ** March 7, 2011

1. Complete the following DNA strands (write the letter) || || || -Thymine  || || || || -Cytosine  || || || || -Adenine  || || || || -Cytosine  || || || || -Guanine  || || || || -Thymine  || || || || -Guanine  || 2. What does --- symbolize?
 * A-
 * G-
 * T-
 * G-
 * C-
 * A-
 * C-
 * T- || || ||  -Adenine  ||