Science Learning Community: Science and Engineering Lesson Plans
DNA Design
Dan Graff
7-22-14
INFORMATION ABOUT THE LESSON
Grade Level and Subject Area
Grades 9-10 Biology
Time Frame
Including the background information this may be about 2-5 days. It depends on the depth and modifications you use.
Objectives: Upon completion of this unit, students will be able to:
Understand DNA structure and some functions.
Understand how the engineering design plan can be utilized to design a DNA model.
Next Generation Science Standards
HS-LS3-1.
Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits
passed from parents to offspring.
HS-LS1-1.
Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out
the essential functions of life through systems of specialized cells.
Standards for Technological Literacy
ENG1.a.2.e: Everyone can design solutions to a problem.
ENG2.b.2.e: Discuss how models are used to communicate and test design ideas and processes.
ENG3.a.1.e: Asking questions and making observations helps a person to figure out how things work.
ENG6.b.2.e: Compare, contrast and classify collected information in order to identify patterns.
Common Core State Standards in Mathematics
MP.2
Reason abstractly and quantitatively. (HS-LS3-2),(HS-LS1-1
Common Core State Standards in English and Language Arts
RST.11-12.9
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a
process, phenomenon, or concept, resolving conflicting information when possible. (HS-LS3-1)
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
Page 1
Science Learning Community: Science and Engineering Lesson Plans
Prior Learning
Students may have had a unit on DNA structure and function in the Middle School or at a workshop. They may have seen a
movie, video clip or you tube which displayed and/or discussed DNA structure. They will come to class with many
misconceptions; such as the size of the molecule, the texture and color, they might believe it is quick to catch criminals with
DNA testing.
Materials: Students choose whatever materials they want to use to design and build a DNA molecule. This might be from home
if you make it a take home project or from school with whatever you offer for materials.
Resources: Use your textbook, internet diagrams, or any resources you feel might help kids understand the structure and design
of DNA. Articles may be helpful as well. You tube videos would be extremely beneficial.
LESSON IMPLEMENTATION
Objective: Upon completion of this lesson, students will be able to:
Understand the basic structure and function of DNA.
Get a basic understanding of the engineering design process.
Pre-Assessment
There should be a short discussion and/or survey to assess prior knowledge.
Procedures
This unit will consist of 5 different sections.
1.
20-40
minutes
2.
30-100
minutes
Each student will be given an article on a DNA related disorder
to take home and read. They need to jot down a few notes on
a notecard and give a short informal summary of the disease
(no more a minute or two) to the class the next day. The
teacher will then lead a short discussion on how important it is
for scientist to understand the structure and function of DNA in
order to come up with a cure for these diseases.
The teacher will use information from the pre-assessment to
develop some background information. You introduce the kids
to a diagram of the structure, discuss all the parts, how they
are connected, the bonding and so forth. The teacher decides
how in depth to go based on prior knowledge and grade level.
Certainly, a you tube on DNA structure from Paul Anderson
would be in order here as well as a short questionnaire or
study guide on this material. Students should get a reading
assignment from the textbook or another source for homework
with the questions. The teacher needs to ask questions and try
to make it interactive by having kids take notes in blank
spaces and answer questions with partners along the way. At
Purpose:
Kids will understand
why it is important to
understand DNA’s
structure and
function.
Students will learn
what DNA looks like
and get some ideas
about how it
functions.
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
Page 2
Science Learning Community: Science and Engineering Lesson Plans
some point the teacher would have the kids stand up and
make a human DNA molecule. *The teacher needs to decide if
this is the proper time to go through RNA processing,
transcription, RNA structure and function as well as translation.
Introduce the students to basic engineering design principles.
Share examples and tell them we’re going to all use the same
plan which will include:
• Design (plan, creativity, materials, functionality)
• Analyze (size, spacing, arrangement, angles)
• Reproduce a prototype (build the model)
• Test it
• Redesign
3.
20-30
minutes
Explain to the students that each one of them have to come
up with a written design which includes the materials,
Students learn about
the engineering
design and the
process involved in
coming up with a
prototype.
dimensions and names of each part as well as the number
of parts and the approximate size of the overall model of
DNA. Testing and redesign will be done after they bring the
model in.
4.
40-60
Minutes
5.
30-60
minutes
Students will bring their models in and be placed into groups
of 4-6 kids. Each student will share their model and written
design with the group. All other students in the group will
have a rubric to grade the model and design. Students will
collaborate and discuss the pros and cons of the models and
use the rubric to come up with a score for each model. They
will then brainstorm and work together as a team to add
improvements and redesign the best model in their group.
“Competition and Awards Ceremony”. Each class will be given
a few minutes to plan a short presentation where each student
in the group will discuss the design plan as well as the model.
In this presentation the design needs to be displayed for all to
see and the model needs to be shown to all the groups. Each
group uses the rubric to come up with a collective score. The
winning team gets an award decided by the teacher. This
would be a good time to bring in an administrator to help
judge. Now is the time for the summative assessment.
Here the students
judge and learn from
their mistakes and
then come up with a
collective design
based off of the best
design with group
brainstorming and
adjustments.
Students judge and
declare a winner.
*The teacher could use the extra time before and after lessons to lecture
on transcription and translation. So this plan can be used in a block
schedule or 8 period day.
Formative Assessment
The teacher migrates and checks students and groups during all the lessons and will ask a number of questions during
the background lesson as well as have students check for understanding among themselves.
Closure
The teacher will guide a short review where students do most of the discussing, questions and review. Students will be
asked to do a reflection piece outlining the main ideas about the DNA structure and function, but more importantly
about why it is important to know this information.
Summative Assessment
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
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Science Learning Community: Science and Engineering Lesson Plans
Students will be given and exam consisting of half multiple choice and matching (30pts) and the other half will be
essays (30 pts). Students will be given 4 essays but only have to answer the three they want.
[Repeat this table for each additional lesson, as needed. To follow the model used by EiE,
consider including a lesson to introduce the context of the engineering problem (lesson one), a
lesson to gather background information on the problem and type of engineering (lesson two), a
lesson to plan solutions and test materials (lesson three), and a lesson for creating and improving
your design (lesson four).]
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
Page 4
Rubric for DNA Design and Model Name of person who made the model: _____________________________ Name of the judges: __________________________________________________ Design Grade: Judge each question 0-­‐3 (3 being the most points), also explain why the person didn’t get a 3 if you gave them a lower score. If you don’t have enough room for comments add them to the back. ___1. Did the design include all 4 bases, deoxyribose and phosphate? ___2. Did the design include a key, color code or list of materials? ___ 3. Did the design appear to show correct size proportionality? ___4. Did the design in any way show or display the function of the DNA? (Was it antiparallel? Were the hydrogen bonds illustrated in a different way than the covalent bonds?) Toat Model Grade: Judge each question 0-­‐3 (3 being the most points), also explain why the person didn’t get a 3 if you gave them a lower score. ___1. Was the model built with creativity? Is it neat? ___2. Does the spacing or proportionality in size appear to be correct? ___ 3. Are all the parts represented with a key of some sort? ___ 4. Is the model 3 dimensional with the appropriate angles? ___ 5. Did the design in any way show or display the function of the DNA? (Was it antiparallel? Were the hydrogen bonds illustrated in a different way than the covalent bonds? In other words could you split the molecule and reattach it?) ___ Bonus Points: Give the student onus points if you think they have something beyond the call of duty and explain what that is. ___Total design pts + ___Total Model pts + ___Bonus pts= ___________