Concept Presentation by Rebecca Lowe
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Background: What is DNA?
Grade 12 Molecular Genetics Curriculum Expectations
Lesson Sequence
 Examples of 3-part lesson plans
Teaching Strategies
 Differentiated instruction
Assessments
**Inquiry Activity
Common Misconceptions & Their Solutions
Societal Implications & STEM
Foundations of Professional Practice

Today you will…

Understand the role of DNA structure & replication in the
Ontario Secondary Curriculum for grade 12 science at the
university level

Become familiar with various teaching strategies to
accommodate multiple learning styles in the classroom

Recognize common misconceptions within the classroom
regarding DNA, and resolve these issues using various
techniques

Participate in an inquiry-based activity focused on DNA
replication and genetic mutations

Genetics: the study of heredity and variation of living
organisms and how genetic information is passed from one
generation to the next

DNA (deoxyribonucleic acid) : a double-stranded polymer
of nucleotides (each consisting of a deoxyribose sugar, a
phosphate, and four nitrogenous bases) that carries the
genetic information of an organism

DNA contains genes, which carry instructions necessary for
growth and development of an organism

DNA replication the process of producing two identical
DNA molecules from an original, parent DNA molecule

D1. analyse some of the social, ethical, and legal
issues associated with genetic research and
biotechnology
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D1.1 analyse, on the basis of research, some of the
social, ethical, and legal implications of biotechnology
D2. investigate, through laboratory activities, the
structures of cell components and their roles in
processes that occur within the cell
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D2.1 use appropriate terminology related to molecular
genetics
D2.2 analyse a simulated strand of DNA to determine the
genetic code and base pairing of DNA
D2.3 conduct an investigation to extract DNA from a
specimen of plant or animal protein

D3. demonstrate an understanding of concepts
related to molecular genetics, and how genetic
modification is applied in industry and agriculture
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D3.1 explain the current model of DNA replication, and
describe the different repair mechanisms that can
correct mistakes in DNA sequencing
D3.2 compare the structures and functions of RNA and
DNA, and explain their roles in the process of protein
synthesis
D3.5 describe some examples of genetic modification and
explain how it is applied in industry and agriculture
D3.6 describe the functions of some of the cell
components used in biotechnology
D3.7 describe, on the basis of research, some of the
historical scientific contributions that have advanced our
understanding of molecular genetics
1.
Intro: DNA as the hereditary material
2.
The chemical structure of DNA
3.
Genetic material of prokaryotes vs. eukaryotes
4.
DNA replication
5.
Mutations: Correcting replication errors

Curriculum Expectations:

D1. analyse some of the social, ethical, and
legal issues associated with genetic research
and biotechnology


D1.1 analyse, on the basis of research, some of the
social, ethical, and legal implications of
biotechnology
D3. demonstrate an understanding of concepts
related to molecular genetics, and how genetic
modification is applied in industry and
agriculture


D3.6 describe the functions of some of the cell
components used in biotechnology
D3.7 describe, on the basis of research, some of
the historical scientific contributions that have
advanced our understanding of molecular genetics
 Hook:
“What role does DNA evidence play in
solving crimes?”:

http://www.youtube.com/watch?v=dXYztbkMXw
U
 Action:
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PowerPoint (images, videos)
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Griffith’s Transformation Experiment
Hershey-Chase Virus Experiment
Spongelab: Introduction to DNA Barcoding
simulation
 Consolidation:
Physical characteristics of the
class– survey game
 Assessments: diagnostic word-association
game, KWL chart, class discussion
 Additional
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Traits Activities:
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ideas:
http://learn.genetics.utah.edu/content/inheritance/a
ctivities/
Inherited Human Traits, A Recipe for Traits, Traits
Bingo, A Tree of Genetic Traits
DNA & RNA Activities, Labs, Links
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http://www.nclark.net/DNA_RNA
 STSE

Case Study Projects (GMOs, GM animals etc.)

Curriculum Expectations:

D2. investigate, through laboratory
activities, the structures of cell components
and their roles in processes that occur
within the cell



D2.1 use appropriate terminology related to
molecular genetics
D2.2 analyse a simulated strand of DNA to
determine the genetic code and base pairing of
DNA
D3. demonstrate an understanding of
concepts related to molecular genetics, and
how genetic modification is applied in
industry and agriculture

D3.7 describe, on the basis of research, some
of the historical scientific contributions that
have advanced our understanding of molecular
genetics

Hook: Online Interactive “What Coloured Eyes Would
Your Children Have?”
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http://genetics.thetech.org/online-exhibits/what-coloreyes-will-your-children-have
Action:
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PowerPoint (images, videos)
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Activity: Model candy DNA helices (CSI murder mystery)
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Structure of nucleotides, DNA, RNA
Watson & Crick: double helix structure
Chargaff’s rule: base pairing
“Have Your DNA and Eat It Too”
http://teach.genetics.utah.edu/content/begin/dna/Have%20Yo
ur%20DNA%20and%20Eat%20It%20Too.pdf
Consolidation: Exit cards (Assessment for learning)
Assessments: class participation, discussion, DNA
models, exit cards

http://teach.genetics.utah.edu/content/begin/dna/Have%
20Your%20DNA%20and%20Eat%20It%20Too.pdf
 Additional
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DNA activities: Origami DNA, Function Finder,
Sequence Bracelets, Yummy Gummy DNA
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ideas:
http://www.yourgenome.org/downloads/activities.sht
ml
Genomic activities, labs, activities
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http://www.nclark.net/Genetics
 Curriculum
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Expectations
D2. investigate, through laboratory activities,
the structures of cell components and their roles
in processes that occur within the cell


D2.1 use appropriate terminology related to molecular
genetics
D2.3 conduct an investigation to extract DNA from a
specimen of plant or animal protein
Hook: Recap on Prokaryotes vs. Eukaryotes
properties (sticky note activity)
 Action: PowerPoint (images, videos)
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Prokaryote DNA vs. Eukaryote DNA
Online Interactive DNA Extraction
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http://www.pbslearningmedia.org/resource/biot09.biote
ch.tools.extraction/dna-extraction/
Review DNA structure
Additional ideas:
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Spongelab: “DNAZip!” Video game
Consolidation: Think-Pair-Share - Venn Diagram
Comparison
 Assessments: class discussion, DNA extraction
performance, Venn-diagram


Curriculum Expectations

D2. investigate, through laboratory activities, the
structures of cell components and their roles in
processes that occur within the cell



D2.1 use appropriate terminology related to molecular
genetics
D2.2 analyse a simulated strand of DNA to determine the
genetic code and base pairing of DNA
D3. demonstrate an understanding of concepts
related to molecular genetics, and how genetic
modification is applied in industry and agriculture


D3.1 explain the current model of DNA replication, and
describe the different repair mechanisms that can
correct mistakes in DNA sequencing
D3.6 describe the functions of some of the cell
components used in biotechnology
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Hook: YouTube – How Special Are Your Physical Traits?
http://www.youtube.com/watch?v=9SdCoNpDzqw
Action:
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PowerPoint presentation (images, videos)
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Spongelab: Transcription hero – Arcade Version
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Play the role of RNA Polymerase & transcribe genes
Consolidation:
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DNA Replication Fork (Video)
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3 proposed models
The molecular events of DNA replication:
 Initiation
 Elongation
 Termination
http://highered.mcgrawhill.com/sites/0072556781/student_view0/chapter11/animation_qui
z_2.html
Assessments: class discussion, review quiz
(https://download.elearningontario.ca/repository/128335
0000/SNC4MPU05A07/content.html)
 Additional
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DNA – The Double Helix Game
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ideas:
http://www.nobelprize.org/educational/medicine/dn
a_double_helix/dnahelix.html
Narrated animation “How DNA Replicates”
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http://www.pbslearningmedia.org/resource/tdc02.sci
.life.gen.dnaanimation/how-dna-replicates/
 STSE
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Virtual Lab: DNA Extraction
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http://learn.genetics.utah.edu/content/labs/extracti
on/
 Allows
students to apply their knowledge
about base pairing in the DNA helix
 Interesting facts about the genome of other
organisms
 Any
volunteers?

Curriculum Expectations

D2. investigate, through laboratory activities, the
structures of cell components and their roles in
processes that occur within the cell



D2.1 use appropriate terminology related to molecular
genetics
D2.2 analyse a simulated strand of DNA to determine the
genetic code and base pairing of DNA
D3. demonstrate an understanding of concepts
related to molecular genetics, and how genetic
modification is applied in industry and agriculture


D3.1 explain the current model of DNA replication, and
describe the different repair mechanisms that can correct
mistakes in DNA sequencing
D3.4 explain how mutagens, such as radiation and
chemicals, can cause mutations by changing the genetic
material in cells
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Hook: DNA Chain Letter Activity
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http://www.successlink.org/gti/lesson_unitviewer.asp?lid=2716
Action:
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Concept Map of DNA Mutations
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Online Interactive Model “Mutations: Changing the
Genetic Code”
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http://molo.concord.org/database/activities/102.html
Consolidation:
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http://www.concord.org/~btinker/molo/molo_concept_
maps/Mutations.pdf
Online research for a genetic disorder
Assessments: class discussion, participation,
concept map, research project
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Teacher instructs the reader to make 2 handwritten copies of
his/her letter and to pass them along to 2 different individuals
Even if a word is misspelled in the text, the student must copy
the error within their reproductions
This chain letter model mimics DNA replication and the
inheritance of mutations
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Some mistakes are simple misspelled words (substitution mutations),
or involve the addition of previously unwritten words (insertion
mutations), or perhaps entail the removal of a word (deletion
mutations.
 Additional
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ideas:
Interactive Model Organisms
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http://www.pbslearningmedia.org/resource/hew06.sc
i.life.gen.modelorg/model-organisms/
 STSE:
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Animation: How Cancer Grows
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http://www.pbs.org/wgbh/nova/cancer/grow_flash.ht
ml
Finding Disease Genes
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http://www.pbslearningmedia.org/resource/tdc02.sci
.life.gen.findingdisease/finding-disease-genes/
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Videos
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“18 things you should know about genetics”:
http://www.youtube.com/watch?v=bVk0twJYL6Y
“What is DNA?” http://www.youtube.com/watch?v=zwibgNGe4aY
“What role does DNA evidence play in solving
crimes?”http://www.youtube.com/watch?v=dXYztbkMXwU
“How Special Are Your Physical Traits?”
“http://www.youtube.com/watch?v=9SdCoNpDzqw
DNA Replication Fork
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http://highered.mcgrawhill.com/sites/0072556781/student_view0/chapter11/animation_quiz_2.html
Narrated animation “How DNA Replicates”
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http://www.pbslearningmedia.org/resource/tdc02.sci.life.gen.dnaanimation/how-dnareplicates/
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Solving misconceptions and untruths about genetics:
http://www.youtube.com/watch?v=zYLFAOeCDuQ
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YouTube Video: “DNA – Episode 1 of 5: The Secret of Life – PBS Documentary” (53 min)
http://www.youtube.com/watch?v=d7ET4bbkTm0
YouTube Video: “DNA Mysteries – The Search for Adam – National Geographic
Documentary” (1 hour 17 minutes) http://www.youtube.com/watch?v=azWJPHypAeg
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Classroom Activities
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DNA activities: Origami DNA, Function Finder, Sequence Bracelets, Yummy
Gummy DNA

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Genomic activities, labs, activities

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


http://www.nclark.net/DNA_RNA
Model candy DNA helices (CSI murder mystery) “Have Your DNA and Eat It Too”
http://teach.genetics.utah.edu/content/begin/dna/Have%20Your%20DNA%20and%2
0Eat%20It%20Too.pdf
DNA Chain Letter Activity http://www.successlink.org/gti/lesson_unitviewer.asp?lid=2716
Concept Map of DNA Mutations
http://www.concord.org/~btinker/molo/molo_concept_maps/Mutations.pdf
Finding Disease Genes

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Inherited Human Traits, A Recipe for Traits, Traits Bingo, A Tree of Genetic Traits
DNA & RNA Activities, Labs, Links


http://www.nclark.net/Genetics
Traits Activities http://learn.genetics.utah.edu/content/inheritance/activities/

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http://www.yourgenome.org/downloads/activities.shtml
http://www.pbslearningmedia.org/resource/tdc02.sci.life.gen.findingdisease/findi
ng-disease-genes/
Debate - Dealing with DNA controversy: issues, arguments, and ethics
http://www.dnai.org/teacherguide/pdf/ss_DNA_controversy.pdf

Interactive Online Activities
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Spongelab: Introduction to DNA Barcoding simulation
Online Interactive “What Coloured Eyes Would Your Children Have?”
http://genetics.thetech.org/online-exhibits/what-color-eyes-will-your-childrenhave
DNA – The Double Helix Game


Spongelab: An Origin of Species game

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http://molo.concord.org/database/activities/102.html
Interactive Model Organisms


http://www.pbslearningmedia.org/resource/biot09.biotech.tools.extraction/dnaextraction/
Spongelab: “DNAZip!” Video game
Spongelab: Transcription hero – Arcade Version
Online Interactive Model “Mutations: Changing the Genetic Code”


See how local pressures shape the phenotypical traits observed in species
Online Interactive DNA Extraction


http://www.nobelprize.org/educational/medicine/dna_double_helix/dnahelix.html
http://www.pbslearningmedia.org/resource/hew06.sci.life.gen.modelorg/modelorganisms/
Animation: How Cancer Grows

http://www.pbs.org/wgbh/nova/cancer/grow_flash.html

YouTube Video: “DNA – Episode 1 of 5: The Secret of
Life – PBS Documentary” (53 min)


YouTube Video: “DNA Mysteries – The Search for Adam
– National Geographic Documentary” (1 hour 17
minutes)


http://www.youtube.com/watch?v=azWJPHypAeg
Human Genome Project:



http://www.youtube.com/watch?v=d7ET4bbkTm0
http://www.youtube.com/watch?v=VJycRYBNtwY
Genome Canada: http://www.genomecanada.ca/
Create a DNA Timeline
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http://www.dnai.org/timeline/
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Word walls for basic concepts or vocabulary
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Visual timeline of DNA discoveries using photographs,
diagrams, key words etc.
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DNA in the media (newspapers, articles, magazines, ads, tv
shows etc.)
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3D Model of a DNA strand in the classroom
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Online interactive programs
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Monitored debates in class (cloning, GMOs)
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Flash cards for definitions
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Flowchart to outline the process of DNA replication
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Role-play the process of DNA replication
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Formative
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Participation
 During lessons, group work, debates, discussions, labs
etc.
Questioning
 Ability to ask and answer questions
Diagnostic Tools
 KWL, Diagnostic Quiz
Exit cards
 What have you learned? What are you confused about?
What do you want to learn?
 Two stars and a wish
Homework completion
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Summative
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Labs & Performance Tasks
 Construct DNA models, simulate DNA replication & mutations
Assignments
 Family Trees (hereditary traits)
 Case studies
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Debates
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Biotechnology
GMOs, cloning, designer babies
Genetic disorders
Controversy in societal applications
STEM project
 Design application to determine probability of inheriting particular traits
 Build models of DNA
Quizzes
 Review quiz
(https://download.elearningontario.ca/repository/1283350000/SNC4MPU05A0
7/content.html)
 Chapter Tests
Unit Test
1. DNA analysis in forensic
investigations examines the
entirety of a person’s DNA, not
small sections of that genome
 Clarify that segments of a genome are
compared in order to match DNA to a
crime scene
http://www.youtube.com/watch?v=ZxWXCT
9wVoI (5:27)
2. Students forget that “A”, “U”,
“G”, “T” &“C” are symbols of
nucleotides
 Frequently refer to a 3D model of DNA
and indicate the structure of the
nucleotides
3. More complexity = more DNA in the genome

Example of lungfish having 40x more DNA than humans, only some of
the DNA codes for proteins
http://www.nature.com/scitable/topicpage/eukaryotic-genomecomplexity-437#
4. DNA replication occurs during mitosis or meiosis

Recall Grade 11 Cell Cycle (Interphase)
5. Students may lose sight of the purpose of DNA replication
 Reference the significance of this process before mitosis
or meiosis occurs
 The
unique property of DNA can be applied in
forensic science
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Test DNA samples left at the scene of a crime
Exonerate wrongfully-convicted victims
Identify victims
 Because
DNA is hereditary, it can be used to
construct family trees & evolutionary trees
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Paternity tests
Pedigrees
Family history of disease
Study of evolution
 MTV
show
 16 children, one anonymous sperm donor

Due to technological advances in genetic
research, scientists have the ability to intervene
with the natural properties of DNA structure &
replication
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Stem cell research
Detection of genetic mutations
In vitro fertilization (test-tube babies)
Designer babies
Animal testing (Vacanti mouse)
Many of these scientific advances are
controversial and violate religious & cultural
values

Research a genetic disorder and its current forms
of treatment. Develop a new solution to improve
quality of life


Device, service, health care system
Create an interactive game to teach DNA
structure or DNA replication


Board game, puzzle, online game, mystery game etc.
Design an application that determines the
probability of inheriting particular traits
 They
outline the principles of ethical
behaviour, professional practice and ongoing
learning for the teaching profession in
Ontario.


Positively influence
students to maximize
their learning potential
using compassion and
empathy when discussing
controversial aspects of
genetic advances
It is important to maintain
a relationship with the
students that is based on
trust. This will encourage
students to approach this
concept with an openmind and unlimited
curiosity

Honour human dignity and
emotional wellness
especially when discussing
delicate matters of DNA
testing. During our
teachings, we must respect
the diversity of spiritual and
cultural values that are
found in our classrooms

The students are relying on
us to teach them this
concept to the best of our
ability. We must be honest
in our teachings,
particularly regarding
societal implications of the
study of DNA, and be aware
of our tremendous influence
we have on our students


We must be vigilant as teachers and
use assessment strategies: for & as,
in order to monitor our students’
learning. Differentiated instruction
is essential to influence individual
student learning

As science educators, we have to
remain up-to-date with our
scientific knowledge in a world
where technological advances are
exponentially increasing.

We must continue to
practice self-directed
learning through
research and
collaboration in order
to stay up to date with
genetic research and
DNA applications in our
society

As leaders, we have to create a safe
learning environment for our students,
especially surrounding difficult topics of
genetic research, forensics, and genetically
modified organisms
Through inquiry and
reflection, we use
differentiated learning
approaches in order to
assess and evaluate our
students. Technology
and various methods of
teaching should be
incorporated in our
lesson plans
 Examples:





Academic programs
Mentoring & networking (cooperative planning
and problem solving, study groups)
Research activities (educational research)
Learning through practice (try new strategies)
Technology & Learning (increase competency,
integrate technology in lessons)
By the end of this lesson sequence, students should
be able to…
1. Analyse some of the social, ethical, and legal
issues associated with genetic research and
biotechnology

2.
Investigate, through laboratory activities, the
structures of cell components and their roles in
processes that occur within the cell
3.
Demonstrate an understanding of concepts
related to molecular genetics, and how genetic
modification is applied in industry and agriculture
Protein Synthesis
Genetic Code
Biotechnology













www.pptbackgrounds.net/dna-backgrounds.html
http://www.phoenix5.org/glossary/DNA.html
http://www.nextmovie.com/blog/realistic-movie-relatives/
http://legacy.owensboro.kctcs.edu/gcaplan/anat/notes/API%20Notes%20
D%20%20DNA.htm
http://www.getting-in.com/guide/a-level-biology-organism-variationmutations-prokaryotes-eukaryotes/
http://library.thinkquest.org/18617/data/replication/replication.html
http://www.councilforresponsiblegenetics.org/blog/post/Calls-forinquiry-into-astonishing-DNA-error.aspx
http://www.littletree.com.au/dna.htm
http://www.geek.com/science/scientists-discover-a-second-geneticcode-except-not-really-1579496/
http://poster.4teachers.org/worksheet/view.php?id=152876
http://faculty.cbu.ca/cglogowski/2008%20BIOL101%20LAB5%20DNA.htm
http://www.telegraph.co.uk/health/healthnews/9565451/Danish-spermdonor-passes-severe-genetic-disorder-to-five-children.html
http://en.wikipedia.org/wiki/Vacanti_mouse