ALEX
LESSON PLAN Template
Alabama Learning Exchange
Lesson components with an asterisk are required. Before preparing your lesson plan, we
strongly advise teachers to review the Lesson Plan Criteria Checklist that will be used to judge
Lesson Plan quality for posting to ALEX.
*Author Information:
Name
E-mail address (will not be published)
School
School System
Melissa S. Reeves and Alexandria Bufford
mreeves@mytu.tuskegee.edu
Tuskegee University
N/A
*Title: May be plain or designed to grab attention!
How do we know what DNA looks like? and how does it work?
*Overview/Annotation:
A three to five sentence description of the lesson. Your annotation may describe the
primary nature (such as hands-on, inquiry, technology-based, project, lecture), whether
interdisciplinary or single-subject, and/or its relationship to other lessons (such as part of a unit,
follows or precedes another submitted lesson, remediation or extension of another submitted
lesson) or courses (such as a Career-Tech course lesson addresses embedded credit content).
Being clear, descriptive, and specific will help in keyword searches.
Students engage in hands-on activities and readings to explore how DNA is viewed in
popular culture, what its X-ray diffraction looks like, what it looks like when extracted
from fruit, and how its base-pairs form a code.
*Content Standard(s):
One or more of Alabama's course of study content standards. The content standard stem
and bullets would be included, although the bulleted format need not be retained. A lesson may
address a single content standard, a portion of a content standard, two or more content
standards from the same subject area, or content standards from two or more subject areas.
Course of Study: Science Course: Life Science
Grade Level: 7
Content Standard #10
Content Standard: Identify differences between deoxyribonucleic acid (DNA) and
ribonucleic acid (RNA).
 Identifying Watson and Crick as scientists who discovered the shape of the DNA
molecule
Course of Study: Science Course: Life Science
Grade Level: 7
Content Standard # 8
Series: 7.27.09
Content Standard:
Describe the function of chromosomes.
 Identifying genes as parts of chromosomes that carry genetic traits
National/Other Standards:
(Optional) National standards may be provided to assist teachers that may require them. Place
a standard here to align the lesson with national or other standards.
*Primary Learning Objectives(s):
The concept, knowledge, skill, or application students can demonstrate at the lesson's
completion. This may be the same as or very similar to the content standard; however, it
could be narrower or perhaps broader. Objectives may be stated in the form of critical
questions students should be able to answer.



Articulate how the double helix was viewed through diffraction by Watson, Crick,
and Franklin
Describe the physical appearance of DNA
Describe the three-“letter” code in DNA which translates to amino acids – and
which shows how DNA through genes and chromosomes codes for traits
Additional Learning Objective(s):
(Optional) These may be incidental, related outcomes that are not assessed; they may be
smaller steps students need to take to lead to the Primary Learning Objective; or they may be
broader objectives that extend beyond the scope of the lesson but that the lesson partially
addresses (e.g., critical thinking).
*Total Duration:
The anticipated time of the entire lesson (including assignments and assessment) stated in
minutes.
150 minutes
*Materials and Equipment:
Those required by teacher and/or students, with pertinent notes to guide preparation or other
special instructions needed such as safety considerations. Please list technology items in the
next field.

Series: 7.27.09
Sets of pictures (see attached DNA_Brainstorm_pix.pptx for samples; the notes pages in the
powerpoint file includes notes on each picture)
 Brainstorm 4-way comparison graphic organizer
 “Reveal picture” of DNA double helix (last picture in powerpoint)
--------- Optical transform slide obtained from Institute for Chemical Education,
http://ice.chem.wisc.edu. This activity can be done as a demo (only one slide used by teacher
and projected on a screen), in groups (only one slide needed per 4-5 students) or with
individuals (one slide needed per student). The part numbers from ICE are shown below
along with the 2012 costs.
______ 04-001 Nanoworld Presenter's Guide with "Try This" Packet
$_________
______ 04-002 Nanoworld Handout (package of 10 "Try This" Packets with Booklets)
$_________
______ 04-002A Nanoworld Handout (package of 30 "Try This" Packets with Booklets)
$_________

$21
$55
$148
LED flashlights (these come in the “try this” packet, but the batteries don’t last forever).
This is a link to ones I ordered in 2012:
http://www.amazon.com/gp/product/B001I9EICI/ref=oh_details_o02_s00_i00?ie=UTF8&ps
c=1
 Laser pointer (if done as a demo and projected on a board), for example
http://www.amazon.com/Green-Laser-Pointer-IncludingBatteries/dp/B008K1RF6S/ref=sr_1_1?s=officeproducts&ie=UTF8&qid=1373304778&sr=1-1&keywords=laser+pointer
 Attached Handout
---------------------------- Blender (I brought mine from home – only one batch is necessary for an entire class)
 1 Large Banana (fresh! Older bananas will have broken-down DNA strands)
 Ice in ice bucket (needs to hold and support one test tube of alcohol for each group)
 Lab Handout
 Distilled Water
 Clear Soap (containing EDTA – I used Pantene ice shine shampoo)
 Salt
 Rubbing Alcohol
 2 Plastic Cups
 2 test tubes
 Measuring spoons
 Mesh filter (I bought hand-held strainers from Wal-Mart; these worked better than coffee
filters which clogged up and wouldn’t drain. One issue: the strainers must be washed right
away or the banana mixture will clog them up)
 Beaker
 Spoon
 Stirring Rod. Round skinny wooden craft sticks worked well for this, or wooden coffee
stirrers
----------------------------------- A cigarette lighter is used to prevent twine ends from fraying.
Materials per student:
Series: 7.27.09
 60 + 30 inches of 2 mm white twine
 18 pony beads in appropriate colors
 short piece of tape to immobilize bracelet while knotting
The twine we used: 100yards x 2mm Bonnie craft cord in white ($3.99 at Hobby Lobby)
http://shop.hobbylobby.com/products/2mm-white-bonnie-braided-macrame-craft-cord-645184/
The beads we used: 6x9mm plastic pony beads in red, green, blue, and orange
For example, blue can be found here:
http://shop.hobbylobby.com/products/6x9mm-royal-blue-pony-bead-value-pack-112714/
at 360 beads for $2.99.
*Technology Resources Needed:
Examples of technology tools might include: slideshows, digital cameras, Interactive Boards,
podcasts, laptops, Photostory, web sites, demonstrations, experiments with probeware, etc.
Laptop with powerpoint or powerpoint viewer (for teacher to show pictures to class);
optional links to youtube videos are given in the final activity as well.
Projector
Background/Preparation:
Background information /prerequisite learning material needed by the students or teacher
and/or advanced preparation required.
This module can serve as the introduction to DNA (structure and function) for the class.
*Procedures/Activities:
A clear, succinct description of the activity. It should be divided into steps or sections.
Include web links and file attachments as needed to strengthen your lesson. NOTE: For tips
on uploading files, videos, and attachments, check the FAQ’s.
Step 1
Brainstorm. A comparison of photographs similar to the game “4 pictures, 1
word.” In small groups, students examine four photographs representing views,
uses, or applications of DNA from popular culture. A graphic organizer is used
to compare similarities among the photographs. This is the opening “engage”
activity used to demonstrate that students have familiarity with DNA.
Lesson
Materials to
be
attached:
Title: DNA_Brainstorm_pix.pptx
Annotation: A set of pictures from popular culture which all relate to DNA.
(Attach files
Series: 7.27.09
Each picture is annotated for the teacher’s reference. Pictures should be printed
out (without the annotations) using the “4 slides on a page” method for students
to view.
as needed)
Title: Brainstorm_org.pdf
Annotation: The graphic organizer for comparing sets of four pictures and
finding the commonalities.
Web Links
Title (List the title of the website.)
URL (Copy and paste the Internet address here. You must include http://)
Annotation (Write a brief description of the website.)
Series: 7.27.09
Step 2
“How did they first see DNA?”
Students use an LED flashlight and an optical transform slide to
experience diffraction of light by patterns. The pattern made by a stick
drawing of repeating double helices is compared to the X-ray diffraction
used by Watson and Crick.
Lesson
Materials to
be
attached:
Title:”DNA_diffraction.pdf”
Annotation: Student handout walking them through using the LED flashlight
with the optical transform slide. Questions and spaces to answer the questions
are on the handout.
(Attach files
as needed)
Title:
Annotation:
Web Links
Title: The original double slit experiment.
URL: https://www.youtube.com/watch?v=Iuv6hY6zsd0
Annotation: This video is an excellent demonstration of the principle of
diffraction, accessible to all ages and levels of science. The video would
help teachers understand the principle of diffraction or help more
advanced students improve their understanding of diffraction. The
explanation of diffraction in the handout is simplistic; the lesson is
centered more on a demonstration of diffraction rather than an
explanation.
Step 3
Extracting DNA from banana.
Students in a class extra DNA from banana using water, shampoo, salt, and
ice-cold rubbing alcohol (isopropyl alcohol). Students are prompted to
compare the physical appearance of the DNA to the double helix.
Lesson
Title:DNA_banana.pdf
Materials to Annotation: The student document of instructions, questions, and answer blanks.
be
attached:
Title: DNA_banana_teacher.pdf
(Attach files Annotation: The teacher’s guide to the activity.
as needed)
Web Links
Title: DNA extraction procedure from Utah.
URL: http://learn.genetics.utah.edu/content/labs/extraction/howto/
Annotation: This website has pictures, descriptions, and explanations
of what happens at every step of the procedure. They suggest using
meat tenderizer, which we did not find necessary.
Series: 7.27.09
Web link 2
Title: DNA extraction procedure from NOVA at PBS.org
URL:
http://www.pbs.org/wgbh/nova/education/activities/pdf/3214_01_nsn_01.pdf
Annotation: This website has an alternative (but very similar)
procedure.
Series: 7.27.09
Step 4
Reading comprehension: “Breaking the Code.” A short reading
which discusses the other Nobel Prize work on DNA, the work of
Marshall Nirenberg to discover the code to the information stored in the
DNA structure.
Lesson
Title: “Breaking the code.pdf”
Materials to Annotation: Student reading and comprehension questions
be
attached:
Title: “Breaking the code teacher.pdf”
(Attach files Annotation: Teacher’s guide to additional reference material.
as needed)
Web Links
Step 5
“The DNA Code: Writing your own strand.” In this activity, students make a
bracelet with beads representing the codons (DNA words) making up the amino
acids corresponding to their own initials.
Lesson
Title: “The DNA code.pdf”
Materials to Annotation: Student instructions on finding their initials in amino acids,
be
converting it to DNA “words” (codons), and then making it into a bracelet.
attached:
Title: “The DNA code teacher.pdf”
(Attach files Annotation: Teacher’s detailed instructions for this activity, including many,
as needed)
many photos.
Web Links
Title: Web video instructions on making a survival bracelet.
URL: http://youtu.be/wkW2x8HxKFA
Annotation: This video is one of many on the web on making
survival bracelets. Our method is slightly different as we include
colored beads.
(Add additional steps if needed.)
Series: 7.27.09
*Assessment Strategies:
This may simply indicate the type of assessment most appropriate, or it may provide sample
questions, entire tests, or rubrics.
A post test (multiple choice) is provided (see posttest.pdf).
Extension:
Explain how the lesson might be modified for students who already know or can do the
Primary Learning Objective, such as activities that apply the concept to new content.
Extension Writing Activity (Optional):
Have students research ways DNA testing is used outside law enforcement. Some examples
include
 Paternity testing (often mentioned on TV talk shows)
 Genetic testing for BRCA1 gene (breast cancer)
 Other types of cancer and disease screening
 Amniocentesis of unborn children to scan for birth defects
 Ancestry/ethnicity testing
 Determining identity of remains (e.g., Richard III, former king of England)
 Determining the genetic differences between related species
Remediation:
Explain what may be done for students who need extra preparation before or extra assistance
after the lesson.
Series: 7.27.09