Genetics & Bioengineering
Two Weeks
Science
Lesson Plan
Grade:
Teacher:
6th Grade Science
6th Grade Science
Lesson Title:
Genetics & Bioengineering
STRANDS
Inquiry
Technology & Engineering
Energy
Forces in Nature
LESSON OVERVIEW
Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
Students will use inquiry, engineering design, energy principles and electrical energy principles to investigate, design and create a bioengineering product.
Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
MOTIVATOR
Play this video - Prosthetic Hand - which shows the impact of bioengineering on someone’s life. In the video, they use available materials and 3D print a prosthetic device. The
clip is from YouTube, so take precautions that only intended material is displayed.
DAY
Objectives
(I can….)
Materials &
Resources
Instructional Procedures
Differentiated
Instruction
Assessment
1
-
-
I can
differentiate
between
adaptive and
assistive
engineering
I can
categorize
bioengineering
products as
assistive or
adaptive
Bell Work and
Classwork:
iPads
Set & Activity:
iPad, Apple TV
Essential Question:
What is the difference between assistive and adaptive bioengineering?
Bell Work
In iPad journals students will make a list of engineering products that were
made to help people. They will use their lists later in class.
Link to Project
During this unit students will produce prototypes of assistive products.
Set
Use this video Introduction to Bioengineering to introduce the basic ideas that
underlie the field of bioengineering. It is a YouTube video and precautions
should be taken to insure that only the intended educational content is
displayed.
Direct Instruction
Vocabulary
Bioengineering – the engineering field that connects that helps solve
problems related to healthcare
Adaptive Engineering – making technology to improve functioning of
disabled persons
Assistive Engineering – making technology to improve functioning of
mildly disabled persons or temporarily disabled
Discussion
Have students share two of the items on their list. Compile the items
on the white board or on an iPad while you discuss each item. When
the list is complete, have each table group copy the list.
Activity
Give the following instructions: Sort the list into categories. Do not give
other instructions, other than to say they can use whatever categories
they want to use.
Post-Activity
Have each table briefly show how they sorted the list. There are many
ways to look at engineered products, so expect numerous categories.
After you have discussed the sorting strategies, conduct another sorting
as a whole-class activity. This time use the categories or adaptive and
Remediation:
Provide written
definitions.
Provide additional
explanation of
vocabulary and
labs.
Reduce the closing
written assignment.
Enrichment:
- Research to find out
what pencil lead is made
of and if it has
properties similar to
semiconductors.
Formative
Assessment:
Bell Work
Lab
Exit
Homework
assistive bioengineered products.
Show that adaptive products can be considered a subset of assistive
products.
Close
Summarize by drawing a Venn diagram that shows adaptive engineering is a
subset of assistive engineering. Review the definitions.
Exit Ticket
Have students write the definitions for adaptive and assistive bioengineering and
explain why one is considered a subset of the other.
Homework
Assign students to find five examples of adaptive or assistive engineering in their
everyday environments. The lit of products, along with which category each
item falls in, should be submitted to Gaggle.
2
-
I can identify
unintended
consequences
-
I can analyze
technology
and
distinguish
benefits from
unintended
consequences
Bell Work:
iPad
Essential Question:
What are unintended consequences of biotechnology?
Set:
iPads
Apple TV
Bell Work
Have table groups find one example of an assistive- or adaptive-engineered
product that can fit in the palm of a hand and identify at least one thing about
the item that the engineers did plan foresee happening.
Discussion:
iPad
Link to Project
Like any technology, bioengineered products have unintended consequences.
Set
Introduce the video found at this link Cube Watermelons by asking students to
look for the intended benefit and the unintended consequences of changing the
shape of watermelons.
Direct Instruction
Video Discussion
Discuss elements of the video by asking questions to the whole class:
1. What was the intended benefit of making cube-shaped
watermelons? (more efficient shipping)
2. What were two unintended consequences? (inedible
watermelons, and a completion for the perfect cube)
Remediation:
Provide written
definitions
Provide prompting
during activity
Provide grouping so
that assistance is
available from
peers
Enrichment:
- Have students report
on how patients are
kept safe when
electricity is used to
power medical
instruments.
Formative
Assessment:
Bell Work
Discussion
Lab
Homework
Vocabulary
Consequence – something that results from an action
Benefit – something that helps
Unintended consequence – something good or bad that the design
engineers did not foresee
Discussion
Have the table groups discuss again the example of bioengineering they
found during the Set. Have them evaluate their findings in terms of
benefits, good unintended consequences and bad unintended
consequences.
Have each table group present their findings. They should be able to
clearly identify benefits and unintended consequences. If not, ask
questions to help them goals of the exercise.
Close
Using an ordinary item that can be seen in the classroom, like glass, identify the
benefits and unintended consequences. Glass gives us a way to let light in and
keep cold or hot air and insects out. These are the intended benefits.
Unintended consequences could include strip mining mountainsides to get silica,
strip mining for coal used as a fuel to make glass and increasing heating bills
because glass does not insulate as well as wood or brick.
3
-
-
-
I can identify
the elements
of a circuit.
I can test
materials to
determine if
they are
conductors
or insulators.
I can identify
energy
transformati
Bell Work:
iPads
Set:
iPad
Apple TV
Lab:
Circuit kits
consisting of one
bulb, one bulb
holder, one
switch, three
wires, one battery
Homework
Have students choose a recent technology (does not have to be electronic) and
have them identify the benefits intended and the consequences that were not
intended. They should submit their work to Gaggle.
Essential Question:
What types of technologies are used in bioengineering?
Bell Work
Have students find three examples of technologies used in healthcare and
analyze them to determine what parts of the examples are electrical,
mechanical or use radiation. They should also note any conducting or insulating
parts. Students should capture an image of device and then write on the image
using an iPad. When asked, the students will airplay their examples and explain
them.
Set
Show the video Analog Slices but prepare the video ahead of time to insure that
only intended content is displayed. This video depicts a very advanced use of
Remediation:
Provide assistance
with circuit building
Provide prompting
during circuit tests
Provide grouping so
that assistance is
available from
peers
Enrichment:
- Have students
research the
unintended
Formative
Assessment:
Bell Work
Discussion
Homework
ons in
circuits.
holder, two
battery clips and
one battery per
kit.
Conductive and
nonconductive
objects to
distribute to lab
groups for
testing.
electricity and electromagnetic waves to image an object. It is used to detect
tumors in the human body. Students will also use electricity to detect objects in
simulated diagnoses and surgery.
Direct Instruction
This lesson will focus on reviewing the basics principles of electricity, which will
be applied in the detection phase of the project work.
Vocabulary
Conductor – an object that does not hinder electrical flow
Insulator – an object that hinders electrical flow
Voltage – potential energy per charge
Current – moving electrical charges
Circuit – a closed loop allowing continuous flow of current
Insulation – material that surrounds wire conductors
Design Lab Introduction
Have table groups construct a simple circuit including one switch and one bulb.
Groups must demonstrate the circuit functions by turning on the bulb.
Have groups take a picture of the circuit and make notes on the picture (using
their iPads) to explain the function of each component. The components should
include: wire conductors, insulation on the wires, batteries, switch, bulb holder,
and bulb. Encourage groups to imagine the inner workings or bulb, as well. This
exercise should mirror what students did during the Bell Work.
Have each group airplay their picture and explain the functioning of one part of
the circuit until all components have been covered.
Optional: Go back through each group again and have them explain the energy
transformation that takes place in each component.
Optional Challenge Question: As the groups if batteries are conductors.
Lab
Give each table four insulating objects and three conduction objects. Have the
groups modify their circuits so that they can determine which objects are
insulators and which are conductors. Most groups can do this by now.
After the objects have been sorted, distribute plastic objects with metal
imbedded in them. If you cannot find an object like this, make one by placing
aluminum foil in a plastic bag. Ask the groups to classify the object as a
conductor or insulator. Ask the groups to prove that object in the bag (which is
obviously metallic) is a conductor (this cannot be done with the means available
consequences of using
DDT as a pesticide in
the past.
to the students during this lab). Ask how they could prove the object is a
conductor without removing it from the bag (likely answer is to open the bag
and put the probes into the bag).
Close
Connect the upcoming lessons and project work to the conclusion drawn by the
students. To determine what is actually in the bag, the bag must be opened –
they do this again during the simulated surgery.
Have each student draw a circuit and explain why it must be a closed loop in
order to work.
4
-
Day 1
-
I can
recognize the
steps of the
engineering
design
process
I can use the
engineering
design
process to
create a
prototype
Bell Work:
iPad
Set:
iPad, Apple TV
Lab:
Popsicle sticks
Dried peas
Soft beans
Grapes
Small
marshmallows
Large
marshmallows
marbles
Tape
Paperclips
Pipe cleaner
Glue
Toothpicks
Dominoes
Popsicle sticks
Pipe cleaners
Homework
Have students design a probe that could determine if an object buried beneath 10 cm of
sand is a conductor or insulator. The probe must be built of things they have used in
science lab. Students should submit their work to Gaggle.
Essential Question:
What is the engineering design process and how is it applied in
bioengineering?
Bell Work
Have students find images of five different detection instruments and write one
paragraph about the design of one of the instruments. The paragraph should
state what the instrument is used for, describe the essential parts and why and
why it looks the way it does (does the form relate to the function?). Is the
instrument electrically conductive or does it have insulating parts? Does the
instrument use electromagnetic radiation? Students should submit all
paragraphs to Gaggle for review.
Set
Display one of the images found at MRI Devices to show design considerations
for an MRI device. Design considerations include the size of the human body,
the size of electromagnetic coils, the need for electricity and the sensitivity of
the instrument to temperature changes. Make the point that each option has a
particular purpose and ask: What is the purpose of each major part of the
machine? Do you think the shape of the machine has changed much over the
past 30 years?
Direct Instruction
Day 1 of 2-day lesson.
This lesson is about the engineering design process (EDP) used in context of
detecting medically significant issues. Review vocabulary related to the EDP.
Vocabulary
Remediation:
Provide examples
of surgical
instruments
Prompt for ideas
during
brainstorming
Allow peer
assistance during
the build
Enrichment:
Read about the
history of surgical
scissors - design
changes, material
changes, and how
they are still
changing.
Formative
Assessment:
Bell Work
Lab
Homework
Gauze
Tape
Glue paper
Paper clips
Straws
Brainstorming – coming up with possible solutions to problems without
critiquing them.
Design – creating an idea that can be constructed
Prototype – first constructed solution
Test – checking to see if the prototype solves the specific problem
Constraint – a design criterion that cannot be changed
Improve – to change the prototype so that it works better
Cyclic Process – any process that starts at one step, goes through other
steps, and in the end returns to the original step and goes through the
process again.
Design Lab Introduction
Group the students into design teams (table groups) and tell them that are to
design a medical detection instrument. The detection will take place in a closed
box that contains large and small objects, such as a dried pea, a soft bean,
marble and blocks of cardboard or plastic. The box will be covered with a
cardboard lid or aluminum foil lid, so that holes can be poked through the
covering. (NOTE: do not use conductive objects for this lab – conductive objects
will be used in a separate lab.) Students must be able to locate each object
without causing damage to the object or its surroundings. Dominoes standing
upright will surround the objects. The dominoes cannot be knocked down. The
goals are
1. Locate objects and map their locations.
2. Identify the characteristics of each object (hard, soft; size; shape).
Groups can use only one instrument. The instrument can have many parts, but
all the parts must be connected. The device must be made so that the entire
device can be lifted off the table by holding any part of it.
Students are expected to brainstorm, design and build the prototype and test it
by the end this class period.
Design Lab
Give each table group a shoebox containing four popsicle sticks, four pipe
cleaners, gauze, tape, glue, paper, straws and two paper clips. No long wooden
or metal sticks allowed.
Take the students through each step of the EDP, beginning with brainstorming.
Do not allow teams to critique solutions, but solutions should be based on the
materials available in the box. Allow at least ten minutes for brainstorming.
After the brainstorming has ended, direct table groups to analyze the solutions
and choose one that they think will work. Allow five minutes for this step.
After each group has chosen a solution, they may build their prototypes. Supply
a pea, a bean and a marble to each group so that they can test their prototypes
as they build. This is a difficult task – expect students to struggle. Prototypes
should be finished by the end of class. Expected Outcome: The smaller the
object, the harder it will be to detect. Many groups will fail to detect the
smallest object with their prototypes. Also, it will take more time to detect the
smallest object.
Close
Review the engineering design process. Ask – Imagine – Plan – Create – Improve
and then return to Ask, because the process is cyclic. Testing of the prototype,
which is done during the Create and Improve phases, will be completed
tomorrow.
Homework
Have students summarize their prototype design by drawing a sketch and
explaining the function of each part. Students should submit their work to
Gaggle.
Project Day 1 – See Unit Plan
Genetics and DNA Extraction
5
6
-
Day 2
-
I can
recognize the
steps of the
engineering
design
process
I can use the
engineering
design
process to
create a
prototype
Bell Work:
iPad
Set:
iPad, Apple TV
Lab:
Popsicle sticks
Dried peas
Soft beans
Grapes
Small
marshmallows
Large
marshmallows
marbles
Essential Question:
How can the engineering design process be applied to medical diagnostic
instruments?
Bell Work
Have students review their use of the engineering design process they executed
during the last class by writing a summary of what they did during each of the
steps completed so far. The summaries should be submitted for review.
Link to Project
Students will use the engineering design process during the project.
Set
Preview the video Brain Teaser and either prepare the video for use or
reproduce the brainteaser it presents using a drawing or set it up with
toothpicks. Tell your class that brainteasers force us to brainstorm for solutions.
Let the class brainstorm for solutions and then, if no one solves it, tell the class
Remediation:
Provide examples
of surgical
instruments
Prompt for ideas
during
brainstorming
Allow peer
assistance during
the build
Enrichment:
Look up examples
of computer-aided
surgery and identify
the application of
the engineering
Formative
Assessment:
Bell Work
Lab
Homework
Tape
Paperclips
Pipe cleaner
Glue
Toothpicks
Dominoes
Shoeboxes
(draw a pattern in
the shoeboxes
which will tell
students where to
set up their
dominos)
the solution. This brainteaser also gives us an example of an engineering
constraint in that we could move only two toothpicks.
Direct Instruction
Review the vocabulary from yesterday:
Brainstorming – coming up with possible solutions to problems without
critiquing them.
Design – creating an idea that can be constructed
Prototype – first constructed solution
Test – checking to see if the prototype solves the specific problem
Constraint – a design criterion that cannot be changed
Improve – to change the prototype so that it works better
Cyclic Process – any process that starts at one step, goes through other
steps, and in the end returns to the original step and goes through the
process again.
Review the engineering design process:
Ask
Imagine
Plan
Create
Improve
Lab
Remind the table groups that they are now in the improve stage of the
design process. They ended class yesterday by making prototypes.
BUT ADD a new constraint today: the probe must be able to identify
conductors. Students will have to add a circuit to their probes.
The goals for today are:
1.
2.
3.
4.
5.
6.
Add a circuit to the prototype probe so that it can
detect conductors.
Require that the probe fit through the smallest hole
possible. The probe will pass through a hole made in
aluminum foil.
Test the prototype by probing objects that are not
hidden from view.
Test the prototype in the box.
Document the successes and failures of their
prototypes.
Improve the designs by going back through the
engineering design process.
design process in
their development.
7.
Ensure that their final design meets the constraint
that the instrument must be one device – it can be
picked up by holding any part of the device – and that
it can be used to map the contents of a closed box.
Final Diagnostic Test – Speed Test: Give each table a shoebox with
objects in it. Have the groups map the objects without opening the
box. They must identify where the objects are and which are
conductors. They may poke small holes in the top to insert the probe
or you can provide tops with pre-drilled holes. Time each group and
relate run times to design.
Close
Choose one student instrument as an example and review the EDP. Ask,
Imagine, Plan, Create and Improve. Remind students that the EDP is a cyclic
process.
7
-
Day 1
-
I can analyze
materials for
electrical
conductivity
I can analyze
materials for
thermal
conductivity
Bell Work:
iPad
Set:
iPad
Apple TV
Lab:
Enameled
wire
D-cells
Alligator
clips
Wire
Iron nails
Compasses
Homework
Have students describe how they would further improve their diagnostic
product. They should write each step of the engineering design process in their
description. They should also include sketches and submit all their work to
Gaggle.
Essential Question
How can I select a material for use in a biomedical implant?
Bell Work
Have students research materials used in medical implants to determine if both
metals and nonmetals can be used and if factors such as electrical conductivity
and heat transfer have to be considered when designing implants.
Link to Project
Students will design a surgical instrument in this project. Surgical instruments
must have certain thermal and conductive characteristics. The final designs of
surgical instruments and biomedical implants are found via application of the
engineering design process.
Set
Show the video clip of an artificial heart. Ask students to comment on the
design.
Remediation:
Prompt during
discussion and lab
Group with peers
capable of assisting
with data collection
Enrichment:
Have students
report on the
characteristics of a
real biomedical
implant.
Formative
Assessment:
Bell Work
Direct
Instruction
Lab
Homework
Direct Instruction
Vocabulary
Conductor – a material that allows the flow of electric current through
it
Insulator – a material that largely resists the flow of electric current
Discussion
Return to the video of the artificial heart and specifically bring up the
types of materials used to make the artificial heart. Ask if electricity is
used to power the heart. Ask what energy transformations are taking
place in the artificial heart and if conductors are used?
Lab
Give students the following set up: We must test materials to determine their
suitability for use in a new type of heart valve replacement. The design criteria
call for a material that is 1. Light weight 2. Electrically conductive and 3. Will
easily transfer heat.
Distribute boxes containing a metal U shape used in thermal conductivity
measurements, a plastic U shape of the same size and a wooden U shape of the
same size.
Give students the following instructions:
1. Determine the mass of each material sample. Rank them from 1
(lightest) to 5 (heaviest)
2. Build a circuit with a 10-Ohm resistor in series with a light bulb. Test
each material by placing it in the circuit to determine if it conducts
electricity. Categorize each material sample as conducting or
nonconducting.
3. Combine the weight ranking from step one and the conductivity rating
for each material.
Lab Close for Day 1
Have students determine which material they would choose based on the test
results so far.
.
Close
Place examples of the tested materials on display so the class can see them.
Point out that there are other characteristics we are ignoring, such as color.
Since color will not affect the performance of an implant, ask what other
characteristics will likely impact performance. (Expected answers: stiffness,
hardness, melting temperature, reaction to cold.) Finish by saying that the
ability to transfer heat energy is very important and that it will be tested in the
next class.
Homework
Have students write a one-paragraph conclusion to today’s lab and submit the
paragraph to Gaggle.
8
Day 2
- I can identify
three types of
heat transfer
- I can explain how
convection differs
from conduction
- I can categorize
materials as
thermal
conductors or
thermal
insulators.
Bell Work:
iPads
Set:
Water balloon
Air balloon
Candle
Match
Lab:
Heat Transfer Kits
(see resource
folder)
Warm water
Cool water
Plastic U-shaped
connectors (can
use Legos or
Connects).
Wooden Ushaped
connectors (can
make out of
popsicle sticks)
Essential Question:
What materials allow heat energy to pass through them?
Bell Work
Have students read about thermal energy (one possible resource is Heat
Transfer). Students should write down the three types of heat transfer, explain
each type and submit their work to Gaggle.
Link to Project
Thermal conductance is a design consideration for surgical instruments.
Set
Light a candle and hold a water balloon over the flame. It will not burst. Now
hold the air-filled balloon over the flame. It will burst immediately. Hold the
water-filled balloon over the flame and keep it there. It will not pop.
Option: While the candle is lit, point out that energy transfer via radiation and
convection is taking place.
Direct Instruction
Vocabulary
Conductor (thermal definition this time) – a material that allows the
flow of heat energy through it
Insulator (thermal definition this time) – a material that resists the
flow of heat energy
Heat Capacity – the ability to store heat energy
Discussion
Ask the class for an explanation of why one balloon popped and the
other did not. The main points that should come out of the discussion
are:
1. Heat energy flows through the surface of the balloon.
2. A small amount of air cannot store a lot of heat.
3. A small amount of water can store a lot of heat.
The water balloon does not pop because the water stores the heat that
Remediation:
Provide vocabulary
Assist with
organization of lab
materials
Enrichment:
Students should
determine how the
outcome of this
experiment could
be applied to
biomedical devices.
Formative
Assessment:
Bell Work
Lab
Homework
flows through the surface of the balloon. The water carries the energy
away from the surface of the balloon. The air balloon pops because the
air cannot store the heat and cannot carry it away quickly. The balloon
surface over heats and melts.
Lab
Review with students the set up from yesterday: We must test materials to
determine their suitability for use in a new type of heart valve replacement. The
design criteria call for a material that is 1. Light weight 2. Electrically conductive
and 3. Will easily transfer heat. Tell them that today they will be testing how the
materials transfer heat from one place to another. Show them the two items
they will be testing: the metal U shape from the previous and the plastic U
shape from the previous lab.
Give students the following instructions:
1. Set up the lab as shown in the resource folder – the file name is
Thermal Lab 1. Use the plastic U piece to connect the two cups.
2. Pour warm water into the first cup and cool water into the second cup.
3. Put on the lids and insert the thermometers.
4. Take an immediate reading of both thermometers and record the
temperatures.
5. Make subsequent readings and recordings every minute for 12
minutes.
6. After 12 minutes, dump both cups of water.
7. Set up the lab with the metal U.
8. Repeat the lab.
9. If time allows, repeat the lab yet again using the wooden U.
Analysis
Have students graph the temperature/time data and draw a conclusion
from the curves.
Close
Hold up the water balloon and the metal U. Ask how they are the same.
(Answer: they both will transfer heat energy through them.) Ask how they are
different. (Answer: The water will store a lot of energy. The metal U will not.)
In the human body, fluid material and implant material may interact and heat
may pass from one to the other.
Point out the lab set up to the class and ask: Does all the energy from the warm
water flow to the cold water? The answer is no. Ask: Does all the energy that
leaves the warm water make it to the cold water? The answer is again no – some
of the energy is lost to the atmosphere from the metal bar. Ask: Where does
convection take place in this experiment? Answer – when the metal bar heats up
and heats up the air nearest to its surface. The warm air becomes less dense and
moves upward as cool air moves in to take its place.
Homework
Have students report their rankings for the material they would choose based on
the three tests done over the past two days. They should base their choices on
data and submit their report to Gaggle.
Project Day 2 – See Unit Plan
Medical Instrument Design
9
Project Day 3 – See Unit Plan
Medical Instrument Design
10
Identify what you want to teach. Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies.
STANDARDS
Embedded Technology & Engineering
Grade Level Expectations:
GLE 0607.T/E.1
Explore how technology responds to social, political, and economic needs.
GLE 0607.T/E.2
Know that the engineering design process involves an ongoing series of events that incorporate design constraints, model building, testing,
evaluating, modifying, and retesting.
GLE 0607.T/E.3
Compare the intended benefits with the unintended consequences of a new technology.
GLE 0607.T/E.4
Describe and explain adaptive and assistive bioengineered products.
State Performance Indicators
SPI 0607.T/E.1
Identify the tools and procedures needed to test the design features of a prototype.
SPI 0607.T/E.2
Evaluate a protocol to determine if the engineering design process was successfully applied.
SPI 0607.T/E.3
Distinguish between the intended benefits and the unintended consequences of a new technology.
SPI 0607.T/E.4
Differentiate between adaptive and assistive engineered products (e.g., food, biofuels, medicines, integrated pest management).
Standard 10 – Energy
Grade Level Expectations:
GLE 0607.10.2 Analyze various types of energy transformations.
State Performance Indicators
SPI 0607.10.3
Recognize that energy can be transformed from one type to another.
Standard 12 - Forces in Nature
Grade Level Expectations:
GLE 0607.12.1
Describe how simple circuits are associated with the transfer of electrical energy.
GLE 0607.12.2
Explain how simple electrical circuits can be used to determine which materials conduct electricity.
State Performance Indicators
SPI 0607.12.1
Identify how simple circuits are associated with the transfer of electrical energy when heat, light, sound, and chemical changes are produced.
SPI 0607.12.2
Identify materials that can conduct electricity.