Teacher: Mark Feltner
E3 Lesson Plan
Save the Baby Zebrafish! Bioengineering in the Classroom
combines multiple TAKS objectives into a hands-on activity. Students will ‘save the baby fish’ by correcting a genetic defect. This is
done by reading DNA sequences, identifying target regions, and rebuilding gene segments using colored blocks. Lesson incorporates
ecology, fertilization and developing anatomy, DNA, RNA, gene transcription, evolutionary conservation of DNA across species.
Shows applications of gene technologies by using in-class models (blocks, charts, posters) and images from the lab, including laserscanned, fluorescent gene activity in developing embryos.
Language & Technology Objectives:
ELPS (English Language Proficiency Standards): If
applicable
ELL Learning Strategies:
Listening:
Reading:
Speaking:
Writing:
Technology:
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Document Camera
Digital Projector
Laptop Computer
Posters for Class Use
Wooden Blocks (Colored) for hands-on model construction
Key Vocabulary Terms/Academic Language: Students can be expected to show an increase in their learning by using many
of the following terms and concepts in their written and spoken classwork: gene, protein, transcription, DNA, RNA, polymerase,
genetic disorder, wild type, mutant, mutation, genetic mutation/conservation/disorder, non-coding regions, evolutionary
conservation. They may also discuss concepts such as insertion, deletion, chromosomal alteration.
Lesson Materials:
Overhead slides, wooden blocks, ‘fish cards’, info packets
(one per team), Worksheet Templates (one per person),
colored posters for student reference. Possibly: fish tank with
live zebrafish, O2 sensors, blacklight (to show fluorescence in
fish).
info packet per team. Over-sized posters hung on
front wall (chalkboard) showing embryo
development, 5 chromosomes with DNA sequences
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Projector, laptop, document camera set up for
projection. Used for intro to lesson, intro to
engineering, and for conclusions – ‘testing’
students’ models of zebrafish genes.
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Students will have free mobility through the
classroom during these activities. Physical
movement and interaction with other groups is
critical to this activity’s success.
Lesson Resources:
1.
2.
3.
Information, slides from laboratories at A&M (from labs of
Dr Lekven, Dr Yeh)
Online: videos from MIT, similar sources that demonstrate
engineering advancements
Literature: Diagrams of developing zebrafish embryos,
cellular proliferation, gastrulation, etc.
Grouping of Students:
Teacher will assign students to their respective groups. Three is the
ideal group size, but four may be assigned to each team if the class
is large. Five to ten teams.
X Whole Group
Pairs
X Triads
X Groups of 3 or 4
Other: __________
Grouping Strategy
Counting Off
Common Interests
Self-chosen
Common Tasks
X Other:_Teacher selects based
on student ability, performance
level
Page 1 of 4
Lesson Resources & Set-Up
Room Preparation/Materials Set-Up:
 Room set-up: Desks arranged in groups of 4. One
Standards & Language Objectives
Date(s): Approx Jan 15-Jan 30, 2013
Grade Level(s): 9th Grade, General Biology
Lesson Duration (Hours/Sessions): 4 sessions, 80 min per session. 5th session possible (extension) if time
allows.
Focused TEKS: Bio TEKS 4 (Cells, Cell Structure); 5 (Cell Differentiation); 6 (Mechanisms of Genetics, Nucleic
Acids); 7 (Evolutionary Theory, Genetic Conservation).
Lesson Description
Lesson Description: This is a four-day lesson that introduces students to the concepts of engineering, bioengineering, and
Teacher: Mark Feltner
Page 2 of 4
Teacher: Mark Feltner
Procedures: (Describe each section, step-by-step. Adjust the number of steps
Guiding Questions: (Questions you want them to
needed.)
be able to answer and think about.)
Engage
Length (Time): 30min (Day1)
Capture the students’ attention by relating your topic to the students’
previous knowledge, as well as real world applications.
Present your “Research Project” question (by using the contents of your
poster, describing your E3 research lab experience).
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Explore
Length (Time): 30-45 min
Introduce the students to the various types of engineering.
Explain the Engineering Design process (i.e. How the engineers solve
societal problems, cost considerations, design variables and constraints,
etc.)
 Video: ‘A Day Made of Glass’ – other video (one or two, brief)
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What kinds of engineers are there? Bioengineers, Petroleum,
Mechanical, Smart Materials, etc.
Engineers use math and science to solve a problem or create a
solution for larger society. What problem or solution can you
think of that we need right now? (cell phones, bridges, bus
systems, zero-G fields, etc.)
One video per day, at beginning of class, showing cool stuff
from each of these fields. This is the ‘hook’ for this 4 day
session.
Explain
Length: approx 10 min for instructions, 10 min for demos.
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Allow students to make justifications and
connect to new knowledge, information, or
ways of thinking.
The students will, of course, look to see what
other teams are doing. They will notice that
other teams are building different constructs.
I encourage movement and discussion during
in-class activities, so students will probably
discuss why other teams are building similar,
yet different, models (answer: each team has
a unique gene sequence, which is accurate to
real life).
Page 3 of 4
Explain
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Students, you are each assigned to a team of 3 people.
Each team has a set of information, colored blocks, and charts.
Use your ‘fish card’ (in the info set) to look up your gene on
the oversized poster at the front of the room.
Once your gene is found, identify the other non-coding
regions that go with it.
Use colored blocks to build a 3-D model of the gene sequence
(use all 4 colors – blue, white, green, yellow)
We will ‘test’ your model by viewing a real lab picture of the
gene you created. Did you fix the problem? The fluorescent
picture will tell you, and you tell me.
Teacher conducts 2 demonstrations.
Student work begins.
Explore
demonstrating new technology. MIT series showing wireless
inventions, zero-G applications.
Your facilitation questions should help
connect engineering to the students’ everyday
life experiences.
 What is an engineer? What does an
e. do? (Use overview showing
brainstorm/design/test model)
 What is the best invention you know
of that somebody else designed?
 Who are engineers? Men? Women?
Anybody you know?
 What kind of education do you need
to have to be an engineer? (Math,
Science; discuss specific courses,
programs offered at Skyline H.S.)
Engage

One is bioengineering (the human ear growing on the mouse’s back
is a good one).
Questions/Class Open Discussion: Is this stuff real, or just makebelieve? Do you think we could have this in our society in 20 years?
10? 5? 2?
Medicine: What if we could change someone’s DNA? Is it okay to
‘fix’ a genetic disorder? What if it saved someone’s life?
Poster: Zebrafish research. Gene activation/deactivation; genes’
roles in brain development. Same DNA sequence for humans as for
zebrafish – understand the z.fish, you can understand all vertebrates.
Cool, huh?
-What is ‘bioengineering’?
-Well, what does ‘bio’ mean? (‘life’). And
what is engineering (‘designing structures to
solve a problem’)
-Put them together: bio-engineering.
What do you think is meant by ‘genetic
engineering?’
-Are there any diseases or disorders that a
person can be born with? Examples?
-What if we could fix the problem in the DNA
before the person was born?
-What if we could fix it before the person
even looked like a person, when they were
still a hollow ball of cells (blastocyte)?
-Could this improve our quality of life?
Teacher: Mark Feltner
Procedures: (Describe each section, step-by-step. Adjust the number of steps
Guiding Questions: (Questions you want them to
needed.)
be able to answer and think about.)
Elaborate (Create)
Length (Time): 75 min (one class
period; longer if needed)
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Evaluate
What if this type of fish was allowed to
develop in the wild? What would happen to
the fish?
Could these genes be passed on to a new
generation? Why or why not? (Would
evolution/preservation of species support
this breeding in the general population?)
If amino acid base pairs within the protein
gene were somehow switched (a point
mutation), what might happen to the gene
expression? (Answers vary – wide variety of
possible correct answers)
Students:
Do presenting teams clearly explain the
unique factors of their gene models?
How thoroughly do the presenting teams
explain the rationale for their genes’ regions
(non-coding regions, codons, polymerases)
Lesson Reflection: (Please complete after the lesson.)
What are some modifications you made along the way? How would you assess student learning and understanding?
What are some things you would do differently? What would you change about the engineering design project?
Page 4 of 4
Evaluate
Length (Time): Approx 60 min.
Student evaluation will be three-pronged:
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1. Students will grade other teams’ presentations using a
rubric provided by teacher;
 2. Students will take a brief Post-Test (identical to Pre-Test)
that covers basic concepts practiced in this project;
 3. Students’ level of involvement and comprehension of
subject matter will be graded by teacher (this is relative to
students’ abilities, as I have many Special Education students).
What if 2 of the regions in the model were
switched? What would happen? (Answer
depends on which 2 sections are indicated,
but the result is always a failure for the
protein gene to be expressed.)
Elaborate
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Students build a model of their gene using colored blocks. If
they build a model that transposes or omits sections of the
needed sequence, they will see, by way of the overhead
image, the mutant image of their fish. Students will determine
whether their construct is a success or not. A team may try
again until they build the ‘healthy’ model.
Teams will present their constructs, their genetic disorders,
and overhead images of the healthy (wild type) vs. mutant
brain developments. Each team will thus teach the class.
Written work (Gene Template worksheet, provided by
teacher) will be turned in at end of presentations.
During presentations, teacher (or students)
may ask questions such as: