QCB 521 Teaching of Biology II
Lesson Plan for Biology Microteaching
Name of Teacher: Elijah Ong Yit Sin
Class: Sec 4 (Express)
Class Size: 40
Class Ability: Average to High ability
Lesson duration: 1 period (35mins) with effective duration of about 12 mins
Topic: Genetic Engineering
Teaching Materials:
1. PowerPoint slides,
2. Visual aids to demonstrate genetic engineering
a. Strings to simulate bacteria plasmid and Human chromosomes
b. Scissors simulating restriction enzymes
c. Glue/Scot tape as Ligase
d. Bags and BB pellets to simulate bacterial cells.
Pupils’ Previous Knowledge:
Pupils have a prior knowledge of:1. The central dogma of molecular genetics.
2. Gene as a unit of inheritance and differentiating it from an allele
3. Complete dominance and able to describe it using the terms “Recessive, dominant, phenotype and genotype”
4. Monohybrid crosses
5. Mendel’s Laws
a. Law of independent assortment
b. Law of random segregation
6. Variation among species and know that competition leads to differential survival of organisms best fitted to the
environment.
Learning Outcomes/Instructional Objectives:
At the end of the lesson, students should be able to:1. Explain that the genes may be transferred between cells (between organisms of the same or different species.
Using the example of insulin production:
2. Identify and explain the important steps in genetic engineering
3. explain that the gene that controls the production of human insulin can be inserted into bacterial DNA
4. Illustrate that such genetically engineered bacteria can be used to produce human insulin on a commercial scale
5. Discuss and identify some potential advantages and dangers of genetic engineering
Concepts to be taught:
1. The transferability of genetic materials between organisms
2. The major steps in transferring a human insulin gene into a bacterial cell.
3. Genetically modified bacteria as ‘bio-factory’. Example: Mass production of insulin for therapeutic purposes
4. Some potential advantages and disadvantages of genetic engineering.
Concept Map:
*Concepts are
explored by students
through homework.
Time
required
Learning Strategies/Instructional Activities
Materials/ Media
Rationale for activities
1. Introduction
2 min
- The lesson will open with the teacher doing a
short recap on previous concepts taught.
o The central dogma of genetics
o Emphasizing that each gene controls
the production of one protein
o Natural and artificial selection
PowerPoint (PP)
showing the
concept maps of
previous concepts
learned.
- To quick general overview to refresh
and orientate the students’ mind on
what has been taught the previous
lesson so that facts learnt in today’s
lesson can be linked to their prior
knowledge. (Ausubel’s theory of
meaningful learning)
- Concept map is used so that students
can visualize what they’ve learnt in one
single slide.
Raising their interest
1 min
Show the picture of Tobey Mcguire and a
picture of a spider.
Question asked: What happened what the genetic
material of the spider gets into the body of Tobey
PP slides with full
Mcguire?
colored pictures
- “Spider Man!”
- Show the picture of spiderman
- Tell them that they are going to learn something
interesting today, about genetic engineering!
-
-
-
Raising the motivation level of
students by showing them something
they are very familiar with, something
that is ‘cool’.
Important step in linking the concepts
to be taught (which may be hard) to
something that is fun.
Keep their interest level high.
2. Lesson Proper/Development
1.5 min
Obj 1: Transferability of genetic materials between PP, showing 3
- Observing how they answer the
organisms
organisms. (The
worm, bacteria and
Question: According to what you’ve observed in Homer Simpsons)
Spiderman, do you think that genetic materials
between species can be exchanged (or transferred)?
Why?
1.5 min
- Expected answer will be yes.
- Randomly pick a few students to sound off
their answers and analyzing what the
students are talking about.
After gathering their responses, link their
understanding to the answer and highlighting the
parts they have misconception in.
3 min
“why” will determine their
common alternate conceptions
on transferability of genetic
materials.
- Gathering responses and building
on their answers is a way to
affirm them and encourage open
discussion.
- Pointing out their misconceptions
is important so that students
learn from their mistakes.
Obj 2,3,4,5: Explain the steps of genetic
engineering using insulin production as an
example.
Question: Why do humans want to transfer genetic
materials between organisms? (To make more
spider man?)
Comic strip created
using toondoo.com.
- The comic strip of a boy suffering from Diabetes
1 is shown. Then a girl suggested that through
genetic engineering, her normal insulin gene can
help produce insulin for him. The boy asked how
it can be done.
-Through the simple and friendly comic
strip, the first potential therapeutic use
of genetic engineering is introduced.
- The comic strip acts as a lead in
question to raise the interest and
curiosity of the students in the
upcoming section.
Explaining the major steps in genetic engineering
A teacher
demonstration
- Demonstration is a powerful visual
using the strings
tool to help students to see what cannot
- The teacher will do a hands-on demonstration and bags (see above
be seen.
with the strings and bags to show the whole for the materials)
- Each step is explained clearly so that
process of genetic engineering. ( For the
the student can assimilate what they
demonstration, refer to the microteaching
hear and see.
video)
- The visual analogy is logical and
- Each step is clearly explained by the teacher.
intuitive as they are able to relate it to
The rationale and the visual analogy are clearly
something they are familiar with. Like
stated.
cutting a string, gluing back the cut part
- Ensure that the student is clear before
etc.
moving on to the next step. This can be done
with questioning.
Linkages must be made to the PP slides.
As the processes of genetic engineering
The demonstration is linked to the PowerPoint PP slides with
require specific terms for description.
slides created. Each step in the demonstration is clearly labeled
linked back to the visual depiction of the real cartoons to
bacteria and human cell.
demonstrate the
whole process.
Real life examples
- Other real life examples of genetic
engineering are given. E.g. The Green
Fluorescent Protein (GFP), for scientific
research.
Pictures of genetic
modified animals
with GFP
incorporated.
More real life examples show the
relevance of the concept learnt. The
students will be able to draw linkages with
their daily lives, expanding their
knowledge and encourage creative
thinking.
Evaluation and Closure
3 mins
Hands-on-exercise *(if time permits)
Students are quickly split into groups of 4. A set of
the materials used for the demonstration is given to
them. Students will do the hands-on activity for
themselves and the peers will evaluate whether the
steps are correct.
Summary Slide
Demonstrations kit
to simulate the
transfer of genetic
material.
-
The hands-on activity act as a kind
of formative assessment. Both the
teacher and the students know
which
part
needs
further
clarification.
A quick recap on what they have
learnt through touching and
seeing.
- The teacher will get students to summarize what Concept map for
has been taught in today’s lesson.
Genetic engineering
- The teacher will follow up by making her own
concept map of the lesson, and then make a brief
introduction as to what will be taught in the next
lesson.
Homework
- The homework given is to do a 10 mins podcast, Podcast
instructing the groups of students to further recordings
research on the advantages and disadvantages of
genetic engineering. After the recording, upload
to a common webpage and students are supposed
to comment on each other work.
- A bonus question that go beyond the syllabus
o Can an organism incorporate all the
genetic materials from another
organism? Are there limitations to
how much can be transferred? Why?
- Getting students to summarize what has
been done will allow the teacher to
evaluate if the students have understood
what has been taught.
- The closure serves to sum up what has
been taught during the lesson and make
links to what will be done for the next
lesson so that students can see the flow
of knowledge from one lesson to
another.
-
-
-
The podcast encourage the
students to do research in a
collaborative
manner.
The
advantages and disadvantages of
genetic engineering are highly
debatable and through group
research, they will be able to come
out with their own stand.
With peer evaluation, the
students will be more responsible
for their work as they have to
‘defend’ their own stand.
The bonus question pushes the
inquiry mind of the students
further by encouraging them to
think ‘out of the box’. An
important skill in developing
critical thinkers.
^The Questioning part is integrated into Introduction, Lesson Proper, Evaluation and Closure. Personally, I think questioning is crucial part in
assessing the students’ understanding and a way to raise their interest and cannot be separated into a single component.
Reflection:
Writing lesson plan
Being organised. Writing down the whole thought process is a very good way to organise my lesson. Anything that is missed out will be noticed
very quickly. The flow of thoughts is in a very structured manner, which is good in keeping me on track as I tend to deviate from the main objectives
when I teach.
Sound pedagogical approach. Learning from the various theories in educational psychology, I realised that sound pedagogical approaches can be
implemented in the lesson. Understanding how the students think and react help me structure my questions accordingly. Scaffolding is necessary
throughout the lesson. Keeping the motivational and interest level of the students is equally important in ensuring a smooth and engaging lesson. All
these theories like constructivism, motivational theories, learning theories can be applied to make the lessons meaningful.
Working within the time limit. Initially I thought it was not possible to accomplish so many sections in 12 mins, but now I think otherwise. With a
properly planned lesson, a lot of things can be achieved. Of course, classroom management was not taken into account but I think if the lesson is
engaging, it is not hard to control the students. Working within the stipulated time is important too as student attention span will get shorter if the
time is overshot.
Integration of skills. A skilful teacher must be able to integrate different kind of skills effectively and efficiently together. Questioning, listening and
evaluation skill must go hand in hand. A quick mind to analyze what the students are talking about must be constantly there so that misconceptions
can be addressed in time.
Practise makes perfect. I realised that a well written lesson plan is still not enough in delivering the lesson properly. A teacher must practise what is
written down constantly, either speaking to oneself or speaking to another peer teacher. Logical flaws or inappropriate methodologies can usually be
identified. Correction can be made in time and the delivery of a lesson can be made more confident.