edTPA Indirect Instruction Lesson Plan Template Strawberry DNA Extraction

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Central Focus/Big Idea: DNA Fruit Extraction

Subject of this lesson: Extracting DNA using common ingredients.

Grade Level: 5th Grade

NC Essential Standard(s): 5.L.3.1 Explain why organisms differ from or are similar to their parents based on the characteristics of the organisms. 5.L.3.2 Give examples of likeness that are inherited and some that are not.

Next Generation Science Standard(s):

3 LS3- Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar 1. organisms. [Clarification Statement: Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.] [Assessment Boundary: Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples.]

21st Century Skills: Creativity and Innovation: Outcome for 8th grade addresses the importance of

making observations, critical thinking, and problem solving. Outcome for 12th grade: they have to explain why science builds over time. This will relate to them later on in life. Collaboration: Outcome for 8th grade: they can work effectively with others face to face. Outcome for 12th grade: defend their ideas and justifications with proof from science facts.

Academic Language Demand

Language Function: In this experiment, students will have to predict what they think is going to happen, explain the processes as they work through them, and will summarize what happened throughout the experiment.
Argue Predict Categorize Question Compare/contrast Describe Retell Summarize Explain

Analyze Interpret

Scientific Vocabulary: DNA, cells, extraction

Instructional Objective: Students will extract strawberry DNA and will predict and explain what is happening. They will be able to correctly summarize in detail what happened throughout the experiment. Prior Knowledge (student): Students should know what DNA is and they should also know what is means to extract something from another material. Content Knowledge (teacher): As a teacher, I should know the correct scientific definition of DNA. I also need to be prepared in knowing the content of the lesson throughout just in case a student does not understand a specific part of the lesson. Accommodations for special needs (individual and/or small group): Individual and/or small groups I

will make sure that students are sat close to me so if they have questions, I will be close by and hopefully prevent any frustrations that could occur. For ELL, I will provide materials and handout that are in their native language.
Materials and Technology requirements: Quart Ziploc Bags (one per pair) Frozen Strawberries Dish Detergent (2 teaspoons per pair) Table Salt (1 teaspoon per pair) Water (1/2 cup per pair) Plastic Cups (2 per pair) Coffee Filters ICE Cold 90% Rubbing Alcohol Wooden Craft Sticks (1 per pair) Smart Board

Total Estimated Time: 1 Hour

Source of lesson: Ag in the classroom, Pinterest, YouTube

Safety considerations: Students will be in pairs and will move from station to station one by one. This will hopefully help avoid spills and falls. Also with the pairs, I will be selecting pairs by hand so I can ensure that students are in responsible groups. Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube video), describe your back up plan thoroughly. Imagine your most novice colleague needing to teach from your plan. Dont just answer the questions. Additionally, I expect you to include possible questions you could ask for each section. This needs to include higher-order questions.

Engage: To get the students attention, I will introduce and tell the students what we will be doing in class. I will tell the class that today we will be extracting strawberry DNA. Before moving on, I will ask Does anyone know what it means to extract? (to withdraw something) Does anyone know what DNA is? (DNA carries information about you)

I will now tell the students all rules that we are going to have to follow in the experiment. We all have to be patient and act responsible. No running. There will be materials all around and we dont want any spills. Raise your hand if you have any questions Split all the work evenly with your partner Do not beat the plastic bag to where they bust open.

Explore: I will now pass out the directions for the experiment: Let the frozen strawberries thaw slightly. Put the strawberry into the plastic bag, seal it and gently smash it for about two minutes. Completely crush the strawberry. This starts to break open the cells and release the DNA.

In a plastic cup, make your DNA extraction liquid: mix together 2 teaspoons of detergent, 1 teaspoon of salt and 1/2 cup of water. Add 2 teaspoons of the DNA extraction liquid into the bag with the strawberry. This will further break open the cells. Reseal the bag and gently smash for another minute (Avoid making too many soap bubbles).

Place the coffee filter inside the other plastic cup. Open the bag and pour the strawberry liquid into the filter. You can twist the filter just above the liquid and gently squeeze the remaining liquid into the cup. Next, pour down the side of the cup an equal amount of cold rubbing alcohol, as there is strawberry liquid. Do not mix or stir. You have just isolated the DNA from the rest of the material contained in the cells of the strawberry. Within a few seconds, watch for the development of a white cloudy substance (DNA) in the top layer above the strawberry extract layer. Tilt the cup and pick up the DNA using a wooden stick.

Do you have any last questions before we start? -Walk around during the experiment to assist with pairs as needed. They should clean as they finish. Explanation: After all of the groups are done with their experiment, I will have all students go back to their own desks. As a whole group discussion, we will discuss the experiment. I will ask each pair to tell me what the end result was. (This will give everyone time to gather their thoughts and give students an opportunity to share their thoughts and feelings. It will also give students a chance to share their highs and lows of the experiment. I will ask these questions What happened in this experiment? What was the white film in the solution at the very end? How or why do you think this worked?

Elaborate: I will have everyone direct his or her attention to the smart board. I will play the YouTube video that I have selected. (The video shows a scientist doing the same experiment.) I will have them pull out their science notebooks and take a few notes about what they see in the video. Is the scientist using the same materials? Is he still using household items?

I will have them note the similarities and the differences in their science journals. After the video, I will ask the following questions What are some similarities that you saw? What are some of the difference that you saw? Why do you think DNA extraction is important in the real world?

They should be using correct terminology such as DNA, extraction, and cells. I also expect that they be as detailed as possible when writing in their science journals. Evaluate: The formative assessment will be the questions I ask throughout the lesson and will be a worksheet I give them at the end. I will require them to summarize the lesson.

What are things they learned? What would they do differently? Compare and contrast the experiment to the video that we watched.