Science Microteaching Lesson Plan

The Role of DNA in Creating Life

EDPB 507: Science Methods
Submitted to: Bernie Krynowski
Submitted by: Ryan Seipp
Date Submitted: October 27, 2016

Lesson Plan

Subject: Science
8
Class: Biology
(Science 8)

Rationale: (lesson context and reasons why lesson matters)

-Life processes are performed at a cellular level
-Understanding the basic parts of animal and plant cells form the basis for understanding how cells form
living things

Curricular Competency:
Questioning and Predicting: Demonstrate a sustained intellectual curiosity about a scientific topic or
problem or personal interest: Creatively determine a simple experiment to extract a sample of your own
DNA)
Planning and Conducting: Observe, measure, and record data (qualitative and quantitative): Measure
and record and amounts of materials used in the DNA extraction saliva experiment at the end of the lesson
Processing and Analyzing Data and Information: Seek patterns and connections in data from their own
investigations and secondary sources: Use internet research to design your own experiment of extracting a
DNA sample, and compare the data and materials used between the experiment conducted in class and
your personal experiment. Examine similarities and differences critically.
Content:
-Characteristics of life
-Cell theory
-Types of cells
-Essential functions of cells
-Role of amino acids and proteins in the creation of DNA and living organisms

Core Competency:
-Critical Thinking: Students will consider options and analyze specific criteria from a visual text in order to
produce visual representations of cellular structures, and then apply their knowledge of cellular parts and
structures to identify the specific parts that make up cells.
-Creative Thinking: Students will creatively apply their knowledge of the production of DNA through
conducting a simple experiment to extract their own DNA. Students will then be provided with a further
opportunity for creative thinking and developing scientific literacy through brainstorming other ways that they
could find samples of their own DNA (using group ideas, and utilizing online resources)
-Communication: Students will impart and exchange information such as activity instructions and role
assignment in order to collaborate as a group to complete the science experiment portion of the lesson of
DNA extraction.

Learning Intentions

Activity

Assessment

1. I can identify what

DNA is, and how it
used to create life
forms

1.Students will watch video

#1: DNA production, and
answer discussion questions
in their groups about how
DNA is generated to produce
various forms of life. Students
will be given the question
sheets in advance so they can
quickly jot down notes without
missing the other content of
the video

1.Teacher will rotate around

checking on groups and check
for understanding by confirming
that students are contributing to
the group discussion and
answering the questions on the
worksheet:
a)What is DNA, and how is it
used to create life forms?
b)How does the cell turn amino
acids into proteins?
c)What are the protein
machines called that read the
RNA code?
-Teacher will access by
checking that students are
discussing their answers, and
that they are helping students
will in their sheets that have
missed answers in the video.

2. I can create visual

representations of
cellular parts from
visual text sources

2. S
tudents will watch video
#2: cell parts with
instructions to draw each type
of the cell with a simple
drawing while they are
watching the video, and label

-Teacher will rotate once again

around groups to check for
understanding through watching
if students are drawing out the
basic cell parts, and writing

3.I can identify the

different parts of a cell

4. I can apply my basic

knowledge of DNA to
complete an
experiment creating an
example of my own
personal DNA

the drawing with the

appropriate cell part

what the cell part is called next

to their drawing

3. S
tudents will be given an
activity sheet that displays a
cell and all of its parts, with fill
in the blanks for them to fill in
the parts of the cell, allowing
them to use the pictures that
they have drawn and labelled
from video #2: cell parts.

-Teacher will rotate around

groups once again and check
for understanding by listening to
group discussion, asking if
students have any questions on
how to label the activity sheet
with the cell parts, and checking
if the labelling is correct.
Teacher will also check for
understanding through
observing if students are
collaborating with their peers to
get all of the cell parts labelled
on their worksheets.

4. S
tudents will apply their
knowledge of DNA by trying
out a simple experiment that
shows them an example of
creating their own sample of
their own DNA through using
saliva.

-Teacher will assess for learning

throughout the experiment by
ensuring that the students are
given clear step-for-step
instructions, and that they are
following the instructions as a
group. Demonstrating and
assessment of learning will be
completed when the group is
able to produce a sample of
their own DNA by following the
instruction assignments, or
demonstrate their learning by
being able to explain WHY their
experiment did not work, and
reflect on what they could do to
make it work in the future.

Prerequisite Concepts and Skill :( for student success)

-Basic cell theory: The cell is the basic unit of life; all plants and animals and made up of cells

-Animals and plants are made up of cells and DNA

-As this is an introductory lesson to DNA, the material will cover the basics of cell theory, cell parts, and cell
function. Prerequisite knowledge of cell theory is therefore preferable, but not mandatory.

Materials and Resources with References/Sources:

For Teacher

For Students

Video #1: DNA creation:

https://www.youtube.com/watch?v=zwi
bgNGe4aY

-Activity Question Sheet (#1): DNA, amino acids,

and proteins

Video #2: Parts of a cell:

-Worksheet (blank paper and pencil): Draw cell

shapes and label names

https://www.youtube.com/watch?v=Mf
opLilIOeA

-Worksheet Diagram (#2): Label: Parts of an

animal cell

-Activity Question Sheet (#1): DNA, amino

acids, and proteins

-Materials for experiment: Glass dish/cup,

alcohol, grapefruit juice, salt, and liquid soap

-Worksheet Diagram (#2): Label: Parts of an

animal cell
-Materials for experiment: Glass dish/cup,
alcohol, grapefruit juice, salt, and liquid soap

Differentiated Instruction (DI): (accommodations)

-Student that struggle with visual text or drawing shapes will be provided with a sheet at the beginning of
class with the basic cell part pictures and their names, so that they do not need to take all the information
from the video to draw their own cell parts
-Students that excel in the activity and in the experiment at the end of class will be given the opportunity to
find a new unique way to come up with samples of their own DNA, similar to the method used in the activity
experiment, by looking up methods online and potentially coming to the next class with a new and improved
method of creative ways to show samples of their own DNA.

Organizational/Management Strategies: (anything special to consider?)

-Grouping strategy will be random: Popsicle stick method (each student writes their name on a popsicle stick
and the sticks are chosen at random; however, if there are particular students that are struggling, a
struggling student will be randomly selected to enter a group with at least one stronger minded scientific
student.

-Groups of 4-6 will be randomly selected, and given 2-3 chromebooks to watch the videos per group
(depending on availability of chromebooks). If technology is unavailable, students will watch the videos as a
class on the projector.
-Each group of 4-6 will also be given 2-e experiment sets for the DNA experiment, depending on resources
and availability of the materials needed; however, the materials needed are simple and easy to procure, so
each pair of students should have their own set of materials for the DNA experiment.

Lesson Activities:
Teacher Activities

Student Activities

pacing

Introduction
(hook/motivation/lesson overview)
Hook:
Classroom Discussion:

10

Have you ever looked at something:

an object, an animal, or anything else,
and wondered how it works?

-DNA acts as a blueprint, or a recipe

for a living thing
-But how can DNA form molecules
that create such complex things as
plants and animals?
-This is what we will set out to
discover today!
Body (lesson flow/ management)
Video #1: Creating DNA

-Students will be given question sheet prior to watch

the first video either in their groups or as a class
(depending on availability of technology)

Key Takeaways:

Amino Acids: Tiny little chemicals

in our bodies referred to as the
building blocks of life (20 kinds).
Amino acids can be combined in
infinite forms and combination to
create proteins.
-Amino acids combined with other
chemicals to form living cells. Cells

-Students will watch video #1: DNA production, and

answer discussion questions in their groups about how
DNA is generated to produce various forms of life.
Students will be given the question sheets in advance
so they can quickly jot down notes without missing the
other content of the video

15

make up tissues, and tissues make

up organs. Organs combined
together and functioning properly
form living creatures.

Role of DNA:
-One of its most understood
functions is to tell amino acids how
to line themselves up into the
perfect protein shapes. In theory, if
the right proteins are put together in
the right ways at the right times, the
living creature will be produced just
fine.
-To help DNA convert amino acids
into proteins, special chemicals
inside the nucleus of the cell make
partial copies of the DNA, called
RNA
-Their small shape and size allow
them to fit through the pores in the
nucleus, out of the cytoplasm, and
into other particles, called
ribosomes.
-Ribosomes are protein building
machines that read the RNA code 3
letters at a time, suck the amino
acids out of their surroundings, and
stick them together into a chain
according to the RNA code.
-Once a protein is built, it can go on
to do a numbers of things, one of
which could be FORMING A
BRAND NEW CELL

Video #2: Part of a Cell

-Students will watch video #2: cell parts with

instructions to draw each type of the cell with a simple
15

Key Takeaways:
-Label the parts of a cell and be able to
explain a brief summary of what each
part of the cell does.

Experiment: Create a sample of

your own DNA:

drawing while they are watching the video, and label

the drawing with the appropriate cell part
-Students will be given an activity sheet that displays a
cell and all of its parts, with fill in the blanks for them to
fill in the parts of the cell, allowing them to use the
pictures that they have drawn and labelled from video
#2: cell parts.

-In groups of 4-6, students will split into pairs of two, or

stay in groups of 4-6 depending on the availability of
supplies to complete the DNA experiment according to
the following instructions. Each instruction will be
clearly written on the board with the clear learning
outcome of creating a sample of their own DNA:

30

Ingredients: transparent glass, salt, liquid soap,

grapefruit juice, and alcohol (i.e disinfectant)
Step #1:Spitting on the glass and adding a pinch
of salt to it.
Step #2: Add some liquid soap, juice from a
grapefruit, and some drops of alcohol.
Step #3: Once you have everything on the glass,
stir the mixture
Summary: The white mucous filaments you
observe on top of the mixture is your DNA.

Closure ( connections within

lesson or between lessons, sharing
successes, summaries)
Class Discussion:

Summary of our Learnings:

-What is DNA? DNA is a molecular
blueprint for a living thing.

Class Discussion/Explanation Following

Experiment: The saliva contains cells from your
mouth that have DNA inside them.
-The detergent is used to break down the
membranes that protect the DNA, and releases it
into the recipient.
-The salt makes the DNA denature (the process
why which proteins lose their structure and
precipitate

15

-How does it work? DNA creates

RNA, RNA creates protein, and
proteins go on to FORM LIFE!
-The entire process, however
complicated it may seem, can be
studied, and understood.
Sharing Successes:
-Was any group able to product an
example of their own DNA using the
experiment we conducted today?
-Please use the internet to find other
fun and interesting ways to find
samples of your own DNA blueprint,
and bring your ideas in for next
class!

-the grapefruit juice neutralizes the proteins that

could damage the DNA.

Post Class: Students will use the internet to find

an additional to find samples of your own DNA
blueprint, and bring their experiment idea ready to
begin or share with the class for the next class
session.

(Personal project option on their

own study of their own DNA with
their own unique experiment
ideas depending on unit plan)

Student Handouts:
Handout #1: Group Question Sheet following Video #1
(Handout to students before showing video #1 to allow them to jot down answers
throughout the video)
Handout #1 Questions:
a)What is DNA, and how is it used to create life forms?
b)How does the cell turn amino acids into proteins?
c)What are the protein machines called that read the RNA code?

Handout #2: Parts of a cell

(White out the answers to the animal cell portion of the diagram on the left hand side of the handout
(Clear the plant cell section of the diagram off of the diagram so only the animal cell portion of the diagram
remains with all of the answer blanks for the students to fill in

Reflection:
Peer Reflection:

This week in Science Methods we had the opportunity to teach a micro-lesson

with four of our classmates. This gave us some great experience with getting our feet
wet with science teaching (especially with trying out experiments with students)
without the pressure of presenting in front of the whole cass. Given the experience in
my group, I think it was very extremely helpful, as we did not have anyone with science
backgrounds in our group, and it clear that the easy transition into teaching our first
science lesson was very effective.
THere were numerous elements that I observed in our microteaching day that I
will certainly consider using in my personal practise. Successful strategies that I
observed included some very effective cues, innovative hooks used by classmates such
as bringing musical instruments into the class for students to try out to introduce
relevant science topics that I found to be very effective. Finally, simply the overall
professionalism, clarity of instruction, volumes of teaching voices, and some fabulous
energy from teachers to us playing the roles of younger children I found to be extremely
effective, especially the teachers that geared questions towards what would be going on
in our lives as thirteen year old students. Overall, I was absolutely blown away by the
level of thought and care that went into every presentation we have seen thus far, and it
is evident that the same amount of time and care must go into all of our lesson plans in
the future if we are to expect success.
Areas of improvement that I noted for my classmates for were essentially
slotted into 2 different categories. The first category of improvement was that some of
my classmates tended to to try to embed too much content into their lesson and
presentation. Results of what I will call over planning led to factors such as too much
information on the powerpoint slides, and lessons that were complicated for students
(even for me as a university student). I think it is important to note here that the content
was all very interesting and relevant; therefore, a great strategy for these students (that
I provided) would to be to chunk their content for one or two, if not three lessons. The
feedback we have been receiving from our practicum is consistent with this occurrence,
as many lesson plans that we are submitting are being returned with the feedback
stating that we are trying to incorporate too much content, too many big ideas, or too
many learning intentions into one lesson (my specific sponsor tells us we should only
have one learning intention per lesson). The second area of improvement from my
classmates was having a hook that was directly connected to the content of the lesson

(or lack thereof). For example, videos that were shown in introductions were not
connected to the content in a meaningful way. Feedback that we provided regarding this
aspect would be to find that were more specific to the material being presented, or that
generated curiosity for the subject in a more creative and out-of-the-box method.
Self Reflection:
Positive feedback that I recieved on my own personal science microteaching
lesson from my peers included a job well done with with making the information
personal to each student, as the experiment were given a chance to see their own DNA
following the experiment. Also, student peers appreciated that I incorporated multiple
different teaching methods include visual, auditory (short lecture), as well as a hands on
experiment to accommodate auditory, visual, and kinesthetic learners. Related to the
video (visual aspect), students felt that video was very helpful and they had a very good
basic understanding of DNA. Regarding the kinesthetic (the experiment), students felt I
did a very good job of ensuring the all the students were involved in the experimentation
process. Personally, I agreed with this feedback. In addition to the positive feedback
that I received, I also believe that I did a very effective job with the hook and the
introduction of the lesson, asking thought provoking questions to get students to think
about how they are curious of how things around them work, including buildings or
machines, and then transitioning to how they were curious about how living things were
created (leading to DNA).
There are a number of areas in need of improvement for me that I received
from science microteaching lesson day that are extremely helpful and absolutely
mandatory for me moving forward as a teacher. For example, I did not establish a clear
and concise learning intention on the board prior to the class. In general, I did not use
the board as a resource at all during my lesson, as it it was mostly videos, worksheets,
and experimentation; however, upon reflection after my lesson I realized that regardless
of the structure or content of the lesson, it is very important that I write a lesson
overview on the board with a clear learning intention for the class. I very much agree
with this notion, as I have found when I am observing my colleagues teach and playing
the role of the student, I really enjoy have a clear intention on the board and a brief
lesson plan because it gives me a sense of accomplishment and timing as we move
through each section of the lesson, and makes the lesson seem less monotonous. The
other critical feedback I received from my peers was related to logistics: I had a very
complicated link written on my worksheet for the students to access the video, and this
was difficult for them to type it all in. In the future, I will need to have a simple link, such

as using google docs, google classrooms, or sending the link to student emails if they
are to watch the video by themselves on their devices.
The last reflection that I will consider on my opportunity for learning for future
teaching lessons that I got from the microteaching presentation in science in one that I
feel is the most important lesson that I received from the day: When you are teaching in
any subject, especially subjects that you are not experts in, is very important to
remember to rehearse all of your material, especially the answers to the questions on
the worksheets that you are providing to the students. Now, this may seem like a basic
preparation strategy; however, with my presentation, I like to get things done with a lot
of time in advance. That means that I prepared my lesson plan and rehearsed it a week
before the teaching lesson day, and when I rehearsed it, I understood all of the content
and remembered all of the relevant information, so I assumed that I had committed it to
memory; however, as the week passed by, I actually forgot one of the answers to a
question on the worksheet, which resulted in mistake in my micro-teaching. I will, from
now on, rehearse all material the night before the class no matter how long it has
been between when I wrote the lesson plan and when the class is taking place. The
second takeaway from my mistake is to make sure you know all of the answers to
every question that you are asking the students as a bare minimum, if you have
minimal time to prepare for a lesson, as it was definitely very challenged to the flow of
the lesson to not be able to answer student questions about one of the questions on the
worksheet. The final key takeaway from my microteaching, specifically pertaining to
scientific experiments, is to not choose experiments that do not provide the
AMOUNT of ingredients required. In the example of my lesson, I had done the
experiment at home and it had worked, so I was ok with not having specific amounts for
each substance for my experiment; however, in my teaching lesson, only 1 out 3 of the
student experiments produces the desired results because of the differing amounts of
ingredients used. Overall, the experience was a fantastic introduction to teaching
science specifically, and how to conduct experiments. As we have already had
experience microteaching in math and feel comfortable with conducting a basic math
lesson, we can now add science to the list of comfort in teaching basics. This activity
certainly increased my interest in the field of science as a whole.