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Lucy Patrick



Practical Demonstration Reflection Task
Strawberry DNA Extraction
When preparing an experiment or demonstration for a class it is important ensure you are fully
prepared, with appropriate equipment and questions from the students. This allows the teacher to
ensure their class will receive quality time on task and achieve the learning objectives. The easiest
way to ensure the teacher is fully prepared is through a practice demonstration.
In preparation for this demonstration I firstly had to decide what to present to the class. This was
difficult as I didn’t want to present something with is deemed practically easy and wouldn’t
challenge my skills and knowledge. I decided on DNA extraction as I thought it would still be a
challenge for my knowledge due the minimal science experience I have had. Once I had found a
recipe for the experiment I contacted the science tech to organise the equipment being ready for
Wednesday and Friday. The Wednesday prior I ran a practice experiment to ensure I understood
the procedures and had the correct equipment for the demonstration. When carrying out the
experiment I firstly noticed I did not have enough equipment for the groups to complete the
experiment. This allowed me to collect the correct amount of the required equipment prior to the
lesson. Secondly I noticed several bit of equipment could be replaced with equipment which is
easier to use such as the cotton buds being replaced with glass hook rods to collect the DNA. The
DNA would be more difficult to see with the cotton buds due to the similar colours. After
completing the experiment I also had the buffer made up which ensured the lesson would have a
large percentage of time on task rather than the students waiting for the teacher to make the
buffer. The practice experiment was a success and I was able to extract DNA.
Achievement Objective Level 7 Science:

Explore the diverse ways in which animals and plants carry out the life processes
Understand that DNA and the environment interact in gene expression

Learning Objective:
On the successful completion of the lesson students will have completed a DNA extraction
experiment and understood the steps and importance of the ingredients for extraction.
I was able to determine the learning objective being met by questioning the students throughout
the lesson. When each ingredient was added or a new step completed, students were questioned
to deepen their understanding around the process of DNA extract and the importance of each
step. Although students were able to answer the questions logically due to the prior knowledge a
year 12 class would perhaps require more guidance and further questioning to draw conclusions
on the purposes of each ingredient.
The experiment was set up prior to the lesson to again ensure the time on task was maximised
allowing for greater learning experiences. I began the demonstration with asking the students
from the equipment they see what the some safety considerations are. This is a good
management strategies for high school level to ensure the students recognise any hazards and
respect the equipment they are going to use.
“Good use of questioning” “Good use of student prior knowledge”
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Lucy Patrick
Throughout the demonstration I ask the class questions about why we were completing each step
and how it helped with the DNA extraction. By asking students questions I was able to check their
prior knowledge as well as hold them accountable for their learning and engages them in the
lesson. Although I had researched the purposes of each step and the importance of each
ingredient in the DNA extraction the use of scientific terminology used was not excellent and did
not challenge the students understanding.
“Integrate more scientific language for year 12’s”
While I acknowledge teachers need to be life-long learners and adapt as the education system
does. I believe my background content knowledge could be stronger. Throughout the experiment I
did not integrate strong terminology which is required when teacher a year 12 class. Student rely
on the teachers constantly repeating specific words to help the students them remember and
assimilate them into their vocabulary. From the feedback provided this was an area which was
suggested I improve especially for the senior classes.
“When walking around the class engage with the students and ask them questions about what
they are doing”
When moving around the classroom ensuring students are on task and understand the task at
hand it is important to maximise the one on one learning available. By asking students questions
when moving around the class students are challenged to think deeper and critically to increase
their understanding and make practical connections to the experiment.
“Consider the position of the students when giving instructions”
In this particular lesson I did not consider the position of the class while giving my instructions. My
positioning for the demonstration was good to allow all the students to see however some
students positioned themselves away from me which minimised their view. Consequently this may
also minimise their learning opportunities especially at the high school level. In a year 12 class
students may attempt to remove themselves from participation by hiding in the back of the class
out of the view of the teacher. It is important to ensure all students are participating to confirm the
learning objective can be met. In a year 12 class students can become distracted and unmotivated
easily therefore it is important students are kept on task and engaged by the teacher to ensure
they maximise their learning experiences.
“You may want to ask a specific student to repeat the instructions”
The demonstration was split into two sections for two reasons. Firstly to ensure the students were
not overloaded with instructions before completing the task. Secondly to allow for the strawberry
juice to filter through the paper. A technique I often implement is asking students to repeat the
instructions or part of them. By asking a specific student a step of the instructions it hold them
accountable for their own learning and listening during instructions. This also ensure the students
understand the task at hand minimising safety hazards caused by confusion and lack of
“Good staging of the processes and instructions for clean-up”
By practicing the experiment I was able to determine specific instructions to deliver which were
both simple yet informative. This ensured the students understood the task ahead. By ensuring
the class helps pack up after their experiment they are not only accountable for the mess they
have created by this allows for the teacher to spent time in other areas.
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Lucy Patrick



Ripe strawberries are an excellent source for extracting DNA

They are easy to pulverize
Contain enzymes called pectinases and cellulases that help to break down cell

Strawberries have eight copies of each chromosome (they are octoploid), so there
is a lot of DNA to isolate.

Materials per student group
• 3 strawberries. Frozen strawberries should be thawed at room temperature.
• 10 ml DNA Extraction Buffer (soapy salty water)
• about 3ml ice cold ethanol
• 1 Ziploc



• Test tube
• 10ml
• Knife
• 1 funnel lined with filter paper
• 1 Glass rod hook


1. Place strawberries into a Ziploc bag and seal shut.
2. Squish for a few minutes to completely squash the fruit.
3. Add 10 ml DNA Extraction Buffer and squish for a few more minutes. Try not to
make a lot of soap bubbles.
4. Filter through filter paper placed in a funnel, and collect the liquid in a test tube.
Do not squeeze the paper towel. Collect about 3-7 ml liquid.

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Lucy Patrick



5. Add 3ml ice cold ethanol to the strawberry liquid in the tube. Dropper the ethanol
liquid carefully down the side of the tube so that it forms a separate layer on top
of the strawberry liquid.
6. Watch for about a minute. What do you see? You should see a white fluffy cloud at
the interface between the two liquids. That’s DNA!
7. Use the glass rod hooks to hook a tangle of DNA, and pull out the
DNA! The fibers are millions of DNA strands.

The purpose of each ingredient in the procedure is as
Shampoo or dishwasher soap
Helps to dissolve the cell membrane, which is a lipid bilayer.
Sodium chloride
Helps to remove proteins that are bound to the DNA and neutralizes the charge
repulsion that occurs between DNA strands. It also helps to keep the proteins
dissolved in the aqueous layer so they don’t precipitate in the alcohol along with the
Pulls out water molecules in the DNA and causes it to precipitate. When DNA comes
out of solution it tends to clump together, which makes it visible. The long strands of
DNA will wrap around the cotton swab when it is swirled at the interface between the
two layers.

1. Where in the cell is DNA found?
2. Why do we “crush” the kiwi/strawberry fruit?
3. What do you think the DNA will look like when we extract it from the

4. What is DNA used for when it is extracted?
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Lucy Patrick

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Lucy Patrick



Assignment 1: Practical Demonstration for Senior Biology.
Name: Lucy Patrick
This rubric must be handed in with your assignment. As part of your reflective practice please assign yourself a mark out of each maximum
for each section and then give a written statement as to why you think you should be awarded this grade.




One or more of the
following is missing
or incomplete:

The following criteria is

Outcomes have
not been outlined.

The Learning outcomes
were written on the board,
or are submitted as part of
the written requirement.

Safety aspects
were not

Safety aspects were
highlighted and discussed
with the class.

Instructions were
not clear/ jumbled

Worksheet of
setup not

Instructions were clear
and easy for the class to

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Minimum Pass Criteria

No evidence of
clean up.

Worksheet of instructions
is prepared.
Students have organized
all the appropriate
equipment and cleaned up

lesson is
it is easy
to follow
includes a
and answer

Marks Awarded

Attached in reflection task = 5

Students used to draw safety
considerations = 5

Clear instructions in worksheet
provided with important
information covered = 5

Students collected their gear
from equipment laid out and
cleaned completely up
following experiment = 5

Lucy Patrick



One or more of the
following is missing
or incomplete:

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Objective from
New Zealand
Curriculum not
identified or
evaluation is
superficial and
may not include
what the
strengths or
weaknesses of


The following criterion has
been met.
Achievement Objective
from the New Zealand
Curriculum has been
correctly identified.
Reflective evaluation of
demonstration states the
student’s strengths and
weaknesses of their
Reflection is word

is well
and shows
a clear
ing of their
s of the

Two objectives identified which
can be applied to the activity.

Reflected on the student’s
feedback and personal opinion.

Lucy Patrick



Total points

1 resubmit permitted


The unit planning assignment is graded against the university 10-point scale, A+ to E.
Grade Range


Work is of outstanding quality in all respects.


Very Good

Work is of a very high quality in most respects. It may fail to be outstanding in
several criteria.



Work is of a reasonably high quality, meeting all of the criteria to a satisfactory



Work at this level is acceptable and just meets most or all of the criteria.

D/ E

Very Weak

Work which is clearly deficient.

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Lucy Patrick



When the required work has not been done or is not submitted by the specific

Grade and Comment:

Signature: ____________________ Date: ____________________
Resubmission required by:

Grade achieved on resubmission:

Signature: _______________ Date: ____________________
Signature: __________________ Date: ____________________

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