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KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT


LESSON PLAN FORMAT

Teacher Candidate: Brooke Spence & Cortney Sensenig


Cooperating Teacher:
Group Size: 24

Date: 2/25/16

Coop. Initials:
Allotted Time: 45 mins.

Subject or Topic: DNA/Genes

Grade Level: 4th

Section:

STANDARD:
3.1.B.B1 Explain that the information passed from parents to offspring is transmitted by means
of genes which are coded in DNA molecules.

I.

Performance Objectives

Fourth grade students will be able to explain the purpose of genes and DNA in humans by
answering questions through Jeopardy.
Fourth grade students will be able to identify the different parts that make up DNA by creating a
3-D model using candy.

II.

Instructional Materials

Students Materials
1 box of toothpicks
3 bags of Pull-a-Part Twizzlers
1 bag of colored marshmallows
6 Bowls
Teacher Materials

Access to smart board


Access to power point presentation
https://docs.google.com/presentation/d/1IvON83lB5W3cI2SF0MsF_JOC_R6z5WvXqLds1JKosg/edit?ts=56c6765d#slide=id.g101891703c_1_15
Access to jeopardy game. http://www.superteachertools.us/jeopardyx/jeopardy-reviewgame.php?gamefile=1747092#.Vs4HbnQo7IU

III.

Subject Matter/Content

A. Prerequisite skills
Students should know what that human body is made up DNA/Genes
Student should know that the human body is made up of cells that house DNA

1.
2.
3.
4.
5.

B. Key Vocabulary
Gene- a tiny section of a chromosome
DNA- (deoxyribonucleic acid), long, spiral-shaped molecules found inside every cell
Double Helix- the twisted ladder-like structure of DNA
Bases-Adenine, Guanine, Cytosine, and Thymine
Chromosome-contain genes, which pass on physical characteristics from parent to offspring.

C. Big Idea
The Structure of DNA and the Importance of Genes

1.
a.
b.
c.
d.

D. Content
DNA
DNA is the blueprint for our bodies and is what makes us unique
DNA short for - Deoxyribonucleic Acid
Carries the codes for genetic information
Made up of a phosphate molecule, sugar molecule, and 1 of 4 bases (Adenine, Guanine,
Thymine, and Cytosine)

2.
a.
b.
c.

DNA structure
Double Helix- twisted ladder like structure
4 bases- Adenine pairs with Thymine and Guanine pairs with Cytosine
The order of the pairs determines genetic codes.

3. Genes
a. A tiny section of a chromosome
b. Genes determine different traits
i.
Eye color, hair color, height, etc.

c. Everybody has a different set of genes that makes them who they are
4.
a.
b.
c.

Chromosomes
Contains coiled up DNA
Contains genes which pass on physical characteristics from parent to offspring
Different chromosomes contain different type of information
i.
Examples: Blood type, height, eye color
d. Humans have 23 pairs of chromosomes
IV.

Implementation

A. Introduction
1. Show BrainPop Video 0:32-1:50 https://www.brainpop.com/science/cellularlifeandgenetics/dna/
2. Ask for a volunteer to raise their hand and state what they think todays lesson will be all about.
3. Tell the students that todays lesson is about the parts of DNA and the role it plays in your body.
B.
Development
1. Teacher will begin power point presentation
a. Talk about Slide 1- What is DNA?
i.
DNA:(deoxyribonucleic acid), long, spiral-shaped molecules found inside every cell.
ii.
DNA is the blueprint for our bodies and is what makes us unique.
iii.
Carries the codes for genetic information.
iv. DNA is made up of a phosphate molecule, a sugar molecule, and a base.
b. Talk about Slide 2- DNA Structure
DNA is made up of a phosphate molecule, a sugar molecule, and 1 of 4 bases.
Bases:
1. Adenine
2. Guanine
3. Cytosine
Note: Point out each of the
4. Thymine
parts in the picture (Words
iii.
DNA takes the form of a double helix, which is
color coded to image)
ladder-like structure.
c. Teacher will show the picture of the structure of DNA on next slide.
i.
ii.

a twisted

2. DNA Model
a. Teacher will show their example of their Candy DNA Model to the entire class.
i.
Teacher will tell the students that the twizzler is the double helix portion of the DNA.
ii.
Teacher will tell the students that the colored marshmallows represent the four bases (Guanine,
b.
c.
d.
e.

Adenine, Thymine, Cytosine)


Teacher will then tell the students that they will be making their own DNA model.
Teacher will handout 2 Pull-a-Part twizzlers and 3 toothpicks to each child.
Teacher will place a small bowl of marshmallows in each table group.
Teacher will instruct the children to pick out six marshmallows to represent 3 base pairs based

off the chart (see attached)


f. Teacher will have each of the children put each base pair on the toothpick ( two marshmallows to
one toothpick)
g. Once the children have their 3 base pairs on toothpicks, instruct them to put one end of the
toothpick in one twizzler and the other end through the second twizzler.
h. Students will continue working on their model doing the same process for all three of their
toothpick base pairs.
i. Students will then have a completed 3-D model of DNA using candy.
j. Teacher will check off that every student has completed his or her model.
k. Teacher will go around and collect bowls and any extra supplies from the children.
3. Teacher will continue with power point
a. Teacher will talk about Slide 3- Genes
i.
Genes: a tiny section of a chromosome
ii.
Genes determine different traits (eye/hair color, Curly/straight hair, Etc.) as well as tell body to
produce enzymes.
iii.
Everybody has a different set of genes that makes them who they are.
b. Teacher will talk about Slide 4- Chromosomes
i.
What is a chromosome?
1. Contains genes which pass on physical characteristics from parents to offspring
2. Contains coiled up DNA
ii.
Function
1. Different chromosomes contain different types of information
2. Examples: Blood type, height, eye color
iii.
Facts
1. Humans have 23 pair of chromosomes (46 in total)
2. They determine if you are a boy or a girl.
c. Teacher will show the picture of what a chromosome looks like on the last slide.
d. Teacher will ask if anybody has any questions about the new material learned from the power
point
e. Teacher will answer any questions.
4.
a.
b.
c.

Jeopardy Game
Teacher will divide students into teams of 4 (6 groups in total)
Teacher will designate one student to be score -keeper on the chalkboard.
Teacher will explain that they will be playing a jeopardy game to reinforce what they have just
learned.
d. Teacher will open up jeopardy game on smart board
i.
http://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?
gamefile=1747092#.Vs4HbnQo7IU
e. Teacher will ask group one which category they would like to choose from (What is DNA,
Structure of DNA, Genes, or Chromosomes) and for how many points (10-50).
f. Teacher will click on the appropriate question and give that group 30 seconds to answer the
question. If they get it correct that team receives the corresponding points, if they get it wrong

the other 5 teams have a chance to answer. Whichever team raises their hands first and responds
with the correct response, receives the points.
g. Teacher will continue the process, rotating to each of the six groups until all questions are gone.
h. Teacher will then look at the board and determine which team has won based on the highest
number of points.
C.
Closure
1. Have the students do a think pair and share about the three Ws of the days lesson (3ws-What
did we learn today? Why is this important to me? Now what-how does this pertain to what we
will learn next-predictions about future lessons). Ask for a few volunteers to share.

D. Accommodations/Differentiation
1. Johnny has a learning disability that affects his note taking skills; teacher will give him a fill in
the blank note sheet to take notes during the power point.
2. Excelling Students: for students that are able to create their 3-D candy model easily before
others, provide them with sticky notes and have them label each part of their model and briefly
describe the functions of each.
3. Struggling Students: For students who are struggling creating their model, have the
marshmallows already on the toothpicks and in one twizzler. All that student must do is put the
other end of the toothpick in the other twizzler. For students who arent able to answer more than
70% of the jeopardy questions correctly, provide them with a study guide with the key points
described.
E.

Assessment/Evaluation Plan

1. Formative
a. Children will create their own 3-D candy model of DNA using the materials provided. Check off
on the checklist if their model is complete and accurate (see attached)
b. Children will be in small groups to play jeopardy game. Check off on the checklist if the groups
understand and can answer the questions they are given. (See attached)

2. Summative
End of unit test

V.

Reflective Response

A. Report of Student Performance in Terms of Stated Objectives

B.

Personal Reflection

Did I present the new information in an interesting way? Did it keep students intrigued?
Did the 3-D candy model-making go smoothly? Did the students have fun doing it? Was
it too difficult or too easy?
Did the jeopardy game go smoothly? Were they able to answer the questions? Did the
students enjoy the game?

VI. Resources
All About Genetics. (n.d.). Retrieved February 24, 2016, from
http://kidshealth.org/en/parents/about-genetics.html
BrainPOP - DNA - Movie. (n.d.). Retrieved February 24, 2016, from
https://www.brainpop.com/science/cellularlifeandgenetics/dna/
DNA. (n.d.). Retrieved February 24, 2016, from http://www.instructorweb.com/lesson/dna.asp

3-D DNA Model


Student followed directions
and used 3 base pairs.

Student only used one base


pair in their model

Student followed directions


and matched the correct color
marshmallows for base pairs.

Student was only able to


correctly match one base pair
correctly.

Students Name:

Jeopardy Checklist

Student did not follow


directions.

Student did not follow


directions.

Students Name:

Yes

Was the student able to answer


75% of the questions given to
them?

Was the student able to answer the


question in under a minute?

Did the student help their team to


answer at least 2 questions?

No

Notes: