*This lesson plan will close up the chapter of genetics.

This lesson allows students to connect what they have learned to

the real world. This is why there is very minimal instructional input and more independent practice. In my science
classroom I want my students to gain knowledge through actual practice. After spending some weeks in my intern mentor
teachers classroom I noticed how important simple technology in the science classroom is. Things like light microscopes,
beakers, graduated cylinders are very important to allow children to gain an interest in science.

Direct instruction

Subject: Biology

ollege Ready Standards, ISTE Standards apply to this lesson

ds

resulting genetic diversity

in viruses and living things, including DNA replication and protein synthesis

ms and the transfer of current knowledge to new technologies and situations.

ring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

e for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, pu

ormula

performing an extraction using cheek cells and be able to explain the rationale behind the three steps performed to extract DNA and the imp

duct /Include an explanation of how you are going to grade/grading tool? (rubric, checklist, etc.)

e attached) since as an instructor you must teach students that recording all data is important in science. My students will have all their infor
b (if they are not able to extract) because science is about trial and error. If students were unable to perform the extraction they must simple a

Lab title and date are

present on top of

Lab title or date is not

present on top of

Lab title or date not

present on page. No

page. All headings are

present (Introduction,
procedures,
observations and
conclusion/questions)
and source of error (if
applicable).

page. Some headings

are present.

headings.

Procedures are listed

n a logical order, but
steps are not
numbered and/or are
not in complete
sentences

Procedures are listed

but are not in a logical
order or are difficult
to follow

Procedures are not

accurately listed or
are missing

Sketches are
ncluded(in pencil)
and are labeled neatly
and accurately

Some sketches are

included and are
labeled but with some
inaccuracy

Needed sketches are

missing or are
missing important
labels

Conclusion includes
answers for all
questions asked what
was learned from the
experiment(not
specific)

Conclusion includes
what was learned
from the experiment.
May be missing 1
answer for one
question

No conclusion was
included in the report
or shows little effort
and reflection

Used time pretty well.

Stayed focused on the
experiment most of
he time.

Did the lab but did

not appear very
interested. Focus was
lost on several
occasions.

Participation was
minimal or student
was hostile about
participating

complex): Content and Language objectives action verbs such as write, list, highlight, etc.)

the structure of DNA to perform a DNA extraction

ctice the steps to using a light microscope correctly and safely
ls to preparing glass slides.

Materials/Technology Resources to be Used:

is composed of four different types of nucleotides.

Light Microscope*

karyotic cells containing a cells genetic material

Glass slides*

ells

Plastic Cover Slips*

Dropper bottles of Methylene blue*
Sterile Cotton Swabs*
Paper towels*
*One per group
Graduated cylinder
Coffee Stirrers
Test tubes
150ml Beakers
Eppendorf Tubes
Alcohol
Detergent
Salt
Distilled Water
Ice

ing, and make RELEVENT to real life) ENGAGE/ hook the students

d as well as the three vocab terms. Teacher may read out loud at beginning of the class to ensure that students know where it is. Begin by sta
, Why is it important and how do I benefit from it. There will not be a long lecture today so the independent practice will serve as the hook t
icroscopically at their cheek cells knowing that in few minutes they will be extracting DNA from them.

Student Will: Be specific

t has a small summary on how DNA extractions are used in two situations in
plication is how DNA can be used to test a person for a genetic disease since
nes that are responsible for certain diseases. The second use of DNA
ement to ensure that a person committed a crime (Forensic evidence).

Students will annotate the information presented in the Po

titled What can we use DNA for? Under the introduction

on How will your instruction look different for those students who need differentiation or accommodations during your instructional input/

I would push for them to draw a visual representation of the information presented. Classroom setting will benefit students who
sit closer to the board.
Student Will: Be specific

o partners. Teacher will prepare tubs with the following materials:

cotton swab, one plastic pipette, one plastic cover slip and methylene blue

Once they are settled into their groups students will sent o
microscope and another student to obtain a tub with the fo
cotton swab, one plastic pipette, one plastic cover slip and

ess confusion. It also aims to save prep time for students to allow them to finish

minded on safety and caution procedures. Safety is very important in a science

e students wear protective goggles regardless of chemicals being used because

the directions given by the instructor to prepare a cheek ce

mates. They will then observe the cheek cells underneath
on the same page in their lab notebook. They will be instru
well as any chromosomes seen inside the nucleus. This is
kept. Preparing slides, drawing microscope diagrams and
throughout the semester since it is a universal science skil

and is harmful if ingested.

reminding students of correct microscope diagram guidelines and procedures

r must grab students attention and ensure that they remember the correct

ide:

b and gently scrape the inside of your cheek

on the center of your clean glass slide for 3 seconds
e blue and place a plastic coverslip on top.
placing a paper towel to touch one side of the cover slip.
icroscope and view under 4x to focus the image. Proceed to view at

on/Check for Understandinghow are you going to know if EACH student is ready to move onto independent practice? And how are you

m making sure students are on task and seeing how they are progressing. Students will have 15-20 minutes to draw their diagram and prepar
udents will work in pairs therefore no student will be left alone to understand the work for themselves.

ortant in a lab and this one is no exception.

ved in one quart/litter of water divided into separate beakers

with 3 volumes of water

oon of detergent solution. Label DS* One for each student

ml) of rubbing alcohol. Seal and store in fridge until lab day. During lab have
ns in it. *VERY IMPORTANT FOR ALCOHOL TO BE COLD

dents.

Student Will: Be specific

Students will follow the lab procedures in synch with the i

Students will sent one person from each partner set to obt
-One Detergent solution test tube per person

-10ml of salt solution in a dixie cup, one per person(Stude

-Test tube of alcohol solution ,one per person(Ask students

tubes in there until use)

students on same step in order to ensure success of lab.

on How will your instruction look different for those students who need differentiation or accommodations?

re students will receive help if needed.

What connections will students make to their real lives? What essential questions will they reflect on in their closure of the lesson?

eir notebook. These questions are to have them infer on the importance of each step performed in DNA extraction and one closure question
e procedures in their lab notebooks in their own words. There will be time for instructor to review the answer to the questions with students

DNA Extraction

Materials:
10ml of Prepared Salt Solution
1 Test tube containing 1 Teaspoon (5ml) of Prepared Detergent Solution
1 Graduated Cylinder (to measure salt solution
1 Dixie Cup
1 Test tube containing 2 teaspoons of rubbing alcohol
1 Coffee Stirrer
1 Beaker with ice
1 Eppendorff tube

1. Using a graduated cylinder measure out 10ml of the prepared salt solution and pour into a clean dixie
cup
2. Collect 1 test tube of detergent solution, coffee stirrer
3. Obtain a 150ml beaker and fill with ice. Place the test tube containing the alcohol solution into the ice
bath. It is important that it is kept cold until its use.
4. Rinse your mouth with the 10ml of salt solution in the dixie cup for 30 seconds. Spit back into the same
dixie cup.
5. Pour the new contents of the dixie cup into the test tube containing the detergent solution. Place rubber
cap back onto the test tube and ensure it is sealed tightly.
6. Gently rock the test tube on its side for 2-3 minutes ensuring to not shake too hard since it will break up
the DNA into small fragments making it hard to see.
7. After the three minutes of shaking uncap the tube and slightly tilt to an angle and pour the chilled
alcohol into the test tube. Let test tube sit for one minute
8. Use a coffee stirrer to begin slowly mixing the alcohol with the detergent. You will see small white
strands begin to form. Twirl the stirrer to spool the DNA strands around it.
9. Obtain one Eppendorf tube and fill with the alcohol provided by Miss. Mosso. Use coffee stirrer to move
DNA fragments into the Eppendorf tube. You may use a pipette to transfer smaller DNA strands.

Analysis Questions:
Answer in your lab notebook

1.
2.
3.
4.
5.

Why was the point of swishing your mouth with salt water?
Why was detergent used in the lab? What does it do to the cell?
Why do we use alcohol instead of anything else?
Are you seeing one individual DNA strand or a whole group of strands?
What other ways could DNA extractions be used for?