OVERVIEW: DNA Structure
AUTHOR(S): Wendy Lee
VITAL INFORMATION
Subjects:	Science
Unit and Topic:	DNA structure and Library Research
Grade/Level:	Grade 10
Time Allotment:	45 minutes
Pre-Requisite Skills:	Students must have basic knowledge of DNA in Cells demonstrated safe lab practices
Objective(s):	The students will be able to: explore the structure of DNA model the structure of DNA
Summary:	The student will build a model of DNA
PREPARATION
Instructional Materials	LCD Laptop Power Point Presentation of DNA with a VRML component licorice (shoestring) colored marshmallows (must have 4 colors) toothpicks masking tape scissors
Resources:	Link to Power Point Deoxyribonucleic Acid-for Citera.ppt Link to Handout for DNA model http://learn.genetics.utah.edu/teachers/files/Reading%20DNA.pdf
IMPLEMENTATION
Introduction/Motivation:	What can you tell me about DNA?
Learning Context :	Information given by PowerPoint , Questioning, Inquiry Activity
Procedure:	Have students do a handout researching DNA basics (use this in cooperation with your media expert) Question: What do the students know about DNA? Give them an opportunity to answer. Power point presentation - Deoxyribonucleic Acid-for Citera Activity: Handout for DNA model http://learn.genetics.utah.edu/teachers/files/Reading%20DNA.pdf Check students work and answer questions Question: What did you learn about DNA?
Differentiated Instruction:	Partner the students according to ability
Sample Student Products:	A double helix
Collaboration:	Students will collaborate to make their products
Author's Comments & Reflections:	Know your audience – make sure the students understand all parts of the DNA model Less Lecturing more activity time VRML – have labels on the model
STANDARDS & ASSESSMENTS
Standards	State standards for West Virginia SC.O.B.2.9- explore the discovery of DNA and examine the molecular structure of the double helix SC.O.B.2.11- research and debate the application of DNA technology in the context of social, ethical and political issues. SC.S.10.3 - demonstrate the ability to use inquiry process to explore systems, models, and changes. National Standards In all organisms, the instructions for specifying the characteristics of the organism are carried in DNA. Large polymer formed from subunits of four kinds (A, G, C, and T). The chemical and structural properties of DNA explain how the genetic information that underlies heredity is both encoded in genes (as a string of molecular "letters") and replicated (by a templating mechanism). Each DNA molecule in a cell forms a single chromosome. Explore the discovery of DNA and examine the molecular structure of the double helix. 21^st Century goals Developing, implementing and communicating new ideas to others Acting on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs 21C.O.9-12.1.LS1 - Student recognizes information needed for problem solving, can efficiently browse, search and navigate online to access relevant information, evaluates information based on credibility, social, economic, political and/or ethical issues, and presents findings clearly and persuasively using a range of technology tools and media. 21C.O.9-12.2.LS3 - Student engages in a problem solving process by formulating questions and applying complex strategies in order to independently solve problems. 21C.O.9-12.3.LS1 - Student remains composed and focused, even under stress, willingly aligns his/her personal goals to the goals of others when appropriate, approaches conflict from win-win perspective, and derives personal satisfaction from achieving group goals.
Assessment/Rubrics	RUBRICS Student will be assessed by the completed project. 10 points for labeling, 10 points for correct order of bases, 10 points for correct complimentary strand