Genetics

List of Materials Included in Kit (Beginning at Lesson 1)
1: Class set of ipads
1: DNA Scavenger Hunt

Worksheets
See printed resources
1: 1 index card for each

student
Included in kit
2: Twizzlers
Included in kit
2: Mini marshmallows
Included in kit
2: Jujubes
Included in kit
2: Toothpicks
Included in kit
2: Key paper model
2: Copy of project guide
2: Copy of project rubric
3: Directionality of DNA
Strands simulation
instructions

Book page 215
3: DNA Replication
question sheet
4: Ziploc bags
Included in kit
4: Rubbing alcohol
Included in kit

4: Strawberries
4: Cheesecloth
4: Funnel
4: DNA Extraction Lab
5: The Candy Factory!
6: Colour and Question

sheet
6: Colouring Utensils
Included in kit
7: Virtual Lab

7: Computer Lab
8: Sci Fly Mutation Game
8: Dice
Included in kit
9: DNA Replication
9: Student Cell Phones
10: Click and Learn Facts
10: AgriScience Article
11: Fishbowl Debate
12: Magnetic Primer Lab
12: Weak Magnets
Included in kit

12: Metallic Sharpies
Included in kit
12: Packing Tape
Included in kit
12: Dixie Cups
Included in kit
12: Pennies
13/14: What Makes

Candies So Colourful
13/14: Lab Template
13/14: Lab Rubric
13/14: STEM Kit
13/14: Waxed Paper
Included in kit
13/14: M&Ms
Included in kit
13/14: Skittles
Included in kit

13/14: 9V batteries
15: Unit Test
Biology 12: Genetics

Title of Lesson:
Lesson 1: DNA - The Hereditary Material
Outcomes:
Summarize the main scientific discoveries that led to

the modern concept of the gene. (351-1)
STSE:
Explain the role of evidence, theories, and paradigms

in the development of this scientific knowledge.
(114-2)
Explain how a major scientific milestone
revolutionized thinking in the scientific communities.
(115-3)

Lesson Plan:
Hook: Dramatic behind the scenes look at why we

need to study DNA. Movie credits style. (Youtube
video).
Look at and explain the history of DNA to students
using the PBS DNA timeline. At this stage we will
only visit sections The Birth of Genetics - pre 1945
and Finding DNA - 1945 to 1965.
Using class set of ipads, have students visit DNAi
website and complete the virtual scavenger hunt
worksheet.
Have students finish activity for homework if its not
complete.
Homework: Have students read pages 206-209 in
Nelson text book. Pass out one index card for each
student. Have them write on the card one question
they would like to have answered about DNA over the
course of the unit. Collect them the following day and
incorporate answers into future lessons.
Assessment:
Formative Assessment: I will be circulating during

scavenger hunt to verify if students are on track and
answer questions and monitor their conversations.
From the collection of index cards I will be able to
answer student questions.
Summative Assessment: Collection and grading of
the scavenger hunt worksheet.
Materials Needed:
Safety Considerations:
ipad safety - reminder to only visit online sites given

by teacher and use ipad correctly no rough play with
ipads.
Youtube Video - Dramatic Intro to DNA

PBS DNA timeline presentation
Class set of ipads
Handout of DNA Scavenger Hunt for each student
Web address for DNAi site
1 index card per student

Title of Lesson:
Lesson 2: DNA Structure

Outcomes:
Describe and illustrate the role of chromosomes in the

transmission of hereditary information from one cell to
another. (315-2)
STSE:
Analyze and describe examples where technologies

were developed based on scientific understanding.
(116-4)
Describe and evaluate design of technological
solutions and the way they function, using scientific
principles. (116-6)
Lesson Plan:
Hook: What is DNA? Simulation. Looking inside the

inner ear cells at DNA molecules. Gives a very basic
overview of the topic.
Chalk and Talk/Powerpoint presentation on Chemical
Composition of DNA and DNA Structure.
Activity - DNA Candies. Students will be making 3D
double helix DNA keychains using toothpicks, jujubes,
twizzlers, and mini marshmallows. First show
PowerPoint with instructions and explain, then set
students to work.
When students finish, they will be given their key
paper model. Using colouring supplies, they will then
colour the model and leave it in the classroom for the
continuation of the lesson the following day.
Closing/Homework: Explain DNA model project and
pass out project guide and rubric. Have students
read pages 210-216 in their text book for the following
class.
Assessment:
Diagnostic: Key questions will be posed during chalk

and talk to assess students background knowledge
on DNA.
Formative: Students will use what they have just
learned during chalk and talk to create the double
helix using appropriate structure and base pairings.
Summative: I will be collecting the DNA model project
and marking it according the the rubric to assess
comprehensive knowledge of DNA structure.

Materials Needed:
Link for What is DNA? simulation

PowerPoint presentation on Chemical Composition/
Structure
PowerPoint on Candy DNA instructions
Twizzlers
Mini marshmallows
Toothpicks
Jujubes
1 key paper model for each student
Copy of project guide for each student
Copy of project rubric for each student
Reminder that no eating in the lab is permitted!

Title of Lesson:
Lesson 4: Extracting DNA Lab
Outcomes:
Explain the current model of DNA replication. (315-5)

Compare and contrast the structure of DNA and RNA and
explain their role in protein synthesis. (315-4)
State a prediction and hypothesis based on available evidence
based on available evidence and background information.
(212-4)
STSE:
Analyze societys influence on scientific and technological

endeavours. (117-2)
Identify and describe science and technology based careers
related to the science they are studying. (117-7)

Lesson Plan:
Hook: Watch the DNA of a Strawberry Youtube video and watch

the camera zoom into the cells of a strawberry to preview what
we will actually be extracting.
Pass out DNA Extraction: Strawberry lab instruction sheet and
have students read prelab and answer prelab questions.
Explain and go over lab procedure with students.
Have students work in groups to follow the lab procedure to
extract the DNA of the strawberry.
Students will record their observations during the lab process.
When completed have students clean the work station and put
away materials.
If students finish the activity early they may begin working on the
post lab questions.
Discuss with students how criminal DNA is extracted and used in
CSI cases.
Homework: Students will write a lab report to be passed in,
answering the post lab questions to be handed in.
Assessment:
Formative Assessment: I will be circling during the lab to observe

student understanding, participation, and technique during the
lab procedure.
Summative Assessment: I will collect and correct the lab
questions for understanding of the lab process.
Materials
Needed:
Link for DNA of a Strawberry Youtube video

DNA Extraction lab handouts
The following for each group:
Ziploc bag
strawberry
extraction buffer (dishsoap, water, salt)
cheese cloth
funnel
test tube
glass rod
rubbing alcohol
Safety
Considerations:
Remind students of the importance of no eating in the lab.

Go over appropriate disposal of broken glass
Ensure that students have rolled up sleeves, are wearing lab
coats, and have long hair tied back and jewelry removed.
Ensure students wash hands after completing the lab exercise.

Title of Lesson:
Lesson 3: DNA Replication and Repair
Outcomes:
STSE:

(116-4)
Lesson Plan:
Hook: Demonstrate directionality of DNA strands

through class simulation.
DNA Replication PowerPoint. Explain the concept of
replication and repair to students including definitions
and process.
Crash Course in DNA Structure and Replication
Youtube Video.
Revisit DNA replication colouring key sheet from
previous class. Have students follow the directions
and cut the sheet to mimic unzipping then rematch
the bases. Then, answer the questions on the
following page of the worksheet. They can use their
textbook to help find answers if necessary.
Students will hand in the worksheet when it is
complete.
Homework: Read pages 217-223 in the text and
continue to work on DNA project.
Assessment:
Diagnostic Assessment: Will ask key questions during

replication PowerPoint to gauge for understanding
and previous knowledge.
Summative Assessment: Student will pass in todays
worksheet so I can assess for understanding and
correctness.
Materials Needed:
Instruction sheet for DNA strands simulation

DNA Replication PowerPoint presentation
Link for Crash Course in DNA Structure and
Replication Youtube Video
Copies of DNA Replication question sheet
None.

Title of Lesson:
Lesson 5: Overview of Protein Synthesis
Outcomes:
Identify and describe the structure and function of

important biochemical compounds, including
carbohydrates, proteins, lipids, and nucleic acids.
(314-3)
Compare and contrast the structure of DNA and RNA
and explain their role in protein synthesis. (315-5)
Interpret patterns and trends in data. (214-5)
STSE:

(116-4)
Lesson Plan:
Hook: Introduction to Protein Synthesis Behind the

Scenes clip from Youtube.
Chalk and Talk PowerPoint presentation on
background information to protein synthesis.
Protein Synthesis - The Candy Factory! Comparison
activity.
In table groups, students will complete Synthesis of a
Protein: A Simulation Activity on page 269 of their
textbook
Homework: Review todays PowerPoint on Moodle,
then in the appropriate forum post 1 hidden message
using the Genetic Code.
Assessment:
Formative Assessment: Key questions will be asked

during the chalk and talk period to gauge student
understanding. I will also be circulating during
simulation activity to gauge for understanding within
group. Also, students will post in Moodle after class
to show their understanding of the Genetic Code.
Materials Needed:
Link for Intro to Protein Synthesis Youtube clip

PowerPoint presentation on protein synthesis
The Candy Factory class set of handouts
None.
Title of Lesson:
Lesson 6: Transcription and Translation

Outcomes:

STSE:

(116-4)
Lesson Plan:
Hook: Transcription and Translation in Plain

Language Youtube Video (This will become the basis
for todays chalk and talk, giving students ways to
relate these processes back to a very simple,
relatable basis)
Chalk and talk on PowerPoint - Transcription and
Translation
Transcription/Translation Colour and Question Activity
sheet.
Homework: Watch the Bozeman Science Transcription and Translation Youtube Video posted
on Moodle, then post one question you have from the
video in the forum and I will respond with the answer
for you.
Assessment:
Formative Assessment: Students will have the

opportunity to participate in the chalk and talk to show
their understanding through questioning and
comments. They will then use what theyve learned
to complete the colour and question activity.
Diagnostic Assessment: When students post their
questions to Moodle, I will have the opportunity to
assess their prior knowledge and understanding.
Materials Needed:
None.
Link for Transcription/Translation in Plain English

Link for Bozeman Science Transcription/Translation
Transcription/Translation PowerPoint Presentation
Class set of handouts for Colour and Question Sheet
Colouring utensils

Title of Lesson:
Lesson 7: Transcription and Translation Virtual Lab

Outcomes:

Select and integrate information from various print
and electronic sources or from several parts of the
same source. (213-7)
STSE:

(116-4)
Lesson Plan:
Today students will be taken to the computer lab where

they will individually complete the virtual lab on
transcription and translation. The lab has 4 sections
and 7 questions which they will need to answer and
pass in. They can type the answers to the questions or
handwrite them. This will take the entire class and
there will be no homework.
Assessment:
Formative Assessment: I will have the opportunity to

interact and circulate during the lab, observing and
questioning students to check for understanding.
Summative Assessment: Students will pass in their
questions after the lab, giving me a reference point of
their understanding and ability to correctly complete
and understand the procedure.
Materials Needed:
Access to computer lab

Handout of the virtual lab for each student
Review online safety and ensure all students are only

on the appropriate links provided.
Title of Lesson:
Lesson 8: Mutations
Outcomes:
Describe factors that may lead to mutations in a cells

genetic information. (315-6)
Predict the effects of mutations on protein synthesis,
phenotypes, and heredity. (317-7)

STSE:
Analyze from a variety of perspective the risks and

benefits to society and the environment of applying
scientific knowledge or introducing a particular
technology. (118-2)
Lesson Plan:
Hook: Show DNA Damage Animation clip

Present and discuss Learn Genetics: What Causes
DNA Mutations information and photos to students.
This gives an overview of mutations. Discuss with
students how mutations can occur and examples of
mutations.
Sci Fly Encounter - A Mutation Lab Game. Have
students play in groups of 3 or 4, drawing their fly at
the end of the game.
Homework: Online DNA Practice Quiz to get students
reviewing material for upcoming test.
Assessment:
Formative Assessment: The presentation and

discussion allows students to interact with myself and
their peers, giving me a reference point for student
understanding.
Materials Needed:
None.
DNA Damage Animation Clip Link

Link for Learn Genetics Website
Sci Fly Encounter Handouts for whole class
Dice
Link for Homework Quiz (posted to Moodle)

Title of Lesson:
Lesson 9: Key Differences Between Eukaryotes and

Prokaryotes and Unit Review
Outcomes:
STSE:
This is essentially a review period for students,

therefore any STSE or outcomes could be repeated
depending on what students have questions about.

Lesson Plan:
Hook: Using Poll Everywhere and their cellphones,

students will vote on day which would work best for
them to write the unit test.
Pass out DNA Replication Venn Diagram and explain
and discuss it with students, providing them with
background on the differences between prokaryotic
and eukaryotic cells.
Pass out class set of ipads and have students play
DNA, RNA, and Protein Synthesis Rags to Riches
game.
Spend the rest of the class as a question and answer
period or reviewing concepts that students may find
confusing for upcoming test.
Homework: Begin studying and reviewing for
upcoming test. If students have specific questions
they can post them in the Study Questions forum on
Moodle where I will respond so that all students may
see the answer to the question.
Assessment:
Formative Assessment: This is a mostly a review

period for students, allowing them to ask questions
and interact with myself and their peers. This will give
me a basis of what concepts are confusing or tricky
for students and which they will likely understand fully
on the test.
Materials Needed:
Online Safety - Students are only to be using the

websites provided.
Cellphones will be put away following the Poll
Everywhere activity.
Poll with appropriate days on Poll Everywhere

Class set of DNA Replication handouts
Overhead projector/document camera
Class set of ipads
Student cellphones
Opened forum on Moodle
Link for Rags to Riches Game

Title of Lesson:
Lesson 10: Biotechnology Background
Outcomes:
Demonstrate an understanding of genetic

engineering, using their knowledge of DNA (315-9)
STSE:
Analyze societys influence on scientific and

technological endeavours. (117-2)
Lesson Plan:
Hook: Introduction to Biotechnology Animation clip

Create a presentation using Click and Learns facts
and photos. Chalk and talk to give students a
background understanding on biotechnology
processes used today. Make sure to show images for
deeper understanding.
Pass out a class set of AgriSciences Biotechnology
article to student. Have students use the rest of the
class to begin to read, highlight, and take notes on
the article which discusses advantages and
disadvantages of using biotechnology and
engineering.
Homework: If students do not finish reading and
taking notes they are to finish reading it for
homework, as it will become the basis of our next
class.
Assessment:
Diagnostic Assessment: Allows me to ask key

questions during into to biotechnology presentation to
comprehend what level and background knowledge
students possess with this subject area.
Materials Needed:
None.
Click and Learn Facts and Images Link

PowerPoint Presentation
Class set of AgriScience Biotechnology article
Link for Introduction to Biotechnology Animation

Title of Lesson:
Lesson 11: Biotechnology Fishbowl

Outcomes:

engineering, using their knowledge of DNA. (315-9)
Explain how data support or refute the hypothesis or
prediction. (214-12)
Develop, present, and defend a position or course of
action, based on findings. (215-5)
STSE:
Construct arguments to support a decision or

judgement, using examples and evidence and
recognizing various perspectives. (118-6)
Lesson Plan:
Using yesterdays AgriScience article, students will be

completing a Fishbowl Debate following the rules in
the Scribd document.
As students enter the class, explain the rules of the
debate to the students.
Assign seats to the students.
Students will complete the debate using the
information they have gathered and their notes.
Near the end of the period, students will have the
opportunity to switch seats and as a class we will
debrief from the debate.
Homework: No homework from this class.
Assessment:
Formative Assessment: This activity allows me to

watch students and take notes on their
understanding, participation, and comprehension of
the topics.
Materials Needed:
Scribds instruction sheet on how to complete a

Fishbowl Debate
Chairs in the proper arrangement according to the
chart
Bowl with all students names
Copies of the assessment form
None.
Title of Lesson:
Lesson 12: Magnetic Primer Design Lab

Outcomes:

State a prediction and a hypothesis based on
available evidence and background information.
(212-4)
STSE:
Describe and evaluate the design of technological

solutions and the way they function using scientific
principles. (116-6)
Lesson Plan:
Hook: As a class we will complete the Nova

Fingerprint DNA to get students refreshed on the idea
of primers.
Pass out lab instructions and explain the procedure.
Students will work in lab groups, and each lab station
will have been previously set up.
Students will work in groups to complete the
procedure, and will fill in data tables outlined in
procedure. At the end (either during class or for
homework) students will complete the analysis
questions and create the graphs.
Students will clean up their stations and return
materials.
Homework: Finish todays lab writeup.
Assessment:
Formative Assessment: I will observe and interact

with students during the lab procedure. I will assess
for understanding, technique, group work, proper
procedure, direction following, and appropriate
behaviour.
Summative Assessment: I will be collecting and
assessing the lab reports for understanding of the
procedure, and ability to follow directions.
Materials Needed:
Link for Nova Fingerprint DNA animation

Class set of Magnetic Primer Lab handouts
Weak magnets
Sharpie in a light colour (silver, gold, yellow, white)
Packing tape
Rulers
Hole punchers
Paper clips
Dixie cups
Pennies

Remind students no eating or drinking in the lab.

Ensure hands are washed, lab coats are worn, hair
tied back, jewelry removed.
No running or horseplay.
Ensure station is cleaned before leaving class.
Keep noise level low.

Title of Lesson:
Lesson 13 & 14: What Makes Candies So Colourful?

Investigate How Gel Electrophoresis Unlocks the
Colour Code Lab
Outcomes:

State a prediction and a hypothesis based on
available evidence and background information.
(212-4)
Interpret patterns and trends in data. (214-5)
Explain how data support or refute the hypothesis or
prediction. (214-12)
STSE:
Analyze societys influence on scientific and

technological endeavours. (117-2)
Identify and describe science and technology based
careers related to the science they are studying.
(117-7)

Lesson Plan:
This lab will take place over two classes when I have
the students for a double period day.
The lab will be already set up for students.
Hand out copies of the lab procedure to students as
they enter.
Discuss gel electrophoresis with students as a review.
Go over expectations for the lab and walk students
through the procedure, explaining processes and
where materials can be located.
Students will work in groups to complete the lab
following the lab procedures.
Students are to record observations and take photos
of their procedure at each stage.
Following completion of the lab, students must clean
their station and return materials.
For homework, students will follow Biology Corners
Lab Report Template, and write a formal lab report on
their findings. This will be handed in and marked.
Assessment:
Formative Assessment: I will observe and interact

with students during the lab procedure. I will assess
for understanding, technique, group work, proper
procedure, direction following, and appropriate
behaviour.
Summative Assessment: I will be collecting lab report
to assess for understanding of the procedure as well
as ability to follow directions and write a proper lab
report.

Materials Needed:
What Makes Candies So Colourful Lab Handout

(class set)
Predetermined lab groups
Smart phones or cameras (students own)
Biology Corner Lab Template Handout (class set)
Biology Corner Lab Rubric Handout (class set)
STEM Electrophoresis Kit
Rulers
Sharpie
Distilled water
Graduated cylinders
Measuring cups and spoons
Large glass bowls
Wax paper sheets
Microwave
Oven mitts
M&Ms
Skittles
Plastic cups
9V batteries
Reminder of no eating or drinking in lab.

Students must wash hands, tie hair back, wear lab
coats, goggles, and remove jewelry
Reminder to use oven mitts and be careful of hot
objects.
No joking or horseplay in lab.
Keep noise at a reasonable level.
Title of Lesson:
Lesson 15: Unit Test
Outcomes:
STSE:
Lesson Plan:
This class will center around the unit test. Students

will have the whole period (50 minutes) to complete
the test to the best of their ability.
Two students in this class have test anxiety and will
write their test in the adjoining room to my classroom,
which allows me to supervise both rooms at one time.

Assessment:
Summative/Interim Assessment: Final test to assess

for understanding of learning unit concepts.
Materials Needed:
Class set of tests
Students will be placing their cellphones in a basket

in the front of the room. They may have them back
when they have finished writing the test.

Genetics

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List of Materials Included in Kit (Beginning at Lesson 1)

1: Class set of ipads

1: DNA Scavenger Hunt

See printed resources

1: 1 index card for each

2: Key paper model

See printed resources

2: Copy of project guide

See printed resources

2: Copy of project rubric

See printed resources

See printed resources

See printed resources

List of Materials Included in Kit (Beginning at Lesson 1)

4: DNA Extraction Lab

See printed resources

5: The Candy Factory!

See printed resources

6: Colour and Question

See printed resources

See printed resources

List of Materials Included in Kit (Beginning at Lesson 1)

8: Sci Fly Mutation Game

See printed resources

See printed resources

9: Student Cell Phones

10: Click and Learn Facts

See printed resources

10: AgriScience Article

See printed resources

11: Fishbowl Debate

See printed resources

12: Magnetic Primer Lab

See printed resources

12: Weak Magnets

List of Materials Included in Kit (Beginning at Lesson 1)

12: Packing Tape

12: Dixie Cups

13/14: What Makes

See printed resources

13/14: Lab Template

See printed resources

13/14: Lab Rubric

See printed resources

13/14: STEM Kit

13/14: Waxed Paper

List of Materials Included in Kit (Beginning at Lesson 1)

15: Unit Test

See printed resources

Biology 12: Genetics

Lesson 1: DNA - The Hereditary Material

Summarize the main scientific discoveries that led to

Explain the role of evidence, theories, and paradigms

Biology 12: Genetics

Hook: Dramatic behind the scenes look at why we

Formative Assessment: I will be circulating during

ipad safety - reminder to only visit online sites given

Youtube Video - Dramatic Intro to DNA

Biology 12: Genetics

Lesson 2: DNA Structure

Biology 12: Genetics

Describe and illustrate the role of chromosomes in the