Wednesday, we talked about the four types of technologies that you’ve redefined in your “Do Now”.
[Allow each student to read one of the definitions, by selecting them at random.]
Today is going to be a video day. I want to make sure that everyone fully understands each technology, especially why the process is being performed.
I’m going to hand out a charts to everyone. First, I want you to write what the acronyms mean for PCR & RFLPs. Then, I want you to transfer your definitions to the charts. You can shorten them if you need to so that they can fit. We will go into more detail with RFLP’s next week when we introduce DNA cloning, so we won’t be viewing a video for it today.
Then, I’m going to start the videos. During the video, jot down anything that you find interesting. Now these are funny videos, but they also have a lot of useful information in them. Also, after each video I’m going to give you time to think about how the process you just viewed may be useful in the real world.
Procedure:
1. Allow students to write down definitions (Do Now).
2. Make a similar chart on the board, so that you can fill it in with the students’ responses after the videos.
3. Pass out charts to students and read the directions for viewing the videos (see above Set).
i. Visual Activity: PCR Song - http://www.youtube.com/watch?v=ESrKkxrjpdM
(2.25 minutes)
ii. Writing Activity: Chart (2 minutes)
iii. Visual Activity: Gel electrophoresis -
http://www.youtube.com/watch?v=snJMzL6KG_M (8 minutes)
iv. Writing Activity: Chart (2 minutes)
v. Visual Activity - Probes:
a. Western Blotting- For analyzing proteins
b. Southern Blotting- For analyzing DNA:
http://highered.mcgraw-hill.com/olc/dl/120078/bio_g.swf
(1 minute)
vi. Writing Activity: Chart (2 minutes)
4. Have each student call out how they felt each technology was useful in real life:
i. Ask them to explain their responses.
ii. Add responses, if needed, to their lists.
(5 minutes)
5. Fun Visual Activity: “Stain that DNA”
http://www.youtube.com/watch?v=aS6siYjNHqQ
(5 minutes)
6. If time permits: Have each student come up with a fun way that they could remember the technologies, and to write them in the designated spot on their charts.
i. Have students share their thoughts with the class.
ii. Suggest mnemonic devices: PRGP- Popcorn Really Gets Pointy! (3 minutes)
7. Closure
8. Conduct Raffle and pass out candy! (2 minutes)
Closure:
So, the types of technology available for DNA analysis are PCR- which makes many copies of DNA, RFLP- which cuts DNA into fragments using restriction enzymes, and gel electrophoresis- which separates proteins and nucleic acids by size and charge, and probes- which makes the selected DNA “glow”, making a genetic fingerprint. They are important for identifying suspects in crime scenes, gene mapping to check for mutations, paternity testing, etc. Next week, we are going to discuss DNA cloning and it’s importance in a laboratory setting. (5 minutes)
Assessment/ Evaluation:
Objective(s):
Identify and explore the types of technology available for amplifying, isolating, and analyzing DNA (DOK 2 Biology, 5.c).
Informal: The teacher will listen to the students recall (M) descriptions of the aforementioned technologies and write down interesting points from the technology videos (C).
Formal: The teacher will check the students’ activity sheets for accuracy of the
aforementioned content (C), and will record a “complete” grade in the grade book (D).
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