Lesson Plan

Time: 4:00pm (60 minute class)

Class: Tutorial for four year 11 students
Learning Areas: Human Biology 2B
Topic: DNA and DNA replication
Students Prior Knowledge and Experience:
Have previously completed the cell cycle in class and the chromosome change in
mitosis
Micro-nutrients required in the human body and their uses including proteins and
amino acids.
Enzyme function including reduction in activation energy
Learning Purpose and Outcome:
Students apply their understanding of the structure of the DNA through constructing their
own DNA model. The model should include base pair modelling (A-T & C-G) and the
direction of the phosphate-deoxyribose backbone (3-5 and 53).
Students comprehend the location of DNA in the cell nucleus and mitochondria and the role it
plays to pass on genetic information through inquiry-based discussion.
Students apply their knowledge of the steps in DNA replication to construct a fish-bone
graphic organiser.
Preparation and Resources:
Whiteboard + Coloured markers
DNA article
Make your own DNA strand Activity
o Model DNA strand to guide students
o String
o Different coloured post-it tabs
Fishbone visual organiser
o Example fishbone diagram
o Extra supply of coloured pens, pencils and rulers
Timing

Learning Experience:

4:00
(10 mins)

Introduction and mental set

Ask students to individually write down everything they know relating to DNA..
Get students to discuss in partners and construct a final list to share with
everyone
Using the lists that are produced, begin to create a master mind map on the
board organising the students ideas.

4:10
(5 mins)

Objective & Purpose

Discuss with students what they will be learning. Discuss with them the links to
the curriculum that the lesson will be following and how they will achieve each
outcome

4:15
(10 mins)

4:25
(10 mins)

Input of Information:
Hand out DNA article. Assign time for students to read the article and reflection
its meaning to them. Pose the concept of KWL charts, get them to think about
what they know, what they want to know or find interesting and what they learnt
in regards to the article.
Utilising the circular response structure to scaffold student participation in
classroom disclosure. Add to the ideas originally put onto the master mind map
so learners can see how they have covered
disclosure and question prompt discussion on the points made by the learners to
further its explanation and direct students closer towards the learning
objectives.
Modelling the steps of DNA replication:

4:35
(10 mins)

Pull together the class discussion:

Watson and Crick are credited with discovering the shape and structure of
DNA. Knowing the way that is put together is key to understanding how it can
be copied without too many errors.
In this lesson we are going to be making out our own model of DNA, consisting
of 10 nucleotides.
We are going to represent the hydrogen bonds between the nitrogenous bonds
using tape
Show one prepared earlier as example and allow time for students to complete
Think pair share:
Now looking at your DNA strand I want you to predict how DNA might be
copied. How might the structure help make sure that it is copied correctly?
Go through DNA replication in steps using DNA models.
Before replicating the lagging strand of the DNA molecule give students
thinking time:
If DNA polymerase can only replicate in a 3 5 and the lagging strand runs
in a what problem does the enzyme now face in the replication process and
how do you think is it resolved?
Introduce okozaki fragments and continue on with the demonstration.

4:45
(15 mins)

Independent Practice
Students put together the steps of DNA replication to each create a fish bone
visual organiser.

5:00

Closure
Pass out the door:
Q1. Draw a picture of DNA at least 4 nucleotides long. Label the nitrogen bases,
sugars and phosphates
Q2. Why does DNA Replication nee to happen in cells?