Curriculum Framework

Human Body Systems Unit 1 Lesson 3

Established
Goals

Desired Results (stage 1)

Transfer
Students will be able to independently use their learning to
T1 Use molecular biology techniques to analyze genetic information in multiple situations, such as identification and genetic testing.
T2 Understand that the DNA code is universal, but small differences in DNA sequence lead to significant differences in identity.
Meaning
UNDERSTANDINGS: Students will understand that
ESSENTIAL QUESTIONS: Students will keep considering
U1 - Human DNA is a unique code of over three billion base
Q1 What role does DNA play in human identity?
pairs that provides a genetic blueprint of an individual.
Q2 Do identical twins, who have the same DNA, share the same
U2 - Restriction enzymes recognize and cut specific sequences
identity?
in DNA.
Q3 What are the limitations of using molecular biology techniques to
compare the DNA of two individuals?
U3 - Gel electrophoresis separates DNA fragments based on
size and is used in Restriction Fragment Length Polymorphism
Q4 How can the field of biometrics be used to verify and protect
(RFLP) analysis.
identity?
U4 - Physical characteristics can be used to confirm or
authenticate identity.
Acquisition
KNOWLEDGE: Students will
SKILLS: Students will
K1 - Explain how restriction enzymes cut DNA. U1, U2
S1 - Digest DNA samples using restriction enzymes. U1, U2
K2 - Describe how gel electrophoresis separates DNA fragments.
S2 - Demonstrate the steps of gel electrophoresis and analyze the
U1, U2, U3
resulting restriction fragment length polymorphisms (RFLPs). U1,
K3 - Recognize that gel electrophoresis can be used to examine
U2, U3
DNA differences between individuals. U1, U2, U3
K4 - Outline current biometrics technology. U4

Project Lead The Way, Inc. Copyright 2013

Curriculum Framework HBS Unit 1 Lesson 1.3 Page 1
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD

Evidence (stage 2)

Students will demonstrate

knowledge and skills by
Use DNA analysis as a method
of identifying individuals.
(A1.3.1)
Students will

1. Perform a gel
electrophoresis
experiment on DNA
samples.
2. Analyze data from the
experiment to determine
the persons identity.
3. Investigate the action of
restriction enzymes.

Researching careers in forensic

science. (A1.3.2)
Students will

1. Research the duties of a

forensic anthropologist
and DNA analyst.
2. Write a script for a mock
interview for the two
professionals.

Assessments for
Learning

1. The teacher can

assess students
prior knowledge of
gel electrophoresis.
2. The teacher will
monitor the
students lab
techniques and
review their
experimental results.
3. The Student
Response Sheet will
be reviewed and
feedback will be
given.
4. All the conclusion
questions will be
discussed.
1. The teacher will
review the career
journals and mock
interviews and give
feedback.
2. All the conclusion
questions will be
discussed.

Assessments of
Learning

1. Students will
analyze and
record their
experimental
results in their
lab notebook.

Activities (A), Projects (P),

and Problems (B)
A.1.3.1
A 1.3.2
P 1.3.3

Learning Plan (stage 3)

Knowledge and Skills
K1 , K2, K3, S1, S2
K4

2. They will
complete the
Student
Response
Sheet.
3. All conclusion
questions will
be answered.

1. Students will
record their
research in
their career
journals.
2. Students will
create a mock
interview for
the two
professionals.

Project Lead The Way, Inc. Copyright 2013

Curriculum Framework HBS Unit 1 Lesson 1.3 Page 2
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD

3. All conclusion
questions will
be answered.

Use biometrics to determine

how someones identity is
confirmed. (P1.3.3)
Students will

1. Research the uses of

biometrics.
2. Create and present a
biometric security plan
for an assigned
scenario.

1. The instructor will

review the summary
and give feedback.
2. Students will be
questioned about
their security plans
and will receive
feedback.
3. All the conclusion
questions will be
discussed.

1. Students will
write a
summary of the
scientific
article.
2. They will
devise and
present their
biometric
security plans
to the class.
3. All conclusion
questions will
be answered.

Project Lead The Way, Inc. Copyright 2013

Curriculum Framework HBS Unit 1 Lesson 1.3 Page 3
Format guided by: Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high quality units. Alexandria. VA: ASCD