STEM LESSON PLAN

Date: 6/26/18 Class Start/End Times:

Teachers Names: Abby Helt, Morgan McCabe, Jessica Lee Cooperating Teacher: Mrs. Spiess
Subject/STEM Class: CSI Classroom Building & Room Number:
Bluemont 112
Lesson Title: DNA Lab Approximate Time Length: ~15 minutes

KCCR Standard 4-LS1-1. Construct an argument that plants and animals have internal and
external structures that function to support survival, growth, behavior, and
reproduction.
MS-LS4. (1-6) Biological Evolution: Unity and Diversity
Lesson Objective (Blooms SWBAT demonstrate knowledge on how to extract and view DNA.
Level)

Essential Question(s) How is DNA related to CSI?

What do we use it for?
Does everyone have the same DNA?
New & Familiar Vocabulary DNA- deoxyribonucleic acid

Assessment/Criteria- (What Students will extract their own DNA using the materials provided and prior
evidence show that students met the
objective?)
knowledge.
Materials Clear cups, Dixie cups, water, salt, measuring cups, soap, popsicle sticks, food
Technology coloring, isopropyl alcohol, DNA hand out, PowerPoint, projector, screen. Large
Resources (include any links) group classroom, individual experiments
Setting (Classroom, grouping,
etc.)

Est. Lesson Activities

Time Write out detailed lesson procedures. Be sure to include 4-5 important questions you will ask during the lesson and the expected student
of responses. Your plan should be detailed enough for another teacher to teach it without having to ask you any questions. Numbering and/or
Task bullets are encouraged.

What will you say? Name the strategies you
will use. What questions will you ask?
3 T1 will begin whole group lesson by
min. introducing students to the DNA powerpoint.
Assess prior knowledge by asking students
questions about DNA. “WHAT DO YOU KNOW
ABOUT DNA?” Begin power point on DNA. Ask
Beginning
Engage
What will students do? Must have a variety of
engagement strategies.
Students will listen and follow along with
PowerPoint. Students will fill in notes on
worksheet. Students will answer and discuss
questions asked.

questions to students along the way. “HOW

DOES DNA RELATE TO CSI?”
T2 and T3 will get ready clear cups with
alcohol and food coloring; pass out cups with
saltwater, popsicle sticks.
 10 T2 will explain to students to gargle the
min. saltwater for at least 10 seconds and
CAREFULLY spit back into cup. As students spit
back into cup, T2 will walk around putting a
drop of soap into every cup. Instruct students
to stir GENTLY without making bubbles. T1 and
Explain/Explore
Students will gargle saltwater and spit back
into cup. After getting drop of soap, students
will stir without making bubbles. Students will
pour Dixie cup into cup with alcohol and not
mix it. Students will wait 2.5 minutes, then
observe their cups and observe their

T3 will pass out clear cup with alcohol/food classmates’ cups. Students will answer
Middle

coloring to each student while students are questions and participate in discussion.
mixing. After mixing, T3 will tell students to
pour their Dixie cup into the clear cup with the
food coloring and alcohol trying to form a
layer on top (DO NOT MIX OR STIR). T3 will tell
students to wait 2.5 minutes (T2 will keep
track of time) without touching cup. Ask
students “WHAT DO YOU SEE HAPPENING IN
YOUR CUP?”
2 Ask students what they found. Do you see Students will discuss questions/answers and
Extend/Evaluate/Closure

min. their DNA crystalized? Does your DNA look view different cups.
the same as your classmates? How did these
materials brought together show their DNA?
End

Whole group wrap up of lesson and clean up

Adaptations: What could ELL Demonstrating physically and visually what to do

YOU DO to adapt to help
students with attention
needs, learning
disabilities/delays, Attention Separating students who distract each other.
learning exceptionalities, issues Have one of the teachers remain close to the students who are getting
&/or ELL students with distracted.
this lesson?
Below One on one help
and/or Extra time to complete task
Above Help with gathering material
grade
level
Modalities: What Visual: PowerPoint notes, written directions, observing cup
modalities did you utilize Auditory: Reading out loud PowerPoint, reading out loud directions
in this lesson? How? Tactile/Kinesthetic: Hands-on experiment, mixing cup, pouring cup
Strategies: List what Lecture, guided notes, experiment, discussion
instructional strategies
you utilize in this lesson?
(Ex: graphic organizer,
modeling, cooperative
learning, discussion,
technology integration,
etc.)