Dakota State University

College of Education
Name: Jordan Maurice
Grade Level: 7th grade Science
School: Mickelson
Date: December 3rd
Time: 1:16-1:56
Reflection from prior lesson:
Students have learned about the components of a cell. Students know basic knowledge
of DNA.
Lesson Goal(s) / Standards:
MS-LS3-1. Develop and use a model to describe why structural changes to genes
(mutations) located on chromosomes may affect proteins and may result in harmful,
beneficial, or neutral effects to the structure and function of the organism. [Clarification
Statement: Emphasis is on conceptual understanding that changes in genetic material may
result in making different proteins.] [Assessment Boundary: Assessment does not include
specific changes at the molecular level, mechanisms for protein synthesis, or specific types of
mutations.]

MS-LS3-2. Develop and use a model to describe why asexual reproduction results in
offspring with identical genetic information and sexual reproduction results in offspring
with genetic variation. [Clarification Statement: Emphasis is on using models such as Punnett
squares, diagrams, and simulations to describe the cause and effect relationship of gene
transmission from parent(s) to offspring and resulting genetic variation.] The performance
expectations

Lesson Objectives:
Students will develop their own DNA strand.

Materials Needed:
o
Ruler (Each Person)
o
Scissors (Each Person)
o
3 pipe cleaners 30 cm long. (Each Person)
o
4 straws (one of each color per group) (Stretched)

Contextual Factors/ Learner Characteristics:

There is one student who has a learning disability that requires a one-on-one
teacher.
13 girls 11 boys
Works well with groups
Needs more instruction

A. The Lesson
1. Introduction (5 minutes)
1. What do we know about DNA?
2. What does DNA do?
3. What do we want to know about DNA?
2. Content Delivery (25 minutes, lab)
Steps to build your own DNA
1.

Beforehand I will go over the following steps.

2.

Have the steps up on the Interactive White Board

I will cut the lengths

Show which pipe cleaners go with each

Put the straws in

Cut 3 pieces of straw of each color to 1.5 cm long (12 total per person)
Students will come up and grab these materials
Throughout this step and the following steps I will walk around and help
where the students need help.

1 Cut one pipe cleaner (per person) into 6 equal lengths (Rungs of your ladder)
Shown beforehand
1 Attach the 6 pieces to another pipe cleaner at equal distances (wrapping your
rungs to the side of the ladder). Make sure you leave 2.5 cm at the top and bottom
1

Place the straws on each cut pipe cleaner so that green and pink are always
together then pair up your other two colors.

1 Attach your last pipe cleaner to the top of the rungs.

1 Shake vigorously
1 Gently twist.

3. Closure (5 minutes)
Bring the whole group together.
Talk about what we learned
B. Assessments Used
Informative through the model
Formative through the discussions
KWL
C. Differentiated Instruction
Remediation: Have someone help others who are struggling
Enrichment: Have a few students make an even bigger one to make an object. Like
the one in the classroom from a previous year.
Language Support: Have in the language that is dominated for a child who is not fluent
in English.

D. Resources