CEP Lesson Plan Form

Teacher:

Sarah Groenwald

School:
FCHS
Content Area: Genetics

Date: 5/3/16
Grade Level: 11th/12th

Title: Biotechnology and Immunology

Lesson #:_2_ of _2_

Content Standard(s) addressed by this lesson:

Colorado State Standard:

Life Science, Standard 2.7 Physical and behavioral characteristics of an

organism are influenced to varying degrees by heritable genes, many
of which encode instructions for the production of proteins

Next Gen Science Standard:

HS-LS1-1. Construct an explanation based on evidence for how the structure
of DNA determines the structure of proteins which carry out the essential
functions of life through systems of specialized cells
Inquiry Questions: (Essential questions relating knowledge at end of the unit of
instruction, select applicable questions from standard)
1. How do humans use their knowledge of genetics and cell biology in medical
technologies?
2. What is the role of genetics in immunity and immunology?
Concepts and skills students master: (Understandings, Big Ideas, Unit
objectives)
Our content knowledge can be applied to
developing and understanding new technologies
There is reasoning behind scientific procedure
Genes are foundational to all life, affecting all body systems.
Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)
Every student will be able to:
Apply concepts of genetics and immunity to briefly explain the reasoning
behind scientific procedures used in the ELISA testing method
Explain how changes in the procedure affect the results based on what they
know about each step and about the immune system
Interpret data gained from the simulated ELISA test

Assessment of Evidence Outcomes: (How will you assess the selected lesson
objectives (general explanation, you will go into more detail at the end of the lesson
plan)
Prior knowledge will be assessed through verbal
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questioning; thinking during the lab will be assessed in the form of a worksheet.
End-of-class learning will be demonstrated through an end-of class discussion

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Planned Lesson Activities

Activity Name

Who Wants to be an Immunologist?

Approx. Time

45 min

Anticipatory
Set

Photo analysis: Show a photo of some scientists and ask students what they think is going on
-female scientists, doing stereotypical science. When we hear biotechnology, we think it
looks something like this.
But farmers and breeders? That is also biotechnology.
Photo analysis 2: doodle of b cell pumping out antibodies. Ask students what this is. Get at prior
knowledge of immunity. Ask how the b cell can make specific antibodies. Answer: genes!

Teaching/
Presentation:
-direct
instruction

1. Input: Prezi on biotechnology and immunology; max 10 min

2. Modeling: We will discuss how to get to the simulation, what to do, and what results are to
be expected. I will leave these as a prezi slide up on the smart board for reference
3. Checking for Understanding: Verbal questions at the beginning and end of class; ability to
answer worksheet questions.
4. Questioning Strategies: Worksheet

-cooperative
learning

Teaching
Strategy:
Guided Practice
&
Differentiation

Students will work through the ELISA simulation, answering worksheet questions along the way.
They will interpret their results and analyze any errors in their procedure. I will circulate and
ask/answer questions.

Closure

5-10 minutes before the end of class, bring everyone together. Have students talk with a partner
about their results, and in pairs decide which step had the most impact on their results.

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Materials
Accommodatio
ns
&
Modifications

Assessment

Computer, smart board, printer if google classroom doesnt work properly Prezi, link to
website, worksheets
To modify: allow students to fast forward through parts of the simulation if they are falling
behind (provide hints as to what step the answers to questions can be found on).
To extend: If students get through the experiment correctly, I will have them go through and
purposely make mistakes on steps and predict/observe how it affects the results.

Worksheet

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
Based on student work and answers at the end of class, it seems like the majority of
the class understood the procedure of the ELISA and were able to assess their
results. Most of the discussions on errors were on-topic and resulted in students
talking about the importance of each step. One student clearly copied and pasted
information from the website, so I might have to have a conversation with them
about why this was. But overall, students got it

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?
Some students mentioned that the program froze on them, so I might put
students in pairs just to keep the website from getting overloaded. I would
also explicitly tell students that the last question should let me know if the
errors they made would yield a false positive or negative and why. I would
also have students who did it correctly pick a step and explain how errors in
that step would affect results. I would also incorporate a question that more
directly connects the concepts of immunity to the lab, to get students
thinking about previous lessons tie in to biotechnology.
3. What do you envision for the next lesson? (Continued practice,
reteach content, etc.)
The next lesson, we would revisit the importance of procedure using
examples from the worksheet, and move on to an actual hands-on lab using
the same process for thinking about steps and results.

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