Lesson+Plan+Draft


 * Lesson Plan Outline**
 * DRAFT**

//In attempting to create a lesson plan that may be utilized in both block and non-block schedules, we have designed class activities into 45 minute sessions.//

Include: □ Scenario (such as Poodle), □ DNA Banding Questions such as: □ What is DNA? □ Why does it run through the gel like that? □ What causes the banding pattern? Include: □ DNA Structure □ Bonding Create a student version that will include illustrations, while continuing to expect that students take notes.
 * Session 1:**
 * Video Vignette**
 * Discussion**
 * Background Powerpoint**

□ Students construct DNA molecules //(We have a handout for this activity, we are approaching the teacher who created it regarding its use)//
 * Session 2:**
 * DNA Modeling**

//We are exploring what form we want this to take:// □ Teacher Lecture □ Lab Demonstration Video □ Design the process (teacher guided-student led)
 * Session 3:**
 * Restriction Enzyme Information**
 * Return to the Introductory Scenario**
 * What would you do?**

□ Pipetting Activity built into the RE Cut □ To be completed as students participate in the laboratory exercise □ Draft attached
 * Session 4:**
 * Restriction Enzyme Cutting**
 * Procedure Question and Answer Handout**

Example Questions: □ Why do we dye the gel? □ Voltage? □ If on the block schedule, all hours could dye the previous class’s gels □ For example, while 3rd hour is running their gel, they could also be dying 1st hour’s gels.
 * Session 5:**
 * Load and Run Gels**
 * Understanding the System Question and Answer**
 * Dye Gel**

□ Real Life Examples □ Current Events
 * Session 6:**
 * Dye Gels (if Session 5 and 6 are not “blocked” together)**
 * Enrichment (Time Permitting)**

□ Draw Conclusions □ Apply to Scenario □ What happens if our sample is too small? □ Links to Replication
 * Session 7:**
 * Examine Results**
 * Discussion of PCR**

Procedure Q and A DRAFT

1. Before beginning be sure to glove your hands and don safety glasses.
 * __Procedure:__**
 * __Procedure:__**

2. Have a properly prepared gel box as described in earlier protocols

3. In a microtube rack place:
 * Sample DNA
 * Microtubes containing suspect DNA Microtubes containing crime scene DNA
 * Microtubes containing DNA ladder
 * Microtubes containing Loading Dye
 * 6 empty microtubes

4. Using a permanent marker label 5 microtubes as follows: suspect A, suspect B, suspect C, suspect D, and crime scene. Label the microtube containing the DNA ladder as well.

5. Using a 0.5-10 uL micropipetter with a 0.5-10 μL micropipetter tip place 5 uL of loading dye in each of the five tubes marked for DNA. In the microtube containing the ladder add only 3 uL of loading dye.

//To save time and tips it is not imperative to change tips between tubes at this point.//

6. Using a fresh tip, transfer 10 uL of suspect A DNA into the corresponding microtube containing the loading dye. Repeat this step with the remaining 4 suspect DNA samples.

//Be sure to change tips between each suspect sample. We don’t want to mix DNA!//


 * Helpful Hint: When adding the DNA to the loading dye it is important to mix the two solutions together. This can be achieved by pipetting the combined solution up and down 3 times.**

7. Using a fresh tip load 3 uL of λ DNA ladder into the tube marked for the ladder. Be sure to mix the DNA with the loading dye by using the above technique.


 * __Discussion Questions:__**
 * __Discussion Questions:__**
 * __Discussion Questions:__**


 * □** //**Correlate Questions to steps of the protocol**//
 * □ //Ask that the students be able to explain the why and how of the process://**
 * **Explain why we . . .**
 * **What is the purpose of . . .**
 * **How do we . . .**
 * **Why is it necessary to . . .**


 * __Standards Addressed:__**
 * __Standards Addressed:__**
 * __Standards Addressed:__**

From a DNA standpoint, why is it necessary to wear gloves during this laboratory activity? Diagram and label a gel box. ..