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TECE383
89332766
Explore the diverse ways in which animals and plants carry out the life processes
Understand that DNA and the environment interact in gene expression
Learning Objective:
On the successful completion of the lesson students will have completed a DNA extraction
experiment and understood the steps and importance of the ingredients for extraction.
I was able to determine the learning objective being met by questioning the students throughout
the lesson. When each ingredient was added or a new step completed, students were questioned
to deepen their understanding around the process of DNA extract and the importance of each
step. Although students were able to answer the questions logically due to the prior knowledge a
year 12 class would perhaps require more guidance and further questioning to draw conclusions
on the purposes of each ingredient.
Implementation:
The experiment was set up prior to the lesson to again ensure the time on task was maximised
allowing for greater learning experiences. I began the demonstration with asking the students
from the equipment they see what the some safety considerations are. This is a good
management strategies for high school level to ensure the students recognise any hazards and
respect the equipment they are going to use.
Good use of questioning Good use of student prior knowledge
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Lucy Patrick
TECE383
89332766
Throughout the demonstration I ask the class questions about why we were completing each step
and how it helped with the DNA extraction. By asking students questions I was able to check their
prior knowledge as well as hold them accountable for their learning and engages them in the
lesson. Although I had researched the purposes of each step and the importance of each
ingredient in the DNA extraction the use of scientific terminology used was not excellent and did
not challenge the students understanding.
Integrate more scientific language for year 12s
While I acknowledge teachers need to be life-long learners and adapt as the education system
does. I believe my background content knowledge could be stronger. Throughout the experiment I
did not integrate strong terminology which is required when teacher a year 12 class. Student rely
on the teachers constantly repeating specific words to help the students them remember and
assimilate them into their vocabulary. From the feedback provided this was an area which was
suggested I improve especially for the senior classes.
When walking around the class engage with the students and ask them questions about what
they are doing
When moving around the classroom ensuring students are on task and understand the task at
hand it is important to maximise the one on one learning available. By asking students questions
when moving around the class students are challenged to think deeper and critically to increase
their understanding and make practical connections to the experiment.
Consider the position of the students when giving instructions
In this particular lesson I did not consider the position of the class while giving my instructions. My
positioning for the demonstration was good to allow all the students to see however some
students positioned themselves away from me which minimised their view. Consequently this may
also minimise their learning opportunities especially at the high school level. In a year 12 class
students may attempt to remove themselves from participation by hiding in the back of the class
out of the view of the teacher. It is important to ensure all students are participating to confirm the
learning objective can be met. In a year 12 class students can become distracted and unmotivated
easily therefore it is important students are kept on task and engaged by the teacher to ensure
they maximise their learning experiences.
You may want to ask a specific student to repeat the instructions
The demonstration was split into two sections for two reasons. Firstly to ensure the students were
not overloaded with instructions before completing the task. Secondly to allow for the strawberry
juice to filter through the paper. A technique I often implement is asking students to repeat the
instructions or part of them. By asking a specific student a step of the instructions it hold them
accountable for their own learning and listening during instructions. This also ensure the students
understand the task at hand minimising safety hazards caused by confusion and lack of
understanding.
Good staging of the processes and instructions for clean-up
By practicing the experiment I was able to determine specific instructions to deliver which were
both simple yet informative. This ensured the students understood the task ahead. By ensuring
the class helps pack up after their experiment they are not only accountable for the mess they
have created by this allows for the teacher to spent time in other areas.
2 | Page
Lucy Patrick
TECE383
89332766
STRAWBERRIES HAVE
DNA???
Ripe strawberries are an excellent source for extracting DNA
because
walls
Strawberries have eight copies of each chromosome (they are octoploid), so there
is a lot of DNA to isolate.
TM
bag
Test tube
10ml
Knife
1 funnel lined with filter paper
1 Glass rod hook
Directions
TM
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Lucy Patrick
TECE383
89332766
5. Add 3ml ice cold ethanol to the strawberry liquid in the tube. Dropper the ethanol
liquid carefully down the side of the tube so that it forms a separate layer on top
of the strawberry liquid.
6. Watch for about a minute. What do you see? You should see a white fluffy cloud at
the interface between the two liquids. Thats DNA!
7. Use the glass rod hooks to hook a tangle of DNA, and pull out the
DNA! The fibers are millions of DNA strands.
Questions
1. Where in the cell is DNA found?
2. Why do we crush the kiwi/strawberry fruit?
3. What do you think the DNA will look like when we extract it from the
strawberries?
Lucy Patrick
5 | Page
TECE383
89332766
Lucy Patrick
TECE383
89332766
Assessment
Dimension
Practical
Demonstratio
n.
Resubmit
Learning
Outcomes have
not been outlined.
Safety aspects
were not
discussed.
Instructions were
not clear/ jumbled
Worksheet of
experimental
setup not
prepared.
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No evidence of
clean up.
Worksheet of instructions
is prepared.
Students have organized
all the appropriate
equipment and cleaned up
afterwards.
Additional
Credit
Criteria
An
excellent
lesson is
presented,
it is easy
to follow
and
includes a
question
and answer
section.
Marks Awarded
Lucy Patrick
SelfReflection
TECE383
7 | Page
Achievement
Objective from
New Zealand
Curriculum not
correctly
identified or
missing.
Reflective
evaluation is
superficial and
may not include
what the
strengths or
weaknesses of
the
demonstration
were.
89332766
Evaluation
is well
thought
through
and shows
a clear
understand
ing of their
own
strengths
and
weaknesse
s of the
delivery.
Lucy Patrick
TECE383
89332766
Total points
1 resubmit permitted
20
Assessment
The unit planning assignment is graded against the university 10-point scale, A+ to E.
Grade Range
A/A+
Excellent:
B+/A-
Very Good
B-/B
Good
C+/C
Fair
Work at this level is acceptable and just meets most or all of the criteria.
D/ E
Very Weak
8 | Page
Lucy Patrick
TECE383
89332766
When the required work has not been done or is not submitted by the specific
deadline.
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