Grade 12 (Quarter 3)
Title/ Topic: Frontiers of Biotechnology
Day: Date: Class:
Day: Date: Class:
Day: Date: Class:
Topic of the Lesson
[9.1]Manipulating DNA page 147-149
Objectives:
1. Know that scientists use several techniques to manipulate DNA.
2. Recognize that restriction enzymes cut DNA
3. Understand that restriction maps show the length of DNA fragments.
Teaching strategy:
Active learning
Learning activity:
Brain storming
Visual learning
Learning aids: smart board, Holt McDougal book, markers.
Warm up: (5 min)
Talking with the students about different ways in which scientists work with DNA
without being able to handle it directly?
Computers, chemicals and enzymes.
Delivery (30 min)
Manipulating DNA
Restriction enzymes
Cut DNA at specific nucleotide sequence.
Restriction site:
The place where a restriction enzyme cuts the DNA.
Grade 12 (Quarter 3)
Show the students video (chapter 13 slide 11) on how Restriction enzymes
work.
I will write the following sequence of numbers on the board:
2958272103978225418226
I will tell students that a certain restriction enzyme makes a cut between
an 8 and a 2. I will ask them to copy the sequence and mark the places
where the enzyme would cut. I will ask how many fragments are
produced? 4, are all the fragments the same length? No Can you think of
a basis or measure by which you could organize the fragments? Size or
mass / weight.
Restriction maps show the length of DNA fragments (gel electrophoresis)
1. DNA is cut with restriction enzymes.
2. Separate the different fragments according to their sizes gel
electrophoresis.
Grade 12 (Quarter 3)
Restriction map:
A map shows the lengths between each restriction site in a piece of DNA.
Observation (10 min)
I will ask the students these questions individually:
1-Which DNA fragment travels farther in a gene?
2-What is the function of restriction enzyme?
3-How to manipulate DNA?
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Evaluation: (5 min)
Answer the Book (Biology Interactive Reader) page …….......
Questions ……………………………………………………..
Home assignment: page --------------- of the practice book.
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Teacher’s comment: …………………………………………
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Grade 12 (Quarter 3)
Title/ Topic: Frontiers of Biotechnology
Day: Date: Class:
Day: Date: Class:
Day: Date: Class:
Topic of the Lesson
[9.2]Copying DNA
[9.3] DNA fingerprinting
page 150-153
Objectives:
1. Identifies that PCR uses polymerase to copy DNA segments.
2. Know that PCR is a three-step process.
3. Recognize a DNA fingerprinting is a type of restriction map.
Teaching strategy:
Brain storming
Modeling
Learning activity:
Mind map
Visual learning
Learning aids: smart board, Holt McDougal book, markers.
Warm up (5 min )
How does police identify criminals????
Brain storm the question talking about the series of CSI ???
Delivery (30 min)
Copying DNA
PCR (polymerase Chain Reaction):
Is a technique that produces millions of copies of specific DNA sequence in few minutes.
Grade 12 (Quarter 3)
I will remind students of the copy and paste functions common on word-processing
programs. Ask, how do you use these functions? Isolating and moving material from
one place to another.
I will explain that copying DNA through PCR is some-what analogous process.
PCR is a three-step process:
PCR uses 4 materials:
1. DNA.
2. DNA polymerases.
3. Lots of nucleotides.
4. 2 primers short piece of DNA acts as the starting place for a new strand.
- It is needed because DNA polymerase can’t start a new strand, its only can add to a
strand that has already been started.
Do flash cards of steps of PCR and arrange them
DNA fingerprinting:
Shows differences in the number of repeats of certain DNA sequences
Grade 12 (Quarter 3)
DNA fingerprinting is used for identification
1. In legal cases, as evidence against a suspect.
2. To prove family relationship.
3. To study biodiversity.
I will show the students a video from test generator ch13 slide 14
I will ask students to make mind map, starting with the sentence (DNA fingerprinting
is used for identification) in a large oval. On diagonals extending from the oval.
They have to write all of the uses described in the lesson .review and assess their
work by creating a mind map on the board and completing it with answers that
students call out.
Observation (10 min)
I will ask the students these questions individually:
1-What is PCR – DNA fingerprinting?
2-What are the three steps of PCR?
3-What is the function of polymerase?
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Evaluation: (5 min)
Answer the Book (Biology Interactive Reader) page …….......
Questions ……………………………………………………..
Home assignment: page --------------- of the practice book.
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Teacher’s comment: …………………………………………
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Grade 12 (Quarter 3)
Title/ Topic: Frontiers of Biotechnology
Day: Date: Class:
Day: Date: Class:
Day: Date: Class:
Topic of the Lesson
[9.4]Genetic engineering
Page 154-156
Objective:
1. Know that entire organisms can be cloned.
2. Recognize that new genes can be added to an organism’s DNA.
3. Identify that genetic engineering produces organisms with new traits.
Teaching strategy:
Visual learning
Learning activity:
Active learning
Case study
Learning aids: smart board, Holt McDougal book, markers.
Warm up (5 min )
Show the students a photo of the Dolly sheep on Time magazine as the
first cloned organism in the world. How was dolly sheep made?
Grade 12 (Quarter 3)
Grade 12 (Quarter 3)
Delivery (30 min )
Genetic engineering
Clone:
A genetically identical copy of a gene or organism.
I will show the students a video from test generator ch10 slide 30 to show
cloning
New genes can be added to an organism's DNA
Genetic engineering:
The process of changing an organism’s DNA to give the organism new traits.
Recombinant DNA:
The DNA that contains genes from more than one organism.
Plasmid:
Closed loops of DNA in a bacterial cell.
Transgenic:
Organism that has one or more genes from another organism inserted into its
genome.
Gene knockout:
Turning off a particular gene.
I will ask the students to open their books
page 155 and draw the process of making
recombinant DNA on their sketch
Study other cases of genetic engineering by
showing the students some photos.
Grade 12 (Quarter 3)
Observation (10 min))
I will ask the students these questions individually:
1-What is genetic engineering?
2-What are the results of genetic engineering?
3-Can genetic engineering produce organism with new traits?
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Evaluation: (5 min)
Answer the Book (Biology Interactive Reader) page …….......
Questions ……………………………………………………..
Home assignment: page --------------- of the practice book.
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Teacher’s comment: …………………………………………
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Grade 12 (Quarter 3)
Title/ Topic: Frontiers of Biotechnology
Day: Date: Class:
Day: Date: Class:
Day: Date: Class:
Topic of the Lesson
Revision
Objective:
1. Revise lesson: Manipulating DNA
2. Revise lesson: Copying DNA
3. Revise lesson: DNA fingerprinting
4. Revise lesson: Genetic engineering
Teaching strategy
Collaboration: (think-pair share)
Learning activity:
.Learning aids: smart board, Holt McDougal book, markers and Quiz papers
Warm up: (5 min)
Ask the students if they have any questions in the previous lessons.
Delivery: (20 min)
Revision
Each 2 students summarize lesson 9.1
Each 2 students summarize lesson 9.2 and 9.3
Each 2 students summarize lesson 9.4
Evaluation: (25 min)
Answer Quiz
Teacher’s comment: …………………………………………
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Grade 12 (Quarter 3)
Title/ Topic: Frontiers of Biotechnology
Day: Date: Class:
Day: Date: Class:
Day: Date: Class:
Topic of the Lesson
Case study
Objective:
Recognize Diabetes and how genetic engineering helped in insulin production.
Teaching strategy
Case study
.Learning aids: smart board, photos, and markers
Warm up: (5 min)
Talking with the students about what they know about Diabetes.
Delivery: (35 min)
Case study
Causes of Diabetes.
Symptoms of Diabetes.
Treatment and life style of Diabetic patient.
Free questions (10 min)
Teacher’s comment: …………………………………………
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