Genetic Engineering Graphs in Excel Lesson Plan Pre-Instructional Planning

Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students) 10th grade biology students

Who (if anybody) will assist with the presentation of this lesson, and what will their role be? Possibly, the computer science teacher will assist in getting all students logged in

What is the long range goal(s) that is tied to this lesson? Students will learn to use Excel to make tables and graphs

What is the specific learning objective(s) for this lesson? Comprehending how products accumulate during PCR

What prerequisite skills/knowledge will students need to effectively access and participate in this lesson? Knowledge of using mouse and keyboard Basic understanding of computer function and student log in procedure

When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning maintenance lesson, or learning generalization lesson?) This will be an extension and reinforcement activity

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?) This activity will be completed on day 3 of a multi-day lesson about PCR

Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab) AND what materials will be needed? This lesson should be carried out in the computer lab The needed materials will be the computers, the data (provided by teacher), printers, and a smart board if available

Why are you planning to teach this lesson? Why must this information/skill be presented to the students? This lesson reinforces what we have discussed in class and also introduces the new skill of using software (Excel) to manipulate data into graphical representations (a pie graph and a bar graph) How does this lesson relate to the PA Academic Standards? This lesson will contribute to two PA Academic Standards concerning genetic technologies and DNA replication

How does this lesson relate to the previous lesson? How does this lesson relate to future lessons? This activity is part of a unit about genetic engineering specifically about one technique (PCR). It reinforces what was learned in the previous days and leads into a conclusion of the topic. How will you determine if students have met the lesson objective? (Think assessment) Students will turn in a printed copy of their work (or an electronic copy if possible)

How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group activities, cooperative learning groups) I would most like this activity to be completed in pairs so that students all have the opportunity to work with the program (one student will do the physical interaction with the computer for each graph). Additionally, students will be able to collaborate to share previous experience and learn to work together and compromise.

Genetic Engineering Graphs in Excel Lesson Plan Formal Lesson plan _____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement)

3.1.10.B4. Explain how genetic technologies have impacted the fields of medicine, forensics, and agriculture. 3.1.B.B3. Explain how the process of DNA replication results in the transmission and conservation of the genetic code.

Lesson Objective(s) (Stated in observable and measurable terms) At the end of the activity, students will be able to create a pie graph and a bar graph in Excel, including all appropriate labels.

Assessment Plan (What will be done to determine if lesson objectives have been met?) Students will turn in a printed copy of the two graphs they have created in Excel.

Materials: Reserve computer lab and bring a written or electronic copy of the data (teacher copy will be displayed for students on board).

Inclusion Techniques for Students with Special Needs: Any student with special needs will be paired with a student having all of the needed skills and a helpful attitude.

Enrichment Techniques: Additional data sets will be available for gifted or advanced students, as well as instructions for different types of graphs.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): Working in teacher designated pairs, requiring both students in each pair to actively participate, and providing additional activities should ensure that all students are able to (and required to) participate. Teacher will also be available throughout the activity for additional support.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set: Review the data with the students and conduct a brief discussion of the class opinion about genetic engineering and the important points during PCR. Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) Log in on computers Open Excel Create 2 simple tables (this years class opinion data, accumulation of long and short fragments):

Class Opinion About Genetic Engineering For 12 Against 5 Undecided 7

Copies of Fragments During PCR Cycle Long Short 1 2 0 2 4 0 3 6 2 4 8 8 5 10 22 10 20 1004 15 30 32738 20 40 1048536 25 50 33554382 30 60 1073741764
Click the Insert Tab Choose the type of graph to create Format graphs: o o

Total 2 4 8 16 32 1024 32768 1048576 33554432 1073741824

Highlight the data to be included in the graph (do not include Total column in PCR table for students information only)

Pie Chart in Design Tab, choose the Chart Layout that includes the percentages, a title, and a legend; then format the appearance as desired Bar Graph in Design Tab, choose the Chart Layout that includes a title, axis labels, and a legend; then: right-click on the y axis, choose Format Axis, and click the Logarithmic scale box right-click on x axis, choose Select Data, remove series 1 from the Legend Series box, click edit on Horizontal axis labels and choose the cycle numbers as the data range and click okay (twice) click on axis labels and title and fill in correctly format the appearance as desired

Guided Practice/Independent Practice/Assessment Activities Closure: Students will print out their graphs, ensure their names are included, and turn in Students will log out of computers Time permitting, students will fill out an exit slip about the Excel activity Students will create their graphs