SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations. a. Follow correct procedures for use of scientific apparatus. b. Demonstrate appropriate technique in all laboratory situations. c. Follow correct protocol for identifying and reporting safety problems and violations.
SCSh6. Students will communicate scientific investigations and information clearly. a. Write clear, coherent laboratory reports related to scientific investigations. b. Write clear, coherent accounts of current scientific issues, including possible alternative interpretations of the data.
SCSh7. Students analyze how scientific knowledge is developed.
a. The universe is a vast single system in which the basic principles are the same everywhere.
SCSh8. Students will understand important features of the process of scientific inquiry.
a. Students will apply the following to inquiry learning practices:
b. Scientific investigators control the conditions of their experiments in order to produce valuable data.
SB2. Students will analyze how biological traits are passed on to successive generations. a. Distinguish between DNA and RNA. b. Explain the role of DNA in storing and transmitting cellular information.
Materials:
(Lab)
1 50ml beaker
1 test tube
1 test tube cork
25% soap solution
10% salt solution
Flathead toothpick(s)
Ethyl alcohol
Stirring rod
Stop watch
1 10ml graduated cylinder
Eye goggles
(Movie)
Phone or some other device with video capability
Computer with Internet connection
Moviemaker or iMovie application software
Procedures:
1. The students will develop a video that demonstrates the extraction of DNA from human cheek cells. 2. Each group will develop a storyboard that outlines how their digital story will be laid out. 3. Each group will create the video (3 minutes) using one of the two applications available (Moviemaker or iMovie) 4. Each video must incorporate the following:
a. Dialogue (between at least two characters) b. Step by step instructions that outline the demonstration. This can be accomplished by either using the active board or PowerPoint
5. Lab Procedures
a. 1 member of the group will gargle a 10% solution of saltwater for 30 seconds and spit it back into a cup b. Saliva and saltwater solution will be added to a test tube. c. Measure 5 ml of 25% of soap solution and also add to the test tube. d. Test tube should be corked and shaken gently for three minutes. e. Remove cork and add 5 ml of chilled ethyl alcohol to the test tube. f. Cork test tube and return to test tube rack where it should sit for one minute g. Observe (The white stringing material that is present is DNA.) h. Use stirring rod to wrap DNA around it. i. Clean up materials and return them to their proper locations
6. Analysis Questions
a. How does the soap solution work to break open the cell membrane? Remember what the membrane is composed of. b. Why does the DNA stick to the stirring rod? Remember, what component is found in DNA?
Assessment (Rubric)
CATEGORY
4
3
2
1
Content
The digital story is grade level and appropriate for engaging students.
The digital story is completed, yet the content is not grade level appropriate.
The digital story is missing significant elements.
The story is not complete.
Quality of Proposed projects
The digital story is engaging, visually attractive and ready to be used in the classroom.
The digital story is engaging, visually attractive, yet it is not complete for classroom use.
The digital story needs more details added.
The digital story meets the minimum requirements.
Format and Technology use
Project is nicely presented including sound and visual images.
Project is completed yet more editing is needed.
The project is emerging, but needs supporting details.
The project does not have a storyboard.
Aligns to State Learning Standards
The standards are clearly identified and appropriate to the unit of instruction.
Standards are clearly identified.
The standards are listed, but do not align with the project.
No standards are listed.
Follow-Up Strategies:
1. All groups will have the opportunity to watch videos from other groups.
2. Each group will have the choice of correcting or redoing video for resubmission.
3. Videos that have the best qualities will be uploaded to sites like TeacherTube and YouTube.
Reflection:
Digital storytelling is a great resource for teachers and students. From the student’s point of view, they have the opportunity to disseminate information using their own words while implementing imagination and creativity. For students with disabilities, the use of digital stories can slow down the teaching process and break the information up into smaller pieces which can be beneficial. This for most students will help them to understand and retain the information longer. From the teacher’s perspective digital stories can create an engaging experience that will enhance most learning styles. So, are there any negatives to this type of technology based student-centric learning? For me, yes. Clearly time becomes a factor as students spend at least two class periods planning, storyboarding, videoing, and editing all of the information needed to produce a quality product. Now, a topic that took maybe 30 minutes to teach and master has taken two hours of time. This is just not feasible in today’s classroom where every minute of instructional time is important. Having said that, would the time factor keep me from implementing this strategy into my plans at some point during the school year? Probably not, but planning for the right concept to apply this creative strategy to would be extremely important.
Extracting DNA from human cheek cells
Audience:
Mainly 9th Grade students at EHS
Learning Objectives / Standards:
SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations.
a. Follow correct procedures for use of scientific apparatus.
b. Demonstrate appropriate technique in all laboratory situations.
c. Follow correct protocol for identifying and reporting safety problems and violations.
SCSh6. Students will communicate scientific investigations and information clearly.
a. Write clear, coherent laboratory reports related to scientific investigations.
b. Write clear, coherent accounts of current scientific issues, including possible
alternative interpretations of the data.
SCSh7. Students analyze how scientific knowledge is developed.
SCSh8. Students will understand important features of the process of scientific inquiry.
SB2. Students will analyze how biological traits are passed on to successive generations.
a. Distinguish between DNA and RNA.
b. Explain the role of DNA in storing and transmitting cellular information.
Materials:
(Lab)
(Movie)
Procedures:
1. The students will develop a video that demonstrates the extraction of DNA from human cheek cells.
2. Each group will develop a storyboard that outlines how their digital story will be laid out.
3. Each group will create the video (3 minutes) using one of the two applications available (Moviemaker or iMovie)
4. Each video must incorporate the following:
a. Dialogue (between at least two characters)
b. Step by step instructions that outline the demonstration. This can be accomplished by either using the active board or PowerPoint
5. Lab Procedures
a. 1 member of the group will gargle a 10% solution of saltwater for 30 seconds and spit it back into a cup
b. Saliva and saltwater solution will be added to a test tube.
c. Measure 5 ml of 25% of soap solution and also add to the test tube.
d. Test tube should be corked and shaken gently for three minutes.
e. Remove cork and add 5 ml of chilled ethyl alcohol to the test tube.
f. Cork test tube and return to test tube rack where it should sit for one minute
g. Observe (The white stringing material that is present is DNA.)
h. Use stirring rod to wrap DNA around it.
i. Clean up materials and return them to their proper locations
6. Analysis Questions
a. How does the soap solution work to break open the cell membrane? Remember what the membrane is composed of.
b. Why does the DNA stick to the stirring rod? Remember, what component is found in DNA?
Assessment (Rubric)
Follow-Up Strategies:
Reflection:
Digital storytelling is a great resource for teachers and students. From the student’s point of view, they have the opportunity to disseminate information using their own words while implementing imagination and creativity. For students with disabilities, the use of digital stories can slow down the teaching process and break the information up into smaller pieces which can be beneficial. This for most students will help them to understand and retain the information longer. From the teacher’s perspective digital stories can create an engaging experience that will enhance most learning styles. So, are there any negatives to this type of technology based student-centric learning? For me, yes. Clearly time becomes a factor as students spend at least two class periods planning, storyboarding, videoing, and editing all of the information needed to produce a quality product. Now, a topic that took maybe 30 minutes to teach and master has taken two hours of time. This is just not feasible in today’s classroom where every minute of instructional time is important. Having said that, would the time factor keep me from implementing this strategy into my plans at some point during the school year? Probably not, but planning for the right concept to apply this creative strategy to would be extremely important.