Understanding DNA
Reproduction science demonstration
Science 9 B.C. standards:
- explain the process of cell division
- relate the processes of cell division and emerging reproductive technologies to embryonic development
Reflection: Science 9 is a large departure in curriculum for many students in the British Columbia science program. It is in this year that students move away from sciences that they can see and easily conceptualize to more abstract and difficult. In our biology class, core concepts students need to demonstrate include understanding of DNA and its role in making proteins and mitosis and meiosis.
As a learner in high school, these concepts were particularly difficult for me, as I was told to memorize the information and be able to regurgitate it for a unit test. I was never allowed to play with the ideas or solidify the concept in the grand scheme. By the time I became the teacher of these concepts in 2009, I only understood the ideas at a superficial level and became worried about the variety and depth of questions I might encounter. In fact, my first few lessons on the topic failed, as I was less then confident and students couldn't grasp the processes of the super small.
It was then that I began to trust my students to offer their own ingenuity to crack the (genetic) code. Using the fundamentals learned in class plus research on the internet, students were allowed to dramatize, construct and display their ideas on the biology concepts introduced in class. In a period of two weeks, students added to the preliminary research, expanded on ideas and created models that best demonstrated their knowledge. On demonstration day, students then presented their findings and were graded on their learning as well as their sharing of knowledge with others.
Most remarkable about this project is how well students understood the core concepts. In follow-up assessments, students could not only regurgitate the main ideas that I presented them but also add insights and discussion points to topic. Over the years, the assignment has grown bigger, with students trying to outdo previous years efforts.
- explain the process of cell division
- relate the processes of cell division and emerging reproductive technologies to embryonic development
Reflection: Science 9 is a large departure in curriculum for many students in the British Columbia science program. It is in this year that students move away from sciences that they can see and easily conceptualize to more abstract and difficult. In our biology class, core concepts students need to demonstrate include understanding of DNA and its role in making proteins and mitosis and meiosis.
As a learner in high school, these concepts were particularly difficult for me, as I was told to memorize the information and be able to regurgitate it for a unit test. I was never allowed to play with the ideas or solidify the concept in the grand scheme. By the time I became the teacher of these concepts in 2009, I only understood the ideas at a superficial level and became worried about the variety and depth of questions I might encounter. In fact, my first few lessons on the topic failed, as I was less then confident and students couldn't grasp the processes of the super small.
It was then that I began to trust my students to offer their own ingenuity to crack the (genetic) code. Using the fundamentals learned in class plus research on the internet, students were allowed to dramatize, construct and display their ideas on the biology concepts introduced in class. In a period of two weeks, students added to the preliminary research, expanded on ideas and created models that best demonstrated their knowledge. On demonstration day, students then presented their findings and were graded on their learning as well as their sharing of knowledge with others.
Most remarkable about this project is how well students understood the core concepts. In follow-up assessments, students could not only regurgitate the main ideas that I presented them but also add insights and discussion points to topic. Over the years, the assignment has grown bigger, with students trying to outdo previous years efforts.
A DNA to Protein Animated Video Created by Students
science_9_unit_overview-_reproduction_-_dna_to_protein.docx | |
File Size: | 26 kb |
File Type: | docx |