Download the DNA/RNA Quiz Game by right-clicking and selecting “Save As”.
True or False Handout (For Students)
Knowledge Rating (For Students)
Teacher candidates: Debika Thiruchelvam, Jacqueline Veres, and Simona Jankovska
Subject: Biology Grade/Class: 12 (SBI 4U)
Duration: 75 minutes
Lesson Topic: DNA and RNA Review
Curriculum Expectations: From the Ontario Curriculum, Grades 11 and 12, Science.
- D3. Demonstrate an understanding of concepts related to molecular genetics, and how genetic modification is applied in industry and agriculture.
- D3.2 Compare the structures and functions of RNA and DNA, and explain their roles in the process of protein synthesis.
Teaching Learning Resources:
- PowerPoint Presentation
- Projector and computer
- Handouts: True or False Anticipation Guide and Knowledge Rating
Introductory Activity: (15 minutes)
- True or False Anticipation Guide
- Students will be given a “True or False” handout listing various facts and myths on DNA and RNA regarding their application and uses. They will be asked to answer these questions independently. This would be followed by a short discussion during which the answers will be provided.
Developmental Strategies: (55 minutes)
- Knowledge Rating – Column 1
- Hand out the Knowledge Rating worksheet. Students will complete the first column where they will state whether or not they know the definition of the stated terms.
- DNA PowerPoint Game
- Explain the instructions to the class. Clarify any misunderstandings.
- Divide the class into two teams (Team A and Team B). Starting from the front row, one student from each team will take turns answering the game questions, allowing each student an opportunity to participate.
- Read out each question while the first person playing for Team A and B will stand.
- Whoever raises their hand first will answer the question. Click the answer the player selects and record the points on the board.
- Clarify the key terms mentioned in the question to ensure students understand the key concepts outlined in each of the questions.
- During the bonus round, emphasize the social injustice perpetrated against Rosalind Franklin and her lack of recognition despite the importance of her contributions.
- During the game, students will take notes on the terms they do not understand to be used for future study.
Concluding Activity: (5 minutes)
- Students will be asked to complete column two and three of the Knowledge Rating handout which will be collected. This will help the teacher determine which concepts require further clarification so that the next lesson can be planned accordingly.
The use of different multiliteracies in the classroom is an important component of lesson planning especially at the senior level. Our lesson focuses on the molecular genetics unit in grade 12 university level biology. After using traditional teaching methods, we have decided to review the main concepts in a more interactive manner. We created a quiz-style game on PowerPoint to play in teams to ensure proper consolidation of the fundamentals of molecular genetics prior to introducing more difficult concepts involving application.
The lesson begins with a list of myths and facts about genetics that involve application of the ideas they have already learned. The students will state whether they believe these statements to be true or false. The purpose of this activity is to generate interest in future lessons and to stimulate their thinking.
Our game lends itself for the purposes of differentiated instruction. Not every student will use the paper and pen method to study. Students with difficulties concentrating on one task for a prolonged period may benefit from the entertaining presentation of facts in our game as well as interaction with their classmates. Although the questions included are similar to what you may find on a formal evaluation, presenting them in the context of a game may remove the intimidation factor. As the Content Area Reading textbook states on page 7, the principle of exploration is an important component of quality teaching. “Effective teachers are continually exploring new practices and making changes in their practices based on their exploration of instructional possibilities in classroom.” Additionally, as page 35 states, this new literacy becomes “the spoonful of sugar to help the print go down.”
Putting the game in the PowerPoint format has many benefits. This is a program that can be used on many different operating systems as opposed to an application specific to a particular device format. Secondly, the file is easily accessible to other teachers and to the instructor for future use. Finally, a file like this can be uploaded to a website so that students can access the game at home. This incorporates the idea of linking in-school and out of school literacies as mentioned on page 34. While students may be familiar with PowerPoint and computer technology, they may not be using it to study.
Being able to take the PowerPoint home may also help with accommodating special needs. Students who are anxious about participating in group activities can do the same questions in the comfort of their own homes. These students also have the right to pass their question onto the next person if they feel anxious. Although this lesson is designed to encourage classroom participation, it also gives leeway to these students.
Overall, the game which we have created can be utilized in numerous different ways, allowing both teachers and students to benefit from it. We hope that educators incorporate this fun activity within their classrooms and thus encourage learning through engagement with material and teamwork.