The Beacon School Lesson Plan
ndGHA Science Teacher Code Subject Date, Day, Period Thursday 2 April
10B1 W21 Roll: 31 M: F: Group/Set Room
Present: M: F:
Sub-groups (numbers) G&T ( ) SA ( ) SAP ( ) ST ( ) EAL ( ) LAC ( ) Ethnic Minority Groups: Pupil A: Moderate hearing loss, should sit at front.
Pupil B: Shy, worrier can stutter when anxious. Weak gross/fine motor skills leading to poor handwriting and coordination – please be aware as he is trying his best.
Pupil C: Low literacy scores has had Sutton Learning Support. Good verbally. Fragile self-esteem, defensive and behavioural
issues –responds to class boundaries and clear instructions. Gets embarrassed easily and responds negatively to in class support. TLC group
Learning Objective(s) To understand what genetic engineering is and how and why it is carried out Context of lesson:
This is top set double science. They have previously completed work on the different ways animals and plants are adapted to their environment and what they compete for. Most recently they have completed work on cloning and we have touched on
ethical issues relating to this.
This lesson is to get them to look at genetic engineering and modification methods by using a model and then using the higher
level Blooms skills to evaluate the success of that model.
The ability of the pupils in this group range from grade D- A.
• Recall how genetically engineered human insulin is All students will be able to Levels /Grades Range
• Use a model and explain how genetic engineering Most students will be able to Levels /Grades Range
• Evaluate the model of genetic engineering and the Some students will be able to Levels /Grades Range
thinking behind it A-A* Resources and Risk assessment General whole school policy
Use of Additional Support Non available for this lesson
Literacy opportunities Keywords:
Starter of key words and finding definitions Plasmid
Following instructions for making the model DNA
VAK mini plenary after making the model Insulin
Written answers and use of mark scheme Enzyme
Plenary placemats Genetic engineering Evaluation skills used
Extension work- Writing a letter for or against
Assessment for Learning (AFL) Peer Assessment , Questioning, Oral Feedback, Target Setting, Self Assessment Success Criteria Evaluation of the model
Written assessment of how insulin is made
Peer marking and improvement suggestions of insulin production
VAK mini plenary
Links to Citizenship
Discussion could arise about the ethical issues about genetic engineering. Also is it right to mass produce insulin in this way? Extension work has strong links to PSCHE- write an argument for or against some newspaper articles. Every Child Matters
Enjoy and achieve Make a positive contribution Achieve economic well-being Stay safe Be healthy
Use the AQA text book to find the definitions for the key words that will be used today, write them in your books:
Go through the learning objectives and graded outcomes.
Ask the pupils “what does genetically modified mean to you?” – Show the diagram of the DNA
Hand out pupils trays with the practical equipment in them.
Put the instructions on the board on how to make genetically modified insulin- go through with the pupils how to make the
model and what each piece of equipment should represent. Pupils will also be given an envelope with the key words in them to
link up to the correct equipment.
TASK 1: Pupils make up the donut DNA model
Pupils are to then complete the VAK mini plenary on slide 8
TASK 2: From building their models, pupils list the stages of how genetically modified insulin is made
Pupils will be swapping books and marking each others work using the mark scheme and model answer- they will also suggest
improvements for their peers work.
TASK 3: Pupils are to evaluate the model that they have created by answering the 3 questions:
; Why was this a good model for genetic engineering? What did you learn from it
; How was this model not like genetic engineering? How is it unrealistic?
; In what ways could you improve the model?
Recap the learning outcomes to see the pupils success
Pupils answer the yellow, pink and turquoise coloured speech bubbles to show what they have learned over the lesson.
Post Lesson Evaluation / reflection