Web Quest Lesson Plan (DNA and Blood Typing)
1. To introduce students to the structure and function
2. To demonstrate to students how genetics relates to forensic evidence.
3. To introduce students to the basic human blood types.
1. Students will be able to list three descriptive
characteristics and three functions of DNA.
2. Students will be able to describe two ways that genetics is important
in a forensic investigation.
3. Students will be able to list the four major human blood types.
1. Computers with Internet access
2. Web Quest - recommend saving to the desktop for easy student access
4. Electronic Handout
5. Web Quest Handout
1. Journal entry or Warm-up question - "What
is all the hype about DNA? What is DNA? What does it do?"
2. Explain the web quest. Procedures, expectations, and computer room
rules should be addressed. More time should be taken if this is the
first trip to the computer room or if this is the first web quest.
1. Complete anticipatory set as described.
2. Divide class into pre-assigned groups of 2-3.
3. Escort students to the computer room.
4. Explain how to access the web quest electronic handout from the desktop.
5. Remind students to save work every 5-10 minutes.
6. Establish goals for each day in the computer room. For example, students
should complete questions 1-5 on day one and 6-10 on day two.
Contingency Plans for Technology Glitches:
1. Do a mini lecture on DNA and begin the DNA lab
(refer to the next lesson plan). On day two, finish the lab and begin
the web quest.
2. Print information needed from the web quest prior to the lesson.
If the computers continue to be a problem, divide the class into groups
of four. Each group will become an expert on DNA, genetics, or blood
types. After groups have researched their assigned topic, groups will
present their findings to the class. Students will answer all questions
from the web quest handout based on the presentations.
· Because the groups are mixed ability, both
in the computer room and using the contingency plans, no adaptations
1. Day One - On scrap paper, instruct students to
draw a model of DNA. Collect the papers as students leave class. This
is their "exit pass."
2. Day Two - Each group will provide three examples of characteristics
encoded by genetics. Groups will share their ideas with the class.
1. Students will conduct a lab that will reinforce
the web quest information.
2. Students will have a homework assignment that uses information obtained
from the web quest and the lab (refer to next lesson plan).
1. Students will be evaluated by their web quest handout
2. Students will be evaluated by the final unit project.
1. Students will be expected to receive an 80% or
higher on their web quest and homework.
2. The lesson will also be evaluated at the end of the unit. Students
will be expected to receive an 80% or higher on the final lab report.