STEM Concept Lesson Plan (Online in Webex, 10 Min)
Uploaded by
Muzamil HafeezSTEM Concept Lesson Plan (Online in Webex, 10 Min)
Uploaded by
Muzamil HafeezYour preferred name: Fundamentals Participant
Have you completed the Effective Lesson Plans (CTE202) workshop? Yes
How many microteaching sessions have you completed, if any? 1
Which microteaching topics have you taught, if any? 1
What is the general topic of this lesson?
___ 1. Your favourite theory or theorist in your field of study
_X__ 2. A basic concept or skill from a first-year course in your field of study
___ 3. Your favourite teaching method OR a teaching tip
Remember your MTS should be 10 minutes long.
Topic of this lesson: The Central Dogma of Molecular Biology
Remember to gear your session towards beginner learners, not experts or advanced learners
Time
Lesson components
(mins)
Bridge-in I will emphasize the key role of genetic information in
How will I open the function and survival of living things through showing
lesson and get my this video from Khan Academy (0:00-0:54)
learners interested? 1.5
I will screen share the video through my browser. I will
check the sound is working properly when I log in 15
minutes before the session starts.
Intended learning By the end of this lesson, my learners should be able to…
outcomes • Describe the central dogma; the relationship
What do I want my between DNA, RNA, and proteins 0.5
learners to be able to
know, do, or feel by the
end of the lesson?
Pre-assessment I will ask participants, "What do you know about DNA?"
How will I find out what and invite them to share verbally using their 1
my learners already microphone or through the WebEx chat
know about the topic?
Participatory learning Add more rows in this section as needed
What will I do? What will my learners do? What online and in-
Time
person materials and
(mins)
tools will we need?
I will present content Listen to content and Slides
on the structures of observe, ask questions 2
DNA, RNA and proteins through the chat
I will provide each Students complete task Paper and writing
student with an individually using writing materials
individual task through utensils and paper
a private message in
the chat:
1) Write “horse”
using a marker 1
or highlighter
2) Write “horse”
using a pen
3) Draw a picture
of a horse
I will provide students Students discuss how each of Completed activities
with a prompt to their different prompts could from previous task
discuss the be linked
similarities/differences
between each of the
tasks and link this to
the relationship of
1
DNA, RNA and protein.
(1 and 2 are the same
message, just using
different materials
(like DNA and RNA); 3
is the actual product
(like protein))
I will provide a brief Students listen to content, Slides
explanation of ask questions through the
transcription (DNA to chat
RNA)
1
I will illustrate this
through the example
of broken photocopier
with no colour ink.
University of Waterloo Centre for Teaching Excellence | Microteaching Lesson Plan Template | Updated November 2020
I will provide a brief Students listen to content, Slides
explanation of ask questions through the
1
translation (RNA to chat
protein)
Post-assessment I will ask students the following Molecular biology
How will I ensure that my riddles as multiple choice questions through the WebEx
learners walk away with polling feature:
the key points? “I am the process that turns RNA into a protein” - 0.5
(correct answer: Translation)
“I am the process that turns DNA into RNA” –
(correct answer: Transcription)
Summary I will summarize the difference between DNA, RNA and
How will I wrap up the proteins (DNA and RNA are nucleic acids, proteins are
lesson? made of amino acids; DNA and RNA have a different
sugar and have a different nucleobase [uracil vs.
0.5
thymine])
I will show an image of the central dogma (DNA to RNA
through transcription; RNA to protein through
translation)
University of Waterloo Centre for Teaching Excellence | Microteaching Lesson Plan Template | Updated November 2020
