This lesson is the introduction to the unit- the historical background.
Because of the difficulty in reproducing certain types of graphics, this lesson will not include reproduced pictures of the key players, rather it will direct you to where you can obtain them in appendix. Ideally, a copy of a picture of each key player (Erwin Chargaff, Linus Pauling, James Watson, Francis Crick, Rosalind Franklin, and Maurice Wilkins) will be presented with this lesson. These pictures can be placed on cards, or if so inclined, pencils to make them puppets in your charade. This visualization of the players will not only assist our visual learners, it will also be conducive to reinforced learning.
In addition, many other reproduced pictures would be helpful in this lesson. Maybe some sort of slide show or powerpoint presentation is within your boundaries. At any rate, these reproduced items are suggested:
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1. picture of the key players listed above
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2. copy of the x-ray diffraction photograph
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3. diagram of the method of x-ray crystallography
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4. picture of Watson and Crick next to their DNA molecule model
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5. picture of Nobel Prize being awarded for the DNA structure discovery
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6. copy of the Watson and Crick journal article published in April 1953
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7. diagram or model of a DNA molecule
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Objectives:
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-Students will be able to name and discuss the key players in the discovery of the structure of the DNA molecule.
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-Students will be able to discover and recognize scientific contributions of the key players discussed.
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-Students will be able to develop and organize scientific history in relationship to national/world history.
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-Students will be able to formulate values that integrate and manage their learning.
Introduction:
This lesson can be initiated with an open-ended question- “Can anyone think of some sort of discovery that was made that had monumental implications for all of society?”
All responses must be recognized and responded to. Ideally students will think of major events like the atom bomb, landing on the moon, incandescent light bulb... and maybe even someone will state the discovery of DNA. Ultimately, this discovery will be described as one which did, and still does, have monumental implications for society.
Content:
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1. A brief look into history of the 1940s and 1950s.
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2. An introduction to the key players in the race to discover the double helix.
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3. Explanation of major events that led to the publication of the DNA model.
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4. Watson and Crick published paper.
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5. Nobel prize awarded in 1962.
Methods and procedure:
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1. Initiate lesson with above question.
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2. Try to place student responses on time line handout.
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3. Review and examine few key historical events that occurred both before and after the 1953 publication.
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4. Illustrate the key players, and introduce them.
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5. Relate the story of the race, distinguishing the fact that pure research can be very competitive, and because of this, many key players are seldom heard of or credited for their work in major discoveries.
Closure:
This lesson can also be closed with an open-ended question: “Which opinion would you support, a or b?”
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a. If research wasn’t competitive, we would not have great discoveries.
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b. If research wasn’t competitive, we would have more great discoveries.
Resources and materials:
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reproduction of pictures/diagrams/drawings mentioned above and the means to display/distribute them (Appendix C will have list of where to find the resources suggested for this lesson.); historical time line handout (Appendix B)
Assignment:
The closure question about opinion a or b can be further assigned as a homework essay for their journal. A scoring rubric must be given first outlining what elements are important to cover while writing the essay.
