A major focus of biotechnology is DNA. Deoxyribose nucleic acid is considered the
“building block of life.” It is a huge
macromolecule, yet it is invisible to the human eye (unless precipitated in
very large amounts). Because it is so small, concepts surrounding DNA can often
seem abstract and intangible to students.
In biotechnology, scientists alter DNA to create novel products like
freeze-resistant strawberries or cure diseases with gene therapy.
In order to reach students outside of a strictly scientific
subject area, I could have students write poetry or a song about the structure
or function of DNA. Students could then
could read their poems or perform their songs for the class.
Poetry
Lyrics
Another subject area I could explore DNA is in math. DNA has a geometric, double helix structure
that can be defined by mathematical equations.
In the lesson below, students use a computer program to “sketch” DNA by
plotting circles, segments and vectors.
They then use a DNA trait map to determine the characteristics encoded
by the DNA.
Math
Interdisciplinary learning appeals to all types of learners:
artistic, linguistic, mathematical and historical. Students who may not relate easily with
science may find it much more engaging through the lens of another
subject. I think the most challenging
part of interdisciplinary learning is opening ones mind to think outside the
box we have become so accustomed to teaching within. When I first began to brainstorm on the topic
of interdisciplinary learning and biotech I found it extremely difficult! How was I supposed to relate an abstract
concept like protein synthesis to history?
But, after letting go of how I traditionally teach the process, I came
to realize that there has been many intriguing years of research that have lead
up to our understanding of proteins, and many of my students might really enjoy
learning about the key players and experiments, who have throughout the years,
built our current knowledge of the subject.
This week I responded to Marcy's blog about incorporating viruses and music.
This week I responded to Marcy's blog about incorporating viruses and music.
Ashely -
ReplyDeleteThe interesting thing about discussing interdisciplinary teaching and learning really is the only way to teach many concepts in science otherwise there is no way to assure understanding. It is fun when you come up with something that really allows students to understand....kinda that simple "oh, yeah" moment. But it is time consuming and hard to stay "fresh" with ideas....and overwhelming, considering all we need to do to assure understanding. What a crazy profession we decided to go into.
By the way....great ideas and resources. Thanks.
ReplyDeleteAshley,
ReplyDeleteThank you for your post! I am an elementary teacher, so DNA might not quite be what I have children write poetry about.. but I love the idea of using poetry to help teach science!! I could see my students being really engaged in a lesson on frog body parts if they could create a poetry to go along with it! When writing poetry, children are given the opportunity to use their creative skills while better understanding the scientific concept(s) they are studying.
Thanks again!!
Hi Ashley,
ReplyDeleteI think using songs is a good way to get students engaged and help them with some concepts. It made me think of the Waiting for Superman video where one teacher used a rap song to help her students remember rules or information that they were working on. I think it would also be good to use songs to help them remember the pathways or orders that some things work in. Remembering songs or using songs can probably help all students of different ages. The higher grades could probably try to create their own song or poem, for younger kids it might be easier to create them as a pair or a small group.
I also like the math lesson. The DNA double helix structure would be something pretty cool to complete. Something that I think is hard for incorporating math is that the students need to have the math skills to be able to do it. I think it's frustrating sometimes to try to use math, and then your lesson becomes a math lesson instead of a science lesson incorporating math.