Students use classic experiments to explain how DNA was identified as the genetic material.
This digital biology lesson guides students through the major experiments that demonstrated DNA is the molecule of heredity and led to the discovery of its structure. Students analyze historical data using Claim–Evidence–Reasoning (CER) to understand how scientists built and tested genetic theory over time.
Rather than memorizing names and dates, students work directly with experimental logic and results to determine how each study contributed to modern genetics.
Students examine four foundational experiments:
• Griffith (1928) — transformation in bacteria
• Avery, MacLeod, and McCarty (1944) — identification of DNA as the transforming factor
• Hershey and Chase (1952) — confirmation that DNA, not protein, is genetic material
• Chargaff (1949) — base-pairing relationships in DNA
For each experiment, students:
• analyze data or diagrams
• determine the claim supported by the results
• cite evidence
• justify conclusions using structured reasoning
Each investigation includes differentiated scaffolding options, allowing students to work:
• independently
• with claim hints
• or with visual guidance
Students then explore the discovery of DNA’s structure and the contributions of:
• Watson
• Crick
• Wilkins
• Rosalind Franklin
They evaluate how evidence supported the double helix model and reflect on how credit was distributed among scientists.
• DNA as genetic material
• Experimental design and interpretation
• Transformation
• Protein vs. DNA evidence
• Base-pair relationships
• Scientific reasoning (CER)
• History of science
• Builds deep conceptual understanding of genetics
• Shows how evidence changes scientific models
• Supports CER and argumentation
• Includes built-in differentiation
• Integrates science history with data analysis
• Works for guided instruction or independent work
• Minimal prep required
This resource is a digital interactive lesson (Google Slides compatible).
Includes:
✔ Student analysis slides
✔ Differentiated support options
✔ CER writing prompts
✔ Teacher answer key
✔ Exit ticket
• High school biology
• Genetics and heredity units
• History of science instruction
• CER skill development
• Inquiry-based learning
• Digital or hybrid classrooms
To preview this lesson, click here.
NGSS Alignment (High School):
HS-LS1-1
HS-LS3-1, HS-LS3-2
Science & Engineering Practices (SEPs):
Analyzing and Interpreting Data; Constructing Explanations; Engaging in Argument from Evidence
Crosscutting Concepts (CCCs):
Structure and Function; Cause and Effect; Systems and System Models
Common Core (Literacy in Science):
RST.9-10.1, RST.11-12.1
RST.9-10.4, RST.11-12.4
WHST.9-12.1, WHST.9-12.2
Students use classic experiments to explain how DNA was identified as the genetic material.
This digital biology lesson guides students through the major experiments that demonstrated DNA is the molecule of heredity and led to the discovery of its structure. Students analyze historical data using Claim–Evidence–Reasoning (CER) to understand how scientists built and tested genetic theory over time.
Rather than memorizing names and dates, students work directly with experimental logic and results to determine how each study contributed to modern genetics.
Students examine four foundational experiments:
• Griffith (1928) — transformation in bacteria
• Avery, MacLeod, and McCarty (1944) — identification of DNA as the transforming factor
• Hershey and Chase (1952) — confirmation that DNA, not protein, is genetic material
• Chargaff (1949) — base-pairing relationships in DNA
For each experiment, students:
• analyze data or diagrams
• determine the claim supported by the results
• cite evidence
• justify conclusions using structured reasoning
Each investigation includes differentiated scaffolding options, allowing students to work:
• independently
• with claim hints
• or with visual guidance
Students then explore the discovery of DNA’s structure and the contributions of:
• Watson
• Crick
• Wilkins
• Rosalind Franklin
They evaluate how evidence supported the double helix model and reflect on how credit was distributed among scientists.
• DNA as genetic material
• Experimental design and interpretation
• Transformation
• Protein vs. DNA evidence
• Base-pair relationships
• Scientific reasoning (CER)
• History of science
• Builds deep conceptual understanding of genetics
• Shows how evidence changes scientific models
• Supports CER and argumentation
• Includes built-in differentiation
• Integrates science history with data analysis
• Works for guided instruction or independent work
• Minimal prep required
This resource is a digital interactive lesson (Google Slides compatible).
Includes:
✔ Student analysis slides
✔ Differentiated support options
✔ CER writing prompts
✔ Teacher answer key
✔ Exit ticket
• High school biology
• Genetics and heredity units
• History of science instruction
• CER skill development
• Inquiry-based learning
• Digital or hybrid classrooms
To preview this lesson, click here.
NGSS Alignment (High School):
HS-LS1-1
HS-LS3-1, HS-LS3-2
Science & Engineering Practices (SEPs):
Analyzing and Interpreting Data; Constructing Explanations; Engaging in Argument from Evidence
Crosscutting Concepts (CCCs):
Structure and Function; Cause and Effect; Systems and System Models
Common Core (Literacy in Science):
RST.9-10.1, RST.11-12.1
RST.9-10.4, RST.11-12.4
WHST.9-12.1, WHST.9-12.2
