S3+Kelley+Kathleen

=Stage 3 Plan Learning Experiences and Instruction=


 * 1. (W)** **Where** (Understanding), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** (Graphic Organizer), and **Experience** (Cooperative Learning)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Timely Feedback)
 * 5. (E)** **Evaluate** (Self- Assessment)
 * 6. (T) Tailor** (Multiple Intelligences 6 to 8 and use each at least twice)
 * 7. (O)** **Organize** (Facet of Understanding - Students will be able to ...) and Product

=Lesson 1= 2. Bill Nye the Science Guy video on Genes **(Hook)**. 3. Students will know basic terminology: nucleotide, DNA, RNA, codon, chromosomes, transcription, translation, base pairs, double helix. They will also know the basics of how DNA is formed and utilized in an organism **(Equip)**. Students will use a KWL chart for me to assess how much they know about genetics and heredity **(Explore)**. Fishbowl discussions will be created to explore the ideas touched upon in class and to solidify their understandings **(Experience)**. 4. By writing and discussing with other classmates, students will be able to reflect on nucleotides and how they form DNA, genes and chromosomes. It will also help them with use of vocabulary **(Rethink)**. Students will then be able to expand on their ideas by addressing their own questions in a small writing assignment addressing what chromosomes are made of **(Revise).** They will have a chance to collaborate and integrate ideas with other students. Each group will use materials to visually show how DNA undergoes replication **(Rehearse)**. A final blog entry addressing how the days activities helped the students understand DNA and gene formation will be created by each individual. This will help them understand what DNA is, and how it creates genes and chromosomes **(Refine)**. 5. Students will insert discussion points onto the class wiki and the teacher will assess the collective understanding and individual understanding. The teacher will also monitor blog entries for understanding **(Evaluate)**. 6. Visual-Students will watch the Bill Nye the Science Guy video and will benefit from creating the DNA replication visuals. Aural- Student will have music playing in the background while completing blog entries or working in groups. Linguistic- Students will participate in a fishbowl discussion. Interpersonal- Students will participate in a fishbowl discussion and will be placed in small groups to pose questions. Bodily-Kinesthetic- Students will be moving around the classroom to interact with their peers and write ideas on the board. Naturalist- Students will think about how genes of an amphibian may be different than that of a mammal **(Tailor)**. 7. Students will be able to analyze how nucleotides form codons, genes, and chromosomes. Product: Comic Life/iMovie **(Organize)**. || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that DNA molecules code for genes which make up the human genome **(Where)**. Students will learn this because it is important to know that DNA and responsible for the creation and functioning of organisms **(Why)**. Students examine the role of transferring traits from generation to generation in differentiation cells and in evolving new species **(What)**.

9. Inheritance traits in "The Blue People" **(Hook).** 10. Students will become aware of Gregor Mendel, classical genetics, and terminology such as dominant, recessive, hybrid, law of segregation, inheritance, heredity, phenotype, genotype. **(Equip)**. The goal mountain will be used as a graphic organizer to determine the most important parts of Mendel’s research and influences **(Explore)**. Further research will be conducted on one aspect of Mendel's work and then use the jigsaw technique to educate other classmates **(Experience)**. 11. Students working in the jigsaw will have the ability to collaborate and compare thoughts for their goal mountains with other classmates **(Revise**). They will also use an online simulation of Mendel's pea experiment **(Refine)**. After using the graphic organizer and discussing in groups the concepts of Mendel’s work, the students will be able to think about how his work explains the variance in their family genetics **(Rethink)**. A blog entry in the character of Gregor Mendel will be created by each student to summarize what they had learned through the activities **(Rehearse)**. 12. Students will complete a checklist **(Evaluate).** 13. Bodily-Kinesthetic- Students will be moving around during the class activities. Interpersonal- Students work in jigsaw groups which involves talking with peers. Intrapersonal- Students will be working alone when creating their first goal mountain graphic organizer. Visual- Writing on the board, graphic organizers, and online simulation will help the visual learners. Aural- Music will be playing during the group activities and before class. Linguistic- Class discussions and writing in the goal mountain will help the linguistic learners. Logical- Brain teasers given in the hook will stimulate this learner. They will also benefit from Mendel’s simulation **(Tailor).** 14. Students will describe genes as segments of DNA that contain instructions for the cells that include information that leads to the differentiation of cells. Project: Wikispace self reflection and class discussion with links **(Organization).** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that the sorting and recombination of nucleotides affects the heredity of an organism **(Where)**. Students will know that you are the way you are because the combination of DNA is responsible for genotypic and phenotypic variation **(Why)**. Students examine the role of DNA in transferring traits from generation to generation **(What).**

16. Are your earlobes attached or do they dangle **(Hook).** 17. Students will know and use terminology such as monohybrid cross, punnet square, dominant/recessive traits **(Equip).** Students will use a draw and write chart to keep track of the hybrid crosses being done **(Explore).** In groups, results from their individual groups will be compared and then they will further analyze through simulations **(Experience).** 18.Students will group up and work on a specific trait such as a widows peak, blue eyes, blond hair, and earlobes. Students will then write what was discovered through this experiment **(Revise).** By performing the investigation, students will be able to relate the passing of traits through generations to their own family heredity **(Rethink).** Students will use their knowledge of Mendelian Genetics to predict the results of a cross between mice using an online simulation and then report their findings on a graffiti wall **(Rehearse).** Stories will be created in blogs that discuss how you inherited a trait from your family, whether it was dominant or recessive, and who it was passed on from **(Refine).** 19. Students will be observed and recorded by the teacher during classroom activities. Students will also be evaluated on their lab reports **(Evaluate).** 20. Bodily-Kinesthetic- Students will have ample time to be up and moving around during group activities and while doing the graffiti wall. This will enable the kids to get up and move about to release some energy. Linguistic- The writing for the draw and write activity will help this learner put what they are learning in their own words and it will also help solidify what they are learning from the experiment. Visual- The graffiti wall, online simulations, and the drawings of punnet squares on the draw and write sheet will be beneficial to the visual learners because they can draw what they had learned from last class, as well as see the results of crossing two specimens with different phenotypes. Interpersonal- Group activities will allow students to talk, collaborate, and bounce ideas off of one another during class. Logical- Punnet squares and the simulations will help these learners because it involves problem solving skills. Having the students figure out the genotypic ratios from the crosses will also be beneficial because they would view it as a brain teaser. Aural- Students will have music playing at the beginning of class and during class work. I will also use Pandora the online radio and allow the students to make up their own station before class begins.**(Tailor).** 21. Students will be able to use their current knowledge of Mendelian genetics to predict the results of a hybrid cross. Product: Lab on the simulation **(Organize).** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that the sorting and recombination of DNA affects the heredity of an organism **(Where)**. Students should know that certain traits are passed down from generation to generation and can be analyze by performing dihybrid crosses **(Why)**. Students examine the role of DNA in transferring traits from generation to generation **(What).**

23. Cell differentiation video **(Hook)**. 24. Student will understand how cell differentiation effects the role of cells in the human body and the necessary terminology: gamete, meiosis, mitosis, zygote **(Equip)**. Students will use a sandwich chart discover the key concepts of differentiation in the body and then create a conclusion based upon the findings **(Explore)**. Students will use a three step interview to better understand the concepts of differentiation in an organism **(Experience)**. 25. Students will think about how they grew from a gamete to a full human being through the differentiation of cells **(Reflect)**. Classroom will split up into small groups and brainstorm about the different kinds of cells that are utilized in the human body **(Revise)**. Each group will be responsible for a certain level of cell differentiation. They will need to present to the class the material they have learned **(Rehearse)**. After class, students will post answers to questions posed in class in their blogs **(Refine)**. 26. Students will participate in a think aloud discussion in which teacher will ask thought provoking questions, mediate, and monitor student involvement **(Evaluate)**. 27. Naturalist- During our class notes and discussion period, I will relate how cells differentiate to different kinds of animals such as insects, amphibians, and mammals as well as plants. Students will reflect on this idea and think about how evolutionary origins might have lead to the differences among species. Linguistic- Students who are linguistic learners will really benefit from the think aloud discussion during class. This activity will allow the kids to use their writing skills as well as their listening skills which will help them contribute and learn. Logical- Students will be able to think critically and in depth about the differentiation of cells within the human body during group activities and the discussion. They could put the actual process in a sequence of events in order to better learn the material. Aural- Students will be able to listen and learn during the think aloud. Interpersonal- Students will be able to discuss with their peers during the three step interview. Intrapersonal- Students will have alone time while working on the sandwich graphic organizer **(Tailor)**. 28. Students will be able to make sense of cell differentiation and how it contributes to the formation of systems within the human body. Product: Using iMovie or GarageBand, create a poem, song or music video about cell differentiation **(Organize)**. || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that DNA controls the differentiation of cells **(Where)**. Students will recognize that cell differentiation is responsible for the creation of the roles of cells in specific tissues, organs, organ systems, and organisms **(Why)**. Students examine the role of DNA in transferring traits from generation to generation in differentiating cells **(What)**.

30. Genes for Obesity Video **(Hook)**. 31. Students will be able to relate what has been learned thus far in the unit to bacterial resistance **(Equip)**. Students will use a bacteria think sheet to learn about bacteria and how they came to be resistant to antibiotics **(Explore)**. Students will do a three minute review to address any concerns and questions to the teacher **(Experience)**. 32. Students will group up after the lecture and compare bacteria think sheets **(Reflect)**. Ideas will be combined and then compiled into one think sheet and discussed with other groups in the class **(Revise)**. Students will research one aspect of antibiotic resistant bacteria and report findings to the rest of the class **(Rehearse)**. Students will take all material from this class and compose a blog entry discussing how antibiotic resistance could affect them and the world around them **(Refine)**. 33. Blog entry links will be submitted and then assessed with feedback **(Evaluate)**. 34.Linguistic- Students who are linguistic learners will benefit from completing the think sheet. This activity will help the students take what they have heard or read about in class and put into their own words. Visual- Visual learners will also benefit from using the think sheet because the organizer is laid out in a way that a student could visualize what was written. Aural- There will be music playing at certain points throughout the duration of the class. This should help all students focus. The class discussion and three minute review period will be great for them because they can have questions they may have clarified. Bodily-Kinesthetic- Students will be up and moving around during class activities. Interpersonal-Throughout the duration of the class, there will be a lot of interaction between peers while they are comparing their bacteria think sheets. There were also be some interaction between students and the teacher during the three minute review. Intrapersonal-Students will work alone during class when working on their think sheets as well as when they are working on their blog entries. Naturalist- Discuss how plants and animals have become resistant to things like pesticides **(Tailor)**. 35. Students will be able to reflect on how antibiotic resistant bacteria is affected by the makeup of DNA. Product: Using iMovie, create a class movie illustrating bacterial resistance **(Organize)**. || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that DNA codes for genes which make up the human genome **(Where)**. Antibiotic resistance in bacteria is a growing problem in medicine and could possibly effect the health of each and every one of us **(Why)**. Students examine the role of DNA in transferring traits from generation to generation in differentiating cells and in evolving new species **(What)**.

37. Gene for Obesity Video **(Hook).** 38. Students will learn terminology such as mutagens and related all material learned to their affects on DNA **(Equip).** Will create a web using inspiration that focuses around mutagens and how they affect the sequence of DNA **(Explore)**. Students will pair up in groups and explore different genetic disorders **(Experience).** 39. Students, in their respective groups, share webs and discuss possible genetic disorders **(Revise).** Larger groups will split up into groups of two and research a specific genetic disorder in great detail. This disease will be used in their Web Quest **(Refine).** Students will create an iMovie or Podcast for the WebQuest in which they need demonstrate their full understanding of the material. Students will present it to the audience **(Rehearse)**. Students will think about how this past unit relates to their lives **(Rethink).** 40. Students will be assessed on their iMovie or Podcast presentations as well as their oral presentation on the topic **(Evaluate).** 41. Logical- Students will examine the genetic codes and DNA to learn about how it is affected by mutagens. Linguistic- Students who are linguistic learners will be able to express their knowledge on the material learned throughout the past unit by writing the script for their WebQuest. Visual- Students who are visual learners will benefit from using the Inspiration software on the laptops to create a graphic organizer. This will help them visually separate their thoughts. iMovies will also keep the students interested. Interpersonal- Students will have the ability to work in small groups while they are researching and creating their product for the WebQuest during the class time provided. Intrapersonal- Students will have the time during class to work and think on their own by using Inspiration as a graphic organizer to organize their research on the disorder being studied. Bodily-kinesthetic- Students will be up and moving around during the class activities and may possible use their bodies to demonstrate how mutagens affect and eventually take over the original DNA sequence **(Tailor).** 42. Consider the role genetics and mutagens play in common genetic disorders. Product: Students will complete my WebQuest on a particular genetic disorder. They will also blog about their overall impressions on the unit **(Organize).** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that DNA codes for genes which makeup the human genome **(Where).** Students will know that there are certain mutagens that can corrupt the DNA within an organism and cause there to be genetic disorder which may affect the genotype and phenotype **(Why)**. Students will examine the role of DNA in transferring traits from generation to generation in differentiating cells and in evolving new species **(What)**.

2004 ASCD and Grant Wiggins and Jay McTighe