L3+Kelley+Kathleen

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9- Diploma Topic: Genetics and Heredity**
__**Objectives**__
 * Student will understand that** the sorting and recombination of DNA affects the heredity of an organism.
 * Student will know** and use terminology such as monohybrid cross, punnet square, dominant/recessive traits.
 * Student will be able to** use their current knowledge of Mendelian genetics to predict the results of a hybrid cross.

__**Maine Learning Results Alignment**__

//**Maine Learning Results: Science and Technology E. The Living Environment E4 Genetics and Heredity Grades 9-Diploma**// //Students examine the role of DNA in transferring traits from generation to generation in differentiating cells and in evolving new species. b: Describe genes as segments of DNA that contain instructions for the cells and include information that leads to the differentiation of cells.//

This lesson will show students how traits are passed on from generation to generation through the sorting and recombination of DNA which alters your genetic expression. They will also learn about their own heredity and whether or not they possess dominant or recessive traits.
 * Rationale**:

__**Assessment**__

During the entirety of this lesson, I will be taking the time to observe my students and their interactions with one another in the classroom setting. This well help me get a better understanding of where the kids are as far as comprehension of the material. This will also permit me to get up, move about the classroom, and help the students with any questions and concerns that they may have regarding the living punnet squares, simulation, or lab report. The students rough draft of the lab report will also serve as a great source for a formative assessment. A graffiti wall will also be used at the beginning of class throughout the lesson and unit to document their progress. At the end of the class period, the students will also create a brief blog entry reflecting upon the days activities.
 * Formative (Assessment for Learning)**

Students will explore their own genetics as well as phenotypic and genotypic ratios though an online simulation. This simulation will take two mice with different phenotypes and cross them in a virtual laboratory. Before using the simulation, I will have students create a list of expectations or a hypothesis of what they expect to occur. As a class, we will discuss how the genotype and phenotype changes as different kinds of mice are bred. Do the offspring exhibit certain traits of the parent generation? If yes, how. If not, why? At the end of the class, the students will take everything they have learned and write an informal lab report with heading and title, purpose/hypothesis, methods/data and observations, results, and conclusion.
 * Summative (Assessment of Learning)**

__**Integration**__ __Math__: Students will use knowledge of fractions and ratios to figure out the genotypic and phenotypic ratios of different crosses. __Technology__: Students will take advantage of the computers in the classroom and use type 2 technology by using on line simulations in the classroom. The students will also have ample time to use the mouse breeding simulation to help them fully understand the idea of inheritance and heredity. The students will also used type I technology by utilizing Microsoft word to write their lab reports. The students will also have ample time to use the online simulation of the pea experiment to help them fully understand the idea of inheritance. __English__: Students will use what they are learning about grammar and composition to ensure that their lab reports are using proper English and are grammatically correct.

__**Groupings**__ When I start to break the kids up into small groups for the simulations and other group work, I will have the students find three or four other kids who have about the same thumb size as they do.


 * __Differentiated Instruction__**

__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.
 * Strategies**

I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
 * Modifications/Accommodations**

If students are absent, it is their responsibility to consult one of their fellow classmates, me, or the class wiki in order to acquire any information they may have missed during that class period. If students provide me with evidence (a note from a parent/guardian, a physician, a coach or another teacher) of extenuating circumstances that would prohibit them from completing the assignment, then I will gladly provide them with extra time to do the work without affecting their grade on the assignment. The amount of time permitted by a teacher for an extension may vary depending on the length of assignment or the circumstances mentioned previously. However, if you have failed to discuss extensions with me, I will deduct 10 points from the total grade of the assignment for each day (not class period) that the work is not completed.
 * Absent Students**

Students will utilize type II technology by using the online mouse simulation that investigates the heredity, genotypes, and phenotypes of different kinds of mice.
 * Extensions**

__**Materials, Resources and Technology**__ Paper Large sheet of bulletin board paper Pencils/Pens Markers Draw and Write Charts Manilla Folders Worksheets with punnet squares Laptops (with wireless Internet service) Wiki Site Music: “Clarity" by John Mayer and "Flowers Never Bend with the Rainfall" by Simon and Garfunkel. I will also use Pandora the online radio for music.

__**Source for Lesson Plan and Research**__ Learn.Genetics - The University of Utah http://learn.genetics.utah.edu/ http://learn.genetics.utah.edu/content/begin/traits/

Living Punnet Square Lab http://www.lessonplanspage.com/ScienceLivingPunnetSquareMartianGeneticsLab812.htm

Mouse Breeding Simulation http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=382

The World of the Cell Becker, Wayne M. and L.J. Kelinsmith, J. Hardin, G.P. Bertoni. The World of the Cell. Boston: Pearson Education, Inc., 2009.

__**Maine Standards for Initial Teacher Certification and Rationale**__

//**Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.**//

This lesson addresses the Maine Standards for Initial Teacher Certification by continuously challenging all students by addressing the different learning styles within my classroom. For example, I will tailor to the visual learners by giving them a draw and write graphic organizer, using an online simulation in my group work, and having a graffiti wall activity in which they can draw what they have learned in the past class. They will be able to add to this throughout the lesson and unit. My aural learners will have music playing in the background while completing wikispace entries or working in groups. Students will be challenged on a daily basis to reflect on how the material being learned affects their lives. Each style listed below will also be accommodated in each lesson.
 * Rationale**:

Beach Ball- Students will have the opportunity to further investigate their own heredity in more depth by using the punnet crosses if they would like. The could also create their own scenario to test their knowledge if they would like. Clipboard- Students will have an agenda for that particular class period that will lay out what will be done for the day. Time given to complete various classroom assignments will also be mentioned at the beginning of each task. Everything conducted during class will have a set structure. Microscope- Students will use their investigative skills when it comes to using the simulation of breeding mice. They will be able to use their deductive reasoning skills and their scientific minds to predict the genotypic and phenotypic outcomes of the crosses. If they would like to attempt something more challenging, they could work on a more complicated monohybrid cross or even a dihybrid cross. Puppy- I will have a classroom that respects one another. My students will feel safe entering my classroom, speaking their minds, sharing ideas, asking questions, and being who they are.

//**Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.**//

This lesson addresses the Maine Standards for Initial Teacher Certification by using a diagnostic assessment such as the draw and write graphic organizer to gauge how much the students are understanding the material being presented to them. This diagnostic assessment will help me determine how I can tailor the lesson to better help the students. My formative assessment will consist of a general observation of each student to help me better understand what could be done to better help them learn. They will also be placed in smaller groups to use the simulation and address specific concepts within the material. In addition, MI theory will be used to address six out of the eight intelligences (See Strategies).
 * Rationale**:

Use their current knowledge, Mendelian genetics and how it impacts inheritance/heredity.

//**Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.**//

This lesson addresses the Maine Standards for Initial Teacher Certification by continuously using media and technology in the classroom. Students will be use technology in a type II way by having them use an online breeding simulation. Students will also pay special attention to the wiki site because I will be monitoring the site and pose probing questions that will require in depth thinking.
 * Rationale**:

__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 phenotypical different specimens. __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 it could be seen 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.

//**Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.**//

This lesson addresses the Maine Standards for Initial Teacher Certification by documenting student progress in the following ways: using a diagnostic assessment (See Draw and Write Graphic Organizer) to gauge the students’ knowledge of the laws of inheritance, more specifically how the sorting and recombination of DNA can contribute to the heredity of an individual. Using the graffiti wall and in class discussion, I will be able to use this as a formative assessment to determine how much of the material they are understand and remember. Students will be made aware of any performance criteria through the syllabus (in the assignment descriptions). Finally, the teacher will provide the students written feedback regarding in class group work, projects, and simulations.
 * Rationale**:

__**Teaching and Learning Sequence:**__

__**Day One**__ Graffiti wall-5-10 minutes Dangling Earlobes- Hook-10 minutes Text notes-45 minutes Dominant/recessive Alleles Genotypes/phenotypes Living punnet squares Time at the learning centers- 15 minutes at each center (60 minutes total) Punnet Square work Draw and Write graphic organizers
 * Agenda:**

__**Day Two**__ Graffiti Wall- 10 minutes Text notes- 50 minutes +/- Scientific Method How to write a proper lab report Groups- 60 minutes Formulate hypotheses Simulation Draw and write graphic organizers
 * Agenda:**

__**Day Three**__ Spend time to finish simulations(if needed)- 20 minutes Work on writing lab reports- Remainder of class (100 min) Groups Teacher support
 * Agenda:**

Students will enter the classroom and take their seats which I will have arranged into a U shape. This seating arrangement allows everyone to see the front of the room equally, and it also allows for easy pairing. At the front of the room, I will have a large sheet of bulletin board paper taped to the wall with a bin of markers and other writing utensils. I want them to use this activity to write or draw anything that was remembered from past classes or things that they found interesting or confusing. After the activity, I will clarify any questions, and tie the past class into dangled earlobes. This will act as my hook. Students will understand that the sorting and recombination of nucleotides affects the heredity of an organism. Students will know that you look the way you do because the combination of DNA is responsible for genotypic and phenotypic variation. Students examine the role of DNA in transferring traits from generation to generation. Project: Lab report addressing what was learned through the lab simulation. **What, Where, Why, Hook, Organize.**

I plan on equipping the students by providing them with brief notes on the board. I also want them to get some hands on learning time to help them solidify their knowledge on the subject. My instruction will be delivered to effectively involve all different learning styles. For the living punnet square experiment on day one, I will have set up four different stations. At station one, there will be two or three different scenarios for students to solve using punnet squares (http://www.lessonplanspage.com/ScienceLivingPunnetSquareMartianGeneticsLab812.htm ). Station two will require the students to create and solve one of their own (handed in). The third station will analyze different dominant and recessive traits (red hair, blue eyes, widows peak, earlobes, etc.) on the University of Utah Website (http://learn.genetics.utah.edu/content/begin/traits/). Station four will complete a worksheet regarding their family genetics. Six out of the eight intelligences will be incorporated into my lesson. Their self assessments done after each product will help me and the students see where they have areas of strength and where they need more work. **Equip, Explore, Rethink, Tailor: Visual, Interpersonal, Aural, Intrapersonal, Bodily-Kinesthetic.**

Students will explore their knowledge and the material learned though different online simulations(http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=382, and http://learn.genetics.utah.edu/content/begin/traits/) done in class. They will also use the draw and write activity to help them associate pictures with text. Student will be able to examine the role of DNA in transferring traits from generation to generation. In this lesson, I will break the kids up into small groups of three or four according to general thumb size. **Explore/Experience, Rethink, Revise, Refine, Tailor: Logical.**

My students will self-assess themselves after each product. They will place these self-assessments and reflections in their portfolios with the products they have created. I will provide timely feedback to all of my students by monitoring their discussions during class and I will also return any work in a timely manner. I will also meet with my students every week to discuss how they are doing in the class and with the material being taught. **Evaluate**.

//DAY ONE// Punnet Squares (on board) MARTIAN GENETICS!! Building a Living Punnet Square
 * Content Notes**:

Directions: Using the traits listed below, build a Punnet square for the following crosses. Use this activity to understand how each parent contributes one allele to the offspring. Build the Punnet squares using the grid marked on the floor. The folders have the possible allele combinations. Use white boards for practice if necessary. Good luck!

Traits: One Eye (E) vs. Two Eyes (e) Three Fingers (F) vs. Two Fingers (f) Green Skin (G) vs. Blue skin (g) Two Antennae (A) vs. One Antennae (a)

Questions: 1. Homozygous dominant male for eyes mates with a heterozygous female. What are the genotypes of her offspring? Build the living Punnet square and when you're ready, call for the teacher.

2. Two heterozygous for fingers Martians marry and have four kids. How many of their kids will have three fingers? How many will have two? Build the living Punnet square and when you're ready, call for the teacher.

3. A homozygous recessive for skin color female Martian has children with a heterozygous male. What are the genotype possibilities for her four children? Build the living Punnet square and when you're ready, call for the teacher.

4. A homozygous dominant for antennae mates with a homozygous recessive female. What phenotypes are shown in their four children?

5. A male Martian that is heterozygous for fingers marries a female martin that is homozygous recessive. What are the chances (in %) that their children will be heterozygous?

//DAY TWO// The Scientific Method

The scientific method is the foundation of thinking scientifically, so it's only natural that becoming better acquainted with it will help your student write a better lab report. Here's how it works:

Observation Qualitative or quantitative measurements and characterizations

Hypothesis A possible explanation for the observation

Prediction A logical deduction about future observations based on the hypothesis

Experiment Test predictions against new observations to determine the strength of the hypothesis

The above guidelines should serve as the backbone of any good science lab report. While the teacher may already have certain portions of the method established (i.e. method of the experiment), referencing these guidelines will help to keep your child's report focused.

Writing the Lab Report The scientific method can be broken down into a step-by-step process that makes working through a lab report much easier. -Define the question -Gather information and resources -Form the hypothesis -Plan the experiment -Perform the experiment and collect data -Analyze data -Interpret and draw conclusions that help refine the hypothesis -Communicate results

The Problem Statement The first step in a science lab report is the question or problem statement. Your child needs to identify the problem or question that will be discussed in the report. To start, have your child completely read through the lab instructions provided by the teacher. The problem statement should be one of the first items in the instruction sheet. The necessary information and resources should be listed on this sheet as well.

__The Hypothesis__ The next step is to formulate the experimental hypothesis. The experimental hypothesis is the student's explanation of the scientific relationship being investigated. The hypothesis should combine your child's own prior knowledge and the provided background information. Teachers will be able to tell if a student read or comprehended the background information based on the experimental hypothesis.

__Method__ Here, your student writes about the experimental design, which includes: materials, instruments, data to be collected, number of trials, dependent and independent variables, and a description of all safety concerns and how to address them.

__Data__ In this section, your child outlines the data collected during the experiment. Your child is often responsible for creating graphic presentations (i.e. graphs, charts or tables) to illustrate the results of the experiments. Graphs and charts make it easier for your children to interpret the results and, thus, draw conclusions from the experiment.

__The Conclusion__ Scientists are expected to wrap-up their lab report with a conclusion. Make sure your conclusion includes a statement regarding data analysis and whether or not the results support the experimental hypothesis; remember, it is not important the hypothesis was 'correct,' but that the scientific method was followed. Have your child identify any problems or errors that occurred, and how these might have effected the results. Finally, make sure your high school science student is able to discuss how the results apply in the real world, and indicate any other experiments that may be conducted to support the conclusion given in the report.

Do the offspring exhibit certain traits of the parent generation? If yes, how. If not, why not?