L5+Kelley+Kathleen

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9-Diploma Topic: Genetics and Heredity**
__**Objectives**__
 * Student will understand that** DNA codes for genes which make up the human genome.
 * Student will know** past material learned and how it impacts bacterial resistance and antibiotic resistant bacteria.
 * Student will be able to** reflect on how antibiotic resistant bacteria is affected by the makeup of DNA.

__**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 DNA is responsible for transferring traits from generation to generation in differentiating cells. They will also learn how genetic mutations among certain bacteria will and have affected the medical world and the antibiotics available. They will also learn about how antibiotic resistant bacteria are affecting how medicine is absorbed into the body.
 * Rationale**:

__**Assessment**__

Throughout the duration of this unit, students will have a chance to interact with one another through different group activities. Students will use a bacteria think sheet to learn more about bacteria and their interaction with organs in the body as well as how they came to be resistant to antibiotics. On their think sheets, I would also like the students mention something about the historical background of antibiotics. At the end of day two when they have completed their iMovie, I would like the students to write a reflective blog entry about the activity, what they have learned, and how it impacts their lives and the medical world.
 * Formative (Assessment for Learning)**

Students will do a three minute review with peers and the teacher to address any concerns and questions. Students will also create a class iMovie illustrating bacterial resistance and how it affects the absorption of medicine within the human body.
 * Summative (Assessment of Learning)**

__**Integration**__ __History__: Students will use their investigative skills to learn about the history behind antibacterial drugs such as Penicillin and Amoxicillin. __Technology__: Students will take advantage of the computers in the classroom and use type II technology by using iMovie to complete their product. __English__: Students will use what they are learning about grammar and composition to ensure that their discussion materials and scripts for their products are all grammatically correct.

__**Groupings**__ After the hook is presented to the class, I will have the students form into small groups based on the color of shirt that they are wearing. Students will be placed into four groups, and will research one aspect of antibiotic resistant bacteria and report findings to the rest of the class. Each person will have a specific role that pertains to the topic being studied, and will also be responsible for contributing to the discussion. The role that the student plays will determine which order they will speak in. One person will be in charge of keeping track of time and will be responsible for letting the group know how much time is left of the time allotted. Furthermore, each student will be responsible for recording other ideas brought up in class.

__**Differentiated Instruction**__

__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. I__nterpersonal__-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.
 * 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**

Type II technology will be utilized when they create the end of the lesson project using iMovie. Using this technology, the entire class will write, stage, produce and edit a class movie illustrating bacterial resistance.
 * Extensions**

__**Materials, Resources and Technology**__ Paper Pencils/Pens Bacteria Think Sheet Graphic Organizer (see attachments) Projector Projector Screen Laptops (with wireless Internet service) Wiki Site Textbooks Content Notes Music: I will use Pandora internet radio for music during the class. The students will create their own radio station.

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

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 letting them utilize their bacteria think sheet graphic organizer, as well as letting encouraging them to tap into their visual intelligence when creating their class movie. My aural learners will have music playing in the background while completing their charts or working on their three minute interviews. Students will be challenged on a daily basis to reflect on how the material being learned affects their lives. Each learning style listed below will also be accommodated in each lesson.
 * Rationale**:

Beach Ball- Students will have the opportunity choose which roles the would like to take on when creating their iMovie for their final lesson product. With this project that I have given them, they will have a lot of freedom to make something really creative with their classmates. I think it will be a great way to test their collaborative skills. As always, I will encourage my students to think more in depth about the topic being discussed (antibiotic resistant bacteria) and how it affects their lives. 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. During group time, their role will be the time keeper. Microscope- During this lesson, clipboard students will be able to use their scientific brains to wrap their minds around how bacteria affects the human body when antibiotics aren’t present, how antibiotics should help you, and how bacteria can become resistant. They will also be able to reflect on how genetic expressions might be altered. Puppy- I will have a classroom filled with students who respect 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 bacteria think sheet 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 my students. My formative assessment will consist of a class iMovie depicting antibiotic resistance in the human body. They will also be placed in smaller groups for the three minute review which will help address six out of the eight intelligences (See Strategies).
 * Rationale**:

Reflect, How antibiotic resistant bacteria is affected by the makeup of DNA.

//**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 iMovie to complete their product for this lesson. 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**:

__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.

//**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 Bacteria Think Sheet Chart Graphic Organizer) to gauge the students’ mastery of the material being presented (antibiotic resistance within the human body and in nature). Using the three minute review and observation during their alone time, I will be able to use this to formatively assess to determine how much they 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**__ Questions/concerns from last class?- 5 to 10 minutes Graffiti Wall Hook-Genes for obesity-5 minutes Text notes-45 minutes Bacteria Genetic expressions within the organism Antibiotic resistance Pesticides Graphic organizers Groups iMovie- remainder of the class period Class work time
 * Agenda**:

__**Day Two**__ Time to work on and edit the iMovie- 90 minutes Presentation - 25 minutes Blog reflection- 5 minutes
 * 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. This will be the same activity as in lesson three. 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 brief activity, I will show them a video dealing with the genes for obesity. This will act as my hook. Student will understand that DNA codes for genes which make up the human genome. Student will know past material learned and how it impacts bacterial resistance and antibiotic resistant bacteria. Student 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. **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. After I provide the class with notes, I will set them free to come up with ideas for their class iMovie. It only has to be a 5 minute clip and everyone needs to be involved in one way or another. Students are encouraged to be as creative as possible. **Equip, Explore, Rethink, Tailor: Visual, Interpersonal, Aural, Intrapersonal, Bodily-Kinesthetic.**

Students will explore their knowledge and the material learned though different websites addressed in class. They will also use the bacteria think sheet activity to help them discover the important points of bacterial resistance. Student will be able to reflect on how antibiotic resistant bacteria is affected by the makeup of DNA. In this lesson, I will break the kids up into small groups depending on the color shirt each student is wearing in order for them to fill in graphic organizers. **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**.


 * Content Notes:**

Cell Differentiation: Process by which a less specialized cell becomes a more specialized cell type. Differentiation occurs numerous times during the development of a multicellular organism as the organism changes from a single zygote to a complex system of tissues and cell types. Differentiation is a common process in adults as well: adult stem cells divide and create fully-differentiated daughter cells during tissue repair and during normal cell turnover. Cell differentiation causes its size, shape, and responsiveness to signals to change dramatically. These changes are largely due to highly-controlled modifications in gene expression. With a few exceptions, cellular differentiation almost never involves a change in the DNA sequence itself. Thus, different cells can have very different physical characteristics despite having the same genome.

Some cells are able to differentiate into many different cells. In humans, these cells are stem cells (meristematic cells in plants)

Every tissue and organ is made up of living cells. Some cells provide protection; some give structural support or assist in locomotion; others offer a means of transporting nutrients. All cells develop and function as part of the organized system -- the organism -- they make up.

Yet each of us originated as a single, simple-looking cell -- a fertilized egg, or zygote -- so tiny that it can barely be seen without a microscope. (A human egg cell is about 1/100th of a centimeter in diameter, or a bit smaller than the width of a human hair.) Shortly after fertilization, the zygote begins dividing, replicating itself again and again. Before long, a growing mass, or blastula, of dozens, then hundreds, then thousands of cells called stem cells forms; each stem cell is only one-fourth to one-tenth the diameter of the original zygote, but otherwise nearly identical to it.

The majority of organisms, however, consist of many more than one type of cell. Indeed, about 200 different types of cells -- many highly specialized -- make up the tissues and organs of the human body. The cells that line the retina of your eye, for example, have a structure and function that is markedly different from those of the muscle cells in your bicep.

Stem cells begin their transformation into the different types of cells that make up the human body during a phase in the development process called cell differentiation. In vertebrates, differentiation begins during a stage called gastrulation, when distinct tissue layers first form. Like most other developmental processes, differentiation is controlled by genes, the genetic instructions encoded in the DNA of every cell. Genes instruct each cell how and when to build the proteins that allow it to create the structures, and ultimately perform the functions, specific to its type of cell.

Surprisingly, every nucleus of every cell has the same set of genes. A heart cell nucleus contains skin cell genes, as well as the genes that instruct stomach cells how to absorb nutrients. This suggests that in order for cells to differentiate -- to become different from one another -- certain genes must somehow be activated, while others remain inactive. Although scientists have come a long way toward understanding how cells coordinate the well-timed activation and inactivation of their genes, researchers have had little success inducing these changes artificially. Gaining such control over the developmental process, experts believe, may eventually result in cures for a wide variety of diseases, including diabetes and cancer.