L4+Kelley+Kathleen

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9- Diploma Topic: Genetics and Heredity**
__**Objectives**__
 * Student will understand that** DNA controls the differentiation of cells.
 * Student will know** and understand how cell differentiation effects the role of cells in the human body and the necessary terminology: gamete, meiosis, mitosis, zygote.
 * Student will be able to** make sense of cell differentiation and how it contributes to the formation of systems within the human body.

__**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 help students understand how DNA is responsible for transferring traits from generation to generation in differentiating cells. They will also understand how cell roles are assigned through differentiation, as well as where and when these roles are assigned.
 * Rationale**:

__**Assessment**__

Throughout the duration of this unit, students will have a chance to interact with one another through different group activities. The activity that I will have them use is a three step interview to better understand the concepts of differentiation in an organism. I will also be monitoring the students as they are participating in the think aloud discussions. As a group, they will discuss how differentiation occurs in the body. At the end of class, students will be given some time to write a blog entry reflecting on the days activities and how it relates to them.
 * Formative (Assessment for Learning)**

Students will explore how cell roles within the body are determined and they will also learn the time at which certain differentiation happens. As my summative assessment, I will have the students create an informative movie, music video, poem, or song using either iMovie or GarageBand. Their job is to convey their knowledge on cell differentiation in an organisms. This product graded using a rubric (see attachments) provided for them and will be worth 20 points of their total grade.
 * Summative (Assessment of Learning)**

__Art__: Students will use their artistic and creative sides to complete their product. __Technology__: Students will take advantage of the computers in the classroom and use type 2 technology by using either iMovie or GarageBand 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.
 * __Integration__**

Before the class has entered the room, I will have placed certain names on the table of figures that have influenced the history of genetics. When the students enter the room, they will be given a number that corresponds with specific cards on the table. Students will then sit in their respective groups and remain there until they begin their three step interview activities.
 * __Groupings__**


 * __Differentiated Instruction__**

__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 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 (see attachments).
 * 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 in the form of GarageBand or iMovie. Using either of those forms of technology, they will be creating a music video, poem or song showing their understanding of cell differentiation and how it leads to the formation of tissues, organs, organ systems, and organisms.
 * Extensions**

__**Materials, Resources and Technology**__ Paper Pencils/Pens Sandwich Chart Graphic Organizer Projector Projector Screen Laptops (with wireless Internet service) Wiki Site Textbooks Content Notes Music: “America" by Simon and Garfunkel and “Goodbye Pork Pie Hat“ by Charles Mingus and Lester Young. I will also use Pandora for music.

__**Source for Lesson Plan and Research**__ Cell Differentiation Video http://www.teachersdomain.org/resource/tdc02.sci.life.stru.different/

Learn.Genetics - The University of Utah http://learn.genetics.utah.edu/

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 a sandwich chart graphic organizer (see attachments), as well as encouraging them to tap into their visual intelligence when creating their music video or informational video. My aural learners will have music playing in the background while completing their charts or working on their three step 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 whether they would like to use iMovie or GarageBand to create their final lesson product. They will also have the ability to select the groups that they will be in, but it must be cleared by me. As always, I will encourage my students to think more in depth about the topic being discussed (cell differentiation) and how it may vary from organism to organism. 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- Students will use their investigation skills when it comes thinking about how differentiation occurs in the human body. They will be able to use their deductive reasoning skills and their scientific minds to better understand the material. If they would like to attempt something more challenging, they could investigate how cell differentiation would be different in mammals, reptiles, and insects. 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 sandwich chart 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 be placed in smaller groups to use the simulation and address specific concepts within the material. I will also monitor what is being written in their blogs to assess their understanding. In addition, MI theory will be used to address six out of the eight intelligences (See Strategies).
 * Rationale**:

Make sense of, How does cell differentiation contribute to the formation of systems within the human body.

//**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 either iMovie or GarageBand 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**:

__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 in 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.

//**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 Sandwich Chart Graphic Organizer) to gauge the students’ mastery of the material being presented (differentiation and how it leads to the formation of cells, tissues, organs, organ systems, and organisms). Using the think aloud discussion and observation during their alone time, I will be able to use this as a formative assessment 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:**__

Questions/concerns from last class? 5-10 minutes Cell Differentiation Video-5 minutes Text notes-45 minutes What is Cell differentiation Gamete, meiosis, mitosis, zygote Animals: Ectoderm, mesoderm, endoderm Blastocyst, gastrula, blastula Plants: Meristematic cells Group work- 25 minutes How does differentiation happen and why is it important? Think aloud discussion- 35 minutes
 * Agenda**:

Students will enter the classroom and take their seats which I will have arranged into groups of four desks or four people. This seating arrangement will be good for when discussions take place. At the front of the room, will have the projector and projector screen set up for the video that I will be using as my hook. At the beginning of class I will ask the class if there are any questions from the past class. If there are, I will take five or ten minutes to clarify them. My hook is a brief video showing how cells differentiate in the human body (http://www.teachersdomain.org/resource/tdc02.sci.life.stru.different/). Students will understand that DNA controls the differentiation of cells. Students will know and understand how cell differentiation effects the role of cells in the human body and the necessary terminology: gamete, meiosis, mitosis, zygote. Student will be able to make sense of cell differentiation and how it contributes to the formation of systems within the human body. Project: Using iMovie or Garageband create a music video, song, movie, or poem showing that they understand the concept of differentiation in the body. **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. 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.**

Students will explore their knowledge and the material learned though completing a sandwich chart graphic organizer and through the think aloud discussion that will occur in groups and then as an entire class. Different discussion points will be made during the think aloud (http://www.teachersdomain.org/resource/tdc02.sci.life.stru.different/). Students will be able to make sense of cell differentiation and how it contributes to the formation of systems within the human body. In this lesson, I will have placed certain words on each table that each have to do with the differentiation of cells. When the students enter the room, they will given a number that corresponds with words on the table. Students will then sit in their respective groups and remain there until they begin their activities. Their jobs at the beginning while I am preparing for the class, are to define the words and how they think it would to apply to organisms. **Explore/Experience, Rethink, Revise, Refine, Tailor: Naturalist, Logical, Linguistic, Aural, Interpersonal**

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, Tailor: Intrapersonal.**

//Sources// http://learn.genetics.utah.edu/ http://www.teachersdomain.org/resource/tdc02.sci.life.stru.different/ 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.
 * 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.