L2+Kelley+Kathleen

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9-Diploma Topic: Genetics and Heredity**
__**Objectives**__
 * Student will understand** that the sorting and recombination of nucleotides affects the heredity of an organism.
 * Student will know** of Gregor Mendel, classical genetics, and terminology such as dominant, recessive, hybrid, law of segregation, inheritance, heredity, phenotype, genotype.
 * Student will be able to** describe genes as segments of DNA that contain instructions for the cells that include information that leads to the differentiation of cells.

__**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 and genes.
 * Rationale**:

__**Assessment**__

Jigsaw group work and discussion will be performed to explore ideas touched upon during class and for the teachers to determine their level of mastery. By writing and discussing with other classmates on the wikispace and in their blogs, students will be able to reflect on how DNA can affect what genes you may inherit. Students will have a chance to collaborate and integrate ideas with other students and will be able to create a final wikispace entry addressing how the days activities helped them understand inheritance. Students will receive feed back from the teacher in their wiki entries as well as during the in class group work.
 * Formative (Assessment for Learning)**

Students will explore genetics using an online simulation of Mendel's pea experiment to show how certain traits are inherited from the parent into daughter generations. As a class, we will discuss how the genotype and phenotype changes throughout the duration of the simulation and how it applies to you. At the end of the class, the students will analyze how certain traits their parents possess have shown up in their phenotype and place it in their blogs. The days activities should be reflected in the response. I would also like them to write a brief entry in the character of Mendel about inheritance and the importance of his discoveries.
 * Summative (Assessment of Learning)**

__Social Science__: Students will use the online resources as well as primary documents to research the historical background behind Gregor Mendel and his idea of classical genetics. They will also research other major figures in history that have impacted this area of genetics such as Mendel, Lamarck, Malthus, Wallace, and Darwin. __Technology__: Students will take advantage of the computers in the classroom and use type II technology by using the discussion page of the class wikispace and their own personal blog. 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 blog entries, wikispace discussions, and 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 given a number that corresponds with cards on the table. Students will then sit in their respective groups and remain there until they begin their jigsaw activities.
 * __Groupings__**

__**Differentiated Instruction**__

__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.
 * 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 be using type II technology in the form of an online simulation teaching about Mendel’s pea experiment. Students will be making predictions based on the activity and apply it to situations in the real world. For example, they will discuss certain traits their parents have that might have been passed down to them. They will record this information in their blogs and will discuss findings on the class wiki page.
 * Extensions**

__**Materials, Resources and Technology**__ Paper Pencils/Pens Goal Mountain Charts Laptops (with wireless Internet service) Wiki Site Projector Projector Screen Notecards Textbooks Content Notes Music: “Toy Soldiers" by Carbon Leaf and "Watermelon Man" by Herbie Hancock

__**Source for Lesson Plan and Research**__ Botany Online: Evolution: Charles Darwin, A Turning Point http://www.biologie.uni-hamburg.de/b-online/e36/36a.htm

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

Mendel's Pea Experiment-Simulation http://biologica.concord.org/webtest1/web_labs.htm

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 goal mountain graphic organizers to use as well as supplementing them with an online simulation to use in groups. My aural learners will have music playing in the background while completing wikispace entries, blog entries, or working in groups. My linguistic learners will benefit from participating in the jigsaw and by writing their thoughts on the graphic organizer. Students will be challenged on a daily basis to reflect on how the material being learned affects their lives.
 * Rationale**:

Beach Ball- Students will have the opportunity to further investigate their ideas of Mendelian genetics by researching online or by finding other simulations to use. They will also have the ability to think and expand their ideas while they reflect in their blogs and on the class wikspace. 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 investigation skills when it comes to using the simulation of Mendel‘s pea experiment. They will be able to use their deductive reasoning skills and their scientific minds to predict the genotypic and phenotypic outcomes of the crosses. This knowledge will help them further investigate the inner workings of their own genetic makeup. 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 goal mountain 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 jigsaw activity and then a large discussion for the whole class to engage in. Smaller groups will be utilized to address specific concepts within the material. I will monitor their progress through the class wikispace which is where they will post highlights and questions from the class. In addition, MI theory will be used to address six out of the eight intelligences (See Strategies).
 * Rationale**:

Examine, Roles of DNA is transferring traits from generation to generation.

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 record interesting comments from the class into their class wiki's and in their individual blogs. The wikispace will be a place for them to clarify concepts and ideas with their peers. I will monitor the site as well as their blogs and pose probing questions that will require in depth thinking processes.
 * Rationale**:

__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.

//**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 Goal Mountain Graphic Organizer) to gauge the students’ understanding of the material, more specifically how the sorting and recombination of DNA can contribute to the heredity of an individual. Using the jigsaw and in-class discussion, I will be able to use this as a formative assessment to determine whether or not they are grasping the material. Students will be made aware of 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. Digital feedback will be given indirectly on the class wikispace as the discussions and questions are being posed.
 * Rationale**:

__**Teaching and Learning Sequence:**__

Blue People- Hook- 15 minutes Text Notes- 45 minutes Time at the learning centers- 60 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. The first thing that we will do is discuss the idea of how certain pigments are passed down from generation to generation, similar to the blue people brainteaser. 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 are the way you are 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: Wikispace self reflection and class discussion with links. **What, Where, Why, Hook, Organize.**

I plan on equipping the students with the knowledge by providing text notes about Mendel and his theories on classical genetics. 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. There will be three separate learning centers. Center one will include the simulation (http://biologica.concord.org/webtest1/web_labs.htm) of the pea experiment where the students will investigate Mendel’s work and his theories of inheritance. The second station will allow the students to investigate the University of Utah’s page on heredity (http://learn.genetics.utah.edu/content/begin/traits/) and brainstorm different traits that can be passed on from generation to generation. Center three will allow the students to either work on their own or with others to fill out the goal mountain graphic organizer about a particular figure who has made a significant impact on genetics through history (http://www.biologie.uni-hamburg.de/b-online/e36/36a.htm). Seven out of the eight intelligences will be incorporated into my lesson. Every week I will be spending some time conferencing my with students to get a feel for where they stand in their understanding. 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 done in class. They will also use graphic organizers to help them separate important knowledge from random facts as well as investigate figures who have impacted genetics. Student will be able to examine the role of DNA in transferring traits from generation to generation. In this lesson, students will be grouped according to what number I give them at the beginning of class. That number will then correspond to a specific name on the classroom tables or desks. **Explore/Experience, Rethink, Revise, Refine, Tailor: Logical.**

My students will self-assess themselves after each and every product. They will then place these self-assessments in their portfolios with their products they have created. I will provide timely feedback to all of my students by monitoring their discussions on the class wiki. I also plan on meeting with my students every week to discuss how they are doing in the class and with the material being taught. **Evaluate.**

(Some notes same as lesson one, continued use) http://www.biologie.uni-hamburg.de/b-online/e36/36a.htm Becker, Wayne M. and L.J. Kelinsmith, J. Hardin, G.P. Bertoni. The World of the Cell. Boston: Pearson Education, Inc., 2009
 * Content Notes:**

Known as the "father of modern genetics" and was inspired by both his professors at university to study variation in plants. Between the years of 1856 and 1863 Mendel tested 29,000 pea plants. This study showed that one in four pea plants had purebred recessive alleles. Two out of four were hybrids and one out of four were purebred dominant. His experiments and patterns discovered lead to the idea of Mendel's Laws of Inheritance. Mendel's work became the foundation for modern genetics. What does Mendel’s research tell you about the traits that you receive from your parents?
 * Gregor Mendel:**

Phenotype- Physical expression Genotype- Genetic expression Dominance-dominant allele is most likely to appear in a cross. Law of Segregation- Genes that occur in pairs are separated from each other during gamete formation and recombined at fertilization. Hybrid- is produced by crossbreeding plants or animals of different varieties or breeds or species; mules. Recessive An allele whose phenotypic effect is not expressed in a heterozygote. Heredity- the passing of traits from parents to offspring Inheritance- attributes acquired via biological heredity from the parents


 * Genes:**

Genes are working subunits of DNA that affect your inheritance. Each gene contains a particular set of instructions for a specific product, usually coding for a particular protein. Sets of three nucleotides are called codons. These code for a specific amino acid, which when mixed in with other sets of codons, codes for specialized proteins. When forming this amino acid chain, there are start codons (AUG) and stop codons (UGA). This controls how long the a.a. chain is. (64 total codons all together). RNA codon table (http://en.wikipedia.org/wiki/Genetic_code). Transcription: DNA is denatured into two single strands. Produces single strand of RNA whose nucleotide sequence is complementary to the DNA from which is was taken. DNA is denatured into two single strands. Translation: single RNA strand is then used as a template to create another strand to create a new protein. Usually occurs in the nucleus of the cell, where DNA is protected. Cistron: A section of DNA that contains the genetic code for a single polypeptide and functions as a hereditary unit.


 * Chromosomes:**

A chromosome is formed from a single DNA molecule that contains many genes. Chromosomes are the total complement of genes in an organism or cell is known as its genome, which may be stored on one or more chromosomes. The region on the chromosome where a particular gene is located is called the locus. A chromosome consists of a single, very long DNA helix on which thousands of genes are encoded. 46 chromosomes per individual, or 23 pairs. Half are received from your fathers sperm, the other half from mothers egg. The twenty third chromosome is what determines the sex of the child.