L1+Kelley+Kathleen

=**UMF LESSON PLAN FORMAT**=

**Grade Level:** 9-Diploma **Topic:** Genetics and Heredity
__**Objectives**__
 * Student will understand** that DNA molecules code for genes which make up the human genome.
 * Student will know** basic terminology: nucleotide, base pairs, double helix, DNA, RNA, codon, chromosomes, transcription, and translation. They will also know the basics of how DNA is formed and utilized in an organism.
 * Student will be able to** analyze how nucleotides form DNA, codons, genes, and chromosomes.

__**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 sequences, genes, and chromosomes are formed from the very basic level of nucleotides to the more complex levels of organization that lead to the formation of life.
 * Rationale**:

__**Assessment**__

Fishbowl discussions will be performed to explore ideas touched upon during class in order to solidify their understandings. By writing and discussing with other classmates on the wikispace, 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. Students will then be able to expand on their ideas by forming their own questions in a small writing assignment addressing what chromosomes are made of. Students will have a chance to collaborate and integrate ideas with other students. Each group will be responsible for a certain aspect of formation and present a visual. Students will be able to create a blog entry addressing how the days activities helped them understand what DNA is, and how it creates genes and chromosomes. Students will receive feed back from the teacher on their blogs as well as during in class group work. The students will also enter their major points of discussion from the fishbowl onto the class wiki page I have created.
 * Formative (Assessment for Learning)**

Comic Life/iMovie: Students will create a sequential display in a medium of their choice to show that they understand how codons are formed into genes and chromosomes using either iMovie or Comic Life. The product will be evaluated on a set of established criteria including content, creativity, and comprehension of the material. This product will be worth 20 points and the students will place their products in their portfolios to keep track of progress and learning. Information from this product will be used to determine what aspects of the forming and creation of DNA should be discussed in more depth in the future, and what part(s) of the lesson plan should be altered for future use in the classroom in order to better address the needs of the students.
 * Summative (Assessment of Learning)**

__**Integration**__ __Social Science__: Students will use online resources as well as primary documents to research the historical background behind genetics. Students will specifically investigate when DNA, genes, and chromosomes were discovered, who they were discovered by, and how they impacted the world at that time. __Technology__: Students will take advantage of the computers in the classroom and type II technology by using either iMovie or GarageBand to complete their products. Students will also make use of the discussion page on the class wikispace and their own personal blog. I will also be using an excerpt from Bill Nye the Science Guy(http://www.youtube.com/watch?v=P4rjChFzZjE) as my hook at the beginning of class to stimulate my students interest in the area of Genetics. __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.

__**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. If the groups are really large, I will further split them up by having them count off within the groups. Students will be placed into four groups and will be assigned a specific part of the DNA replication process. 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 group will be responsible for recording other ideas brought up in class. These group ideas will be recorded onto the class wiki for future use. It will also serve as a tool for those who may have missed class.

__**Differentiated Instruction**__

__Visual__-Students will watch the Bill Nye the Science Guy video and will benefit from the group work visuals. __Aural__- Student will have music playing in the background while completing wikispace and blog entries or working in groups. __Linguistic__- Students will participate in a fishbowl discussion in which students will be able to verbally show their comprehension of the topic. __Interpersonal__- Students will participate in a fishbowl discussion which will involve collaboration and effective communication between pairs and groups. Students will also be small groups __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 mammals
 * 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 ComicLife as well as iMovie. They will be using it to create a sequential display to show their understanding of how DNA, genes and chromosomes are formed.
 * Extensions**

__**Materials, Resources and Technology**__ Paper Pencils/Pens KWL Charts Laptops (with wireless internet service) Wiki Site Projector Projector Screen Poster board Markers/Colored Pencils Arts and Crafts Supplies Textbooks Content Notes Music: “Always and Never” by Coheed and Cambria and “Scientist Studies” by Death Cab for Cutie.

__**Source for Lesson Plan and Research**__ Video Clip from "Bill Nye the Science Guy" http://www.youtube.com/watch?v=P4rjChFzZjE

Resources for the lesson: Candy and DNA Replication Lesson Plan http://www.accessexcellence.org/AE/ATG/data/released/0185-EllenMayo/index.php

DNA Introduction http://www.eurekascience.com/ICanDoThat/dna_intro.htm

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

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 and by addressing six of the eight different learning styles within the typical classroom. For example, I will tailor to the visual learners by showing them a short video clip and letting them use KWL graphic organizers. My aural learners will have music playing in the background while completing wikispace entries or blogs and when they are working in groups. My linguistic learners will benefit from participating in fishbowl discussions. Opportunities will be had by all to explore and investigate the inner workings of our bodies by using graphic organizers and doing cooperative learning activities to expand on these ideas with peers. 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 choose whether they would like to use Comic Life or iMovie to complete their project. There will also be some flexibility in topics when the fishbowl discussion is started. 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 what they just learned about DNA, genes, and chromosomes in their discussion of genetics in the human body. The candy DNA replication activity will also let them use their scientific minds to create and replicate a SNA sequence. Puppy- I will have a classroom that respects one another. My students will feel safe entering my classroom, speaking their minds, 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 (KWL) to gauge the students’ previous knowledge of genetics and heredity, more specifically the creation of DNA from nucleotides, as well as of the creation of genes and chromosomes. 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 fishbowl discussion for the whole class to engage in, and then smaller groups will be formed to address specific concepts within the material. I will monitor their progress through individual blogs as well as the class wikispace 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). Finally, students’ IEPs, 504s or ELLIDEPs will be reviewed and the appropriate modifications and accommodations will be made
 * Rationale**:

Analyze, nucleotides form codons, genes, and chromosomes.

//**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. Examples of technology use includes showing an online video clip (http://www.youtube.com/watch?v=P4rjChFzZjE) that introduces the students to the topic of genetics and heredity. Students will also be using technology in a type II way by having them record interesting comments from the class on the wiki. It will also be a place for them to clarify concepts and ideas with their peers. I will monitor the site and pose probing questions that will require them to think more in depth. Finally, the students will use either Comic Life or iMovie to create their project.
 * Rationale**:

__Visual__-Students will watch the Bill Nye the Science Guy video and will benefit from the group work visuals. __Aural__- Student will have music playing in the background while completing wikispace and blog entries or working in groups. __Linguistic__- Students will participate in a fishbowl discussion in which students will be able to verbally show their comprehension of the topic. __Interpersonal__- Students will participate in a fishbowl discussion which will involve collaboration and effective communication between pairs and groups. Students will also be small groups __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 mammals.

//**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 KWL Graphic Organizer) to gauge the students’ previous knowledge of genetics and heredity, more specifically the creation of DNA from nucleotides, as well as of the creation of genes and chromosomes. The fishbowl discussion, will serve as a formative assessment to determine how much of the material they have comprehended. 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 on the class wikispace and as comments on blogs as discussions and questions are posed.
 * Rationale**:

__**Teaching and Learning Sequence:**__

Hook- 5 minutes Syllabus-10 minutes KWL Chart-Pre-Assessment- 10 minutes Breaking up into groups/assignment of topic- 15 minutes Group time- 35 minutes Fishbowl discussion- 30 minutes Blogging- 5 minutes Assign Comic Life/iMovie project- 10 minutes
 * Agenda**:

Students will enter the classroom and take their seats which I will have arranged into a U shape, except the shape and angles will be similar to half of a hexagon. I think that 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 watch a video clip on the projector screen of Bill Nye the Science Guy (http://www.youtube.com/watch?v=P4rjChFzZjE). This will act as my hook. Students will take five or ten minutes to fill out the KWL chart so that I can assess where they are in their knowledge of Genetics and Heredity.

Students will understand that DNA molecules code for genes which make up the human genome. Students will learn this because it is important to know that DNA and responsible for the creation and functioning of organisms. Students examine the role of transferring traits from generation to generation in differentiation cells and in evolving new species. Students will be able to analyze how nucleotides form codons, genes, and chromosomes. Product: Comic Life/iMovie. **What, Where, Why, Hook, Organize**.

I plan on equipping the students with knowledge by providing them with a power point presentation and in text note. 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. I will have time set up during class in which the students will be able to investigate the interactive genetics page at the University of Utah website. I will also tailor my lesson to six out of the eight intelligences (Strategies). Every week I will be spending some time conferencing my with students to get a feel for where they stand in their understanding of the material. 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, Refine, Tailor: Visual, Linguistic**

Students will explore their knowledge and the material learned though conversations such as the fishbowl, and through the genetics simulations (mentioned above) done in class. They will also use the KWL chart to help me understand what they currently know about genetics and how it impacts the human body. Student will be able to analyze how nucleotides form DNA, codons, genes and chromosomes. In this lesson, students will be grouped according to what color shirt they are wearing that day. They will then be grouped up, and create a visual display describing their aspect of genetics. They will also be using a candy genetics activity to create a DNA sequence. This will teach them about the creation, translation, and transcription of DNA. Brief presentations will be given. At the end of the period, students will reflect for five minutes in their own blogs. **Explore, Reflect, Rehearse, Tailor: Interpersonal, Visual, Bodily-Kinesthetic, Aural. Naturalist.**

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 as well as on their blogs. 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, Tailor: Linguistic**.

(Continued Use)
 * Content Notes:**

//Sources used for lesson notes//: http://www.eurekascience.com/ICanDoThat/dna_intro.htm http://learn.genetics.utah.edu/content/begin/dna/ Becker, Wayne M. and L.J. Kelinsmith, J. Hardin, G.P. Bertoni. The World of the Cell. Boston: Pearson Education, Inc., 2009

Deoxyribonucleic Acid. Hereditary material for humans as well as other living organisms. Most DNA can be found within the nucleus (animal) or the nucleoid (plant) of cells. DNA is made up of different codes which, when combined with one another make up hundreds of different amino acids within the human body. There are four chemical bases to this code Adenine (A), Cytosine (C ), Guanine (G) and Thymine (T). The order, or sequence, of these bases determines the information available for building and maintaining an organism, similar to the way in which letters of the alphabet appear in a certain order to form words and sentences. Each chemical is specifically paired with another. These are called base pairs. A bonds specifically with T, and G with C. Each base also is bonded with a phosphate (PO4) group and a sugar. All three of these elements (base, sugar, phosphate) make up what we know as a nucleotide. DNA is usually formed into an alpha helical shape which gives it the shape of a slinky or spiral staircase (double helix).
 * DNA:**

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.
 * Genes:**

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.
 * Chromosomes:**