L6+Kelley+Kathleen

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 9-Diploma Topic: Genetics and Heredity**
__**Objectives**__
 * Student will understand that** DNA codes for genes which makeup the human genome.
 * Student will know** that there are certain mutagens that can corrupt the DNA within an organism and cause there to be genetic disorder which may affect the genotype and phenotype.
 * Student will be able to** consider the role genetics and mutagens play in common genetic disorders.


 * __Maine Learning Results Alignmen__t**

//**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. The students will also learn about how genetic mutations and mutagens in the human body affect an individuals genetic make-up.
 * Rationale:**

__**Assessment**__

Throughout the duration of this unit, Students will create a web using inspiration that focuses around mutagens and how they affect the sequence of DNA. During their research and library time, 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 goes. 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 their selected genetic disorder.
 * Formative (Assessment for Learning)**

This unit will end in a WebQuest that I have designed and created a student sample. In this WebQuest, students will pair up in groups of three or four and explore different genetic disorders. After taking text notes and learning about mutagens and how genes are impacted, the students will complete my WebQuest on a genetic disorder that they have selected from the list provided. If the student has another genetic disorder that they would like to learn more about, they need to clear it with me first. Products will be graded with a rubric based on creativity, content, comprehension, time, and clarity (see attachments). At the end of the lesson, they will blog about their overall impressions of what they have learned about genetics and heredity and how it affects their daily lives.
 * Summative (Assessment of Learning)**

__**Integration**__ __Technology__: Students will take advantage of the computers in the classroom and use type II technology by using inspiration to create a web for their particular genetic disorder. They will also be using type II when they create their iMovie or GarageBand product for my WebQuest. __English__: Students will use what they are learning about grammar and composition to ensure that their graphic organizers use proper English and are grammatically correct. This will also help them with the creation of their script for their iMovie or Podcast.

__**Groupings**__ For this particular class, I will let the students pick their individual groups, but they have to be cleared by me first. This will allow the students to pick others that they will mesh well with.

__**Differentiated Instruction**__

__Logical__- Students will examine the genetic codes and DNA to learn about how it is affected by mutagens. __Linguistic__- Students who are linguistic learners will be able to express their knowledge on the material learned throughout the past unit by writing the script for their WebQuest. __Visual__- Students who are visual learners will benefit from using the Inspiration software on the laptops to create a graphic organizer. This will help them visually separate their thoughts. iMovies will also keep the students interested. __Interpersonal__- Students will have the ability to work in small groups while they are researching and creating their product for the WebQuest during the class time provided. __Intrapersonal__- Students will have the time during class to work and think on their own by using Inspiration as a graphic organizer to organize their research on the disorder being studied. __Bodily-kinesthetic-__ Students will be up and moving around during the class activities and may possible use their bodies to demonstrate how mutagens affect and eventually take over the original DNA sequence
 * 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 either iMovie or GarageBand to create a “sneak preview” for their production on Discovery Kids. They will also be creating a web for their notes and research using inspiration on the Macintosh computers.
 * Extensions**

Materials, Resources and Technology Paper Pencils/Pens Markers Library Time Laptops (with wireless Internet service) Inspiration (see attachments) Wiki Site Music: 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/disorders/whataregd/index.html

Mutagens http://science.jrank.org/pages/4529/Mutagen.html

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 having them use the inspiration software on the Mac Book computers. They will be able to add to this throughout the lesson and as the complete their research. My aural learners will have music playing in the background while researching 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 and how diseases could affect them. They will also have the ability to select their own disorder they would like to cover from the list provided. If there is one not listed that they want to cover, they just have to clear it with me. 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 discussing how mutagens can affect the genetic expression of an individual. 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 Inspiration to gauge how much the students are understanding the material being presented to them. My formative assessment will also consist of their graphic organizer web but will also include a general observation of the students while they are researching in their designated groups. In addition, MI theory will be used to address six out of the eight intelligences (See Strategies).
 * Rationale:**

Consider, Role genetics and mutagens play in common genetic disorders.

//**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 the inspiration software as well as GarageBand or iMovie to complete their WebQuest product. 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:**

__Logical__- Students will examine the genetic codes and DNA to learn about how it is affected by mutagens. __Linguistic__- Students who are linguistic learners will be able to express their knowledge on the material learned throughout the past unit by writing the script for their WebQuest. __Visual__- Students who are visual learners will benefit from using the Inspiration software on the laptops to create a graphic organizer. This will help them visually separate their thoughts. iMovies will also keep the students interested. __Interpersonal__- Students will have the ability to work in small groups while they are researching and creating their product for the WebQuest during the class time provided. __Intrapersonal__- Students will have the time during class to work and think on their own by using Inspiration as a graphic organizer to organize their research on the disorder being studied. __Bodily-kinesthetic__- Students will be up and moving around during the class activities and may possible use their bodies to demonstrate how mutagens affect and eventually take over the original DNA sequence

//**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 Inspiration Graphic Organizer) to gauge the students’ knowledge of inheritance, more specifically how the sorting and recombination of DNA can affect genetic expression. Using their graphic organizers and observation, I will be able to assess the amount of 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. Teaching and Learning Sequence:
 * Rationale**:

__**Day One:**__ Genes for Obesity- Hook 5 minutes Text notes- mutagens, disorders (Inspiration)- 55 minutes Assign WebQuest Assignment- 20 minutes Show entire assignment Teacher Sample Groups and select disorder- 10 minutes In class research time (Inspiration)- 30 minutes
 * Agenda**:

__**Day Two:**__ Finish Research-Library or in class (Inspiration) - 30 minutes Work on iMovies or Podcasts- 90 minutes
 * Agenda**:

__**Day Three:**__ Work on iMovies or Podcasts- 120 minutes
 * Agenda**:

__**Day Four:**__ Presentations- 120 minutes

Students will enter the classroom and take their seats which I will have arranged into groups. There will be enough room to seat four people at each group. This seating arrangement will allow everyone to see the front of the room equally, but it also allows for easy groups when assigning the WebQuest. After I present the hook and give some quick notes on the board, I will ask if there are any points that need to be clarified. Student will understand that DNA codes for genes which makeup the human genome. Student will know that there are certain mutagens that can corrupt the DNA within an organism and cause there to be genetic disorder which may affect the genotype and phenotype. Student will be able to consider the role genetics and mutagens play in common genetic disorders. Project: WebQuest on genetic disorders and mutagen affects on gene expression in the individual. **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, Tailor: Visual, Interpersonal, Aural, Intrapersonal, Bodily-Kinesthetic.**

Students will explore their knowledge and the material learned though and online genetic disorder library presented by the University of Utah (http://learn.genetics.utah.edu/content/disorders/whataregd/index.html). They will also use the inspiration software on Mac Books to sort their research and material into a more visual display web. Student will be able to examine the role of DNA in transferring traits from generation to generation. In this lesson, the students will break themselves up into groups of three or four. They will be able to select their own partners for this product. **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:
Source: http://science.jrank.org/pages/4529/Mutagen.html

In the living cell DNA undergoes frequent chemical change, especially when it is being replicated. Most of these changes are quickly repaired. Those that are not, result in a mutation. Thus, mutation is a failure of DNA repair.

Mutagens are chemicals or physical factors (such as radiation) that increase the rate of mutation in the cells of bacteria, plants, and animals (including humans). Most mutagens are of natural origin and are not just a modern phenomenon. Mutagens can be found in the food we eat, the air we breath, or the ground we walk on. Very small doses of a mutagen usually have little effect while large doses of a mutagen could be lethal.

DNA in the nuclei of all cells encodes proteins, which play important structural and functional (metabolic) roles in the cell. Mutagens typically disrupt the DNA of cells, causing changes in the proteins that the cell produces, which can lead to abnormally fast growth (cancer), or even cell death. In rare incidences, mutagens can even cause protein changes that are beneficial to the cell.

Mutagens affect DNA in different ways. Some mutagens, such as nitrogen mustard, bind to a base and cause it to make a different amino acid. These mutagens cause point mutations, because they change the genetic code at one point, so changing a protein's amino acid sequence.

Mutagens such as acridine orange work by deleting or inserting one or more bases into the DNA molecule, shifting the frame of the triplet code for an amino acid. Deletion and insertion mutations causing "frame-shift" mutations can change a long string of amino acids, which can severely alter the structure and function of a protein product. Normal cells recognize cues from their environment and respond with specific reactions, but cells impaired by a mutation do not behave or appear normal, and are said to be transformed.

In addition to mutagen-induced DNA changes, spontaneous mutations occur in the dividing cells of the human body every day. The nuclei of the cells have repair enzymes, which remove mutations and restore mutated DNA to its original form. If these natural DNA repair mechanisms fail to keep up with the rate of mutation or the repair mechanisms themselves are defective, disease can result. This latter case is seen in lung cancer due to cigarette smoking, where the nicotine in the smoke is thought to block an important repair process in the lungs.