L6+Baum,Jennifer+Lynn


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name:** Ms. Baum **Lesson: 6 Application**
 * Grade Level:** 10 **Topic:** Variation

__**Objectives**__

 * Student will understand that** differences in DNA contribute to variation between individuals, species, and evolving new species.
 * Student will know** all of the major processes and vocabulary that have been introduced earlier in the unit.
 * Student will be able to** design a new species and explain some mutations it may have and how the unique traits are passed down to the resulting offspring.

__**Maine Learning Results Alignment**__
Maine Learning Results: Science and Technology-E. The Living Environment E4. Heredity and Reproduction Grade 9-Diploma //Genetics// Students examine the role of DNA in transferring traits from generation to generation, in differentiating cells, and in evolving new species.


 * Rationale:** It is important to be able to know how variation benefits species in order to understand the concepts of evolution and natural selection. Understanding that mutations can be both beneficial and harmful to species and how some mutations can advance a species is an important concept to understand in order to understand variation between individuals and species.

__**Assessment**__
Students will be given a variation of an idea wheel in order to organize their thoughts and ideas for brainstorming various mutations in an orderly and logical way. They will be able to work both individually and in pairs in order to try to think of a few different mutations that they would like to have if they could. Through this process they will be able to feed off of each others thoughts and will be able to give feedback to each other. Students will also be assessed through informal observation with the teacher who will meet with each group and listen to and see their thought processes. Before proceeding to create their new species, students will have to get their idea approved by the teacher.
 * Formative (Assessment for Learning)**

Towards the end of the unit, students will have the opportunity to create a new species and describe the unique traits it may have, which are dominant or recessive, and how those traits are passed down from one generation to the next. After designing their species, they will create a Glogster, which provides all of this information and will present this to the rest of the class. Students will have the choice of working alone or in small groups (not more than three or four people).
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** As a final product, students will have the opportunity to create an online poster in the form of a Glogster, which will allow them to demonstrate their understandings about mutations and adaptations and how they can benefit or advance and show how their unique trait(s) will be expressed and passed on to other generations. The hook involves a short video about mutations that will introduce some of the various naturally occurring, but rare mutations that can be found in nature.

Music: Students will be able to include music in their Glogster product that should be used to reflect the personality and characteristics of their species.

Art: I will be able to include art in this lesson by allowing students to be able to create a visual display that creatively reflects their knowledge in an artistic manner.

__Groupings__
Throughout the lesson, students will use the think-pair-share method in order to brainstorm and share ideas. Students will first work individually, then turn to a partner (or two) and will then discuss their ideas about what kinds of mutations they would like to have if they could. After the groups have had time to make a list of the different mutations that they would have if they could, we will collaborate as a class as each group will have an opportunity to share ideas. At this time, I will be able to informally observe and assess student progress and level of understanding as well as be able to see the common misconceptions so that I can address those before the summative assessment.

__**Differentiated Instruction**__

 * Strategies**
 * Intrapersonal:** Students will have the ability to work on their own to reflect on what mutation or adaptation they would like.
 * Interpersonal**: Students will work each other to brainstorm and collaborate their ideas to create a new species.
 * Visual/Spatial:** Students will be creating a Glogster where they will be able to make a visual representation of what their species will look like.
 * Musical:** In the Glogster, students will be expected to include music to reflect the personality of their species.
 * Naturalist:** The newly created species will need to be able to ‘survive’ in the natural world.
 * Verbal:** Students will work together to share their ideas of what kind of mutation they would have if they could and how they could create a species that has those abilities.

//I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//
 * Modifications/Accommodations**

Absent: If you are absent during any part of the lesson, I expect you to look at the class wiki to see what you missed and what you will need to make up for when you return. If you have any questions about your task, you are expected to first talk to a classmate, and if you still have questions contact me immediately. The work will be due within one day of your return to school. If you are absent during the brainstorming part of the class, it is expected that you make sure to make up the work and check your understandings with a classmate and/or meet with me briefly.

Technology: As a final product, students will have the opportunity to create an online poster in the form of a Glogster, which will allow them to demonstrate their understandings about mutations and adaptations and how they can benefit or advance and show how their unique trait will be expressed and passed on to other generations. The hook involves a short video about mutations that will introduce some of the various naturally occurring, but rare mutations that can be found in nature.
 * Extensions**

__**Materials, Resources and Technology**__

 * Graphic Organizer (idea wheel)
 * Projector
 * Laptops (students and teacher)
 * Textbook
 * Rubric for Glogster

__Source for Lesson Plan and Research__
Animal Mutation (hook) [] Variation of Idea Wheel Graphic Organizer Mendelian Genetics [] Punnet Squares [] DNA Interactive Website [] Mutations [] Different cell types [] DNA Structure: models for transcription, translation, and replication [] DNA interactive website[| http://www.dnaftb.org/dnaftb/]

__**Maine Standards for Initial Teacher Certification and Rationale**__
This lesson achieves the goals set forth by Standard three by creating a learning environment that is welcoming and accepting of all different learners. Students will be encouraged to share ideas and to reflect individually. They will be pushed to think creatively, critically, and like a scientist. The opportunity for those students who thrive off of creativity and visually learning will come when they create a visual representation of a new species with distinct adaptations and characteristics that will allow them to explain how the unique traits are passed down to their offspring. Students will be able to use an idea wheel in order to organize their brainstorming thoughts about what kind of mutation they would have and what new species they would like to create. Students will be given opportunities to reflect individually as well as with their peers in a supportive, open, fun, and engaging environment.
 * //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.//**
 * Rationale:**

All of the information from the previous lessons throughout the unit will really come together in this lesson. This lesson will be mostly research based and will allow students the opportunity to look at what kinds of unique traits, adaptations, and characteristics would help a species thrive and survive in this world. They will better be able to understand why there is variation and how necessary variation is for the survival of a species. See content notes. //Students examine the role of DNA in transferring traits from generation to generation, in differentiating cells, and in evolving new species.// In this lesson, students will be learning through the facet of application. By the end of this lesson, students should be more familiar with the many unique characteristics of species and should be able to understand how those traits are passed down from one generation to the next. Mastery and understanding of the material will be demonstrated with the creation of an interactive, digital, visual representation of a new species with unique characteristics. Students will be able to explain how the unique characteristics of their species will allow it to not only survive, but also thrive in its environment as well as how the trait will be passed down to future generations and how the genetics of their species were changed.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**


 * Intrapersonal:** Students will have the ability to work on their own to reflect on what mutation or adaptation they would like.
 * Interpersonal**: Students will work each other to brainstorm and collaborate their ideas to create a new species.
 * Visual/Spatial:** Students will be creating a Glogster where they will be able to make a visual representation of what their species will look like.
 * Musical:** In the Glogster, students will be expected to include music to reflect the personality of their species.
 * Naturalist:** The newly created species will need to be able to ‘survive’ in the natural world.
 * Verbal:** Students will work together to share their ideas of what kind of mutation they would have if they could and how they could create a species that has those abilities.


 * Type II Technology:** As a final product, students will have the opportunity to create an online poster in the form of a Glogster, which will allow them to demonstrate their understandings about mutations and adaptations and how they can benefit or advance and show how their unique trait will be expressed and passed on to other generations. The hook involves a short video about mutations that will introduce some of the various naturally occurring, but rare mutations that can be found in nature.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

Students will be given a variation of an idea wheel in order to organize their thoughts and ideas for brainstorming various mutations in an orderly and logical way. They will be able to work both individually and in pairs in order to try to think of a few different mutations that they would like to have if they could. Through this process they will be able to feed off of each others thoughts and will be able to give feedback to each other. Students will also be assessed through informal observation with the teacher who will meet with each group and listen to and see their thought processes. Before proceeding to create their new species, students will have to get their idea approved by the teacher.
 * Formative (Assessment for Learning)**

Towards the end of the unit, students will have the opportunity to create a new species and describe the unique traits it may have, which are dominant or recessive, and how those traits are passed down from one generation to the next. After designing their species, they will create a Glogster, which provides all of this information and will present this to the rest of the class. Students will have the choice of working alone or in small groups (not more than three people).
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
//Total class time: 240 minutes//

The classroom will be set up in clusters in order to separate the students into tables where they can easily transition in the think-pair-share method from individual thought and reflection to pairs, and then either talking as an entire table, or as a class. This set-up would also make it easier for me to move between groups.

Day 1: 8:00-8:10 Hook: animal mutation video (10 min) 8:10-8:20 Outline goals and the agenda of the lesson (10 min) 8:20-8:30 Expectations of final product (10 min) 8:30-8:45 Overview all of the previous lessons (1-5) (15 min) 8:45-8:55 Short Break (10 min) 8:55-9:05 Brainstorm mutation/characteristic that students would like (10 min) 9:05-9:15 Brainstorm new species (10 min) 9:15-9:30 Get your new species idea approved (15 min) 9:30-9:45 Tutorial on Glogster (15 min) 9:45-10:00 Time to play around with Glogster

Day 2: 8:00-9:00 Time to work on Glogster Design species (25 min) Gather all images (15 min) Select music (15 min) Finish text (20 min) 9:15-10:00 Brief presentation of New Species (3-5 min each) [~8 groups]

Class will begin with the students watching a short YouTube video that shows examples of animals that have mutations that occur naturally in our world. I will then outline all of the goals and the agenda for the two-day lesson and what the expectations will be of the final project, which will be a Glogster where they will be able to create a new species that has unique characteristics/mutations. I will then take about 15 minutes to discuss and review all of the material that has been learned from the previous five lessons. As a class, we will brainstorm and create a web that will allow us to connect all of the key concepts into this final lesson. After taking a short 10-minute break, students will be asked to brainstorm some mutations and characteristics that they would like to have if they could. First they will brainstorm individually, and then will be able to pair up with one person, and then finally collaborate with all of the people at their table. The think-pair-share brainstorming activity will then be repeated with the students thinking about what new species they would create if they could and what characteristics, traits, and mutations it would have. During this brainstorming activity, students will be able to use an idea wheel in order to organize their thoughts and see their various ideas. The students will be able to work individually, in pairs, or groups of 3-4 while deciding on what new species they want to create. They will then have to get their idea approved by myself before being able to start their Glogster. Before beginning their online poster, I will provide a mini-tutorial about how to use Glogster. Because there are so many different things you can do with the program, I am going to let the students play around with the application in order to figure out some of the various applications and tricks that they can do with the program. On the second day, students will have 1 hour 15 minutes to work on and finish their products. In order to keep the students on task to create the product, I will provide a time-line that shows them how long they have to complete each part of the project. They will have 25 minutes to plan out their entire product including what their new species is going to look like and what characteristics, traits, and mutations it will have. They will then have 15 minutes to find or create all of the images that they will include on the Glogster. They will have another 15 minutes to find and add the music that best represents the personality and characteristics of their new species, followed by 20 minutes to add in the text to the Glogster. The last 45 minutes of the class, each group will have 3-5 minutes to present their new species to the class. During their presentations, they will have the opportunity to show off their creative new species, explain how its unique characteristics, traits, and mutations will allow it to survive well in nature. Students will understand that differences in DNA contribute to variation between individuals, species, and evolving new species. It is important to be able to know how variation benefits species in order to understand the concepts of evolution and natural selection. Understanding that mutations can be both beneficial and harmful to species and how some mutations can advance a species. //Students examine the role of DNA in transferring traits from generation to generation, in differentiating cells, and in evolving new species.//// Students will be hooked after watching a short video of [|Animal Mutations]. //
 * Where, Why, What, Hook, Tailor: Verbal, Naturalist, Musical, Visual/Spatial, Interpersonal, Intrapersonal**


 * Students will know **all of the major processes and vocabulary that have been introduced earlier in the unit (see Lessons 1-5). I will review all of this material with the students verbally by collaborating as a class and creating a concept map. I plan on creating an environment where students feel safe and welcome to ask questions and to think outside the box. I will make myself available to any questions from the students throughout the entire lecture and while they are in their think-pair-share groups I will roam the room and continually check their progress and ideas and encourage their creativity.
 * Equip, Explore, Rethink, Tailor: Verbal, Intrapersonal, Interpersonal, Visual**

Students will be provided with an idea wheel to use as a graphic organizer in order to organize their brainstorming ideas and thoughts. Throughout the lesson, students will use the think-pair-share method in order to brainstorm, come up with ideas for mutations and unique traits and characteristics before creating their own new, unique species. This will allow for opportunities for self-reflection as well as peer-reflection. During this collaborative brainstorming effort, each student will be expected to write down their ideas and contribute to the creative ideas for their new species. By the end of the lesson, students will be able to design a new species and explain some mutations it may have and how the unique traits are passed down to the resulting offspring.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Interpersonal, Intrapersonal, Visual**

Students will be able to self-assess themselves and their group by making sure they are including all of the expected steps needed in the Glogster by continually referring to a rubric that will be provided to them. They will have plenty of time to reflect on their ideas and their progress before actually having to create their product by brainstorming individually, with a partner, and then with a small group. Feedback will be given by both peers and by the teacher throughout the entire lesson. In order to make sure that all of the groups are on track, I will go around and meet up with all of the groups and will give them suggestions and positive feedback. This lesson is an important part of the entire unit because it will really tie in all of the previous lessons together. It will also be a good transition for the final unit product, which will also be a Glogster, but will be of a mutation or adaptation specifically for humans and some kind of problem that they would like to fix. It is really important to know and understand how variation and unique characteristics help a species survive and thrive in a given environment. This final lesson would also be a good transition into a unit about evolution.
 * Evaluate, Tailors: Naturalist, Intrapersonal, Interpersonal**

See Lessons 1-5
 * Content Notes**

Rubric for Glogster Graphic Organizer (Idea Wheel)
 * Handouts**