L3+Horne,Daniel+Patrick


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


 * Teacher’s Name: Mr Horne**
 * Date of Lesson: 3 Interpretation**
 * Grade Level:** 9-12
 * Topic:** impact of cellular processes and changes on individuals.

__**Objectives**__

 * Student will understand the** **impact of cellular processes and changes on individuals.**
 * Student will know** **DNA, proteins, amino acids, mitosis, meiosis.**
 * Student will be able to** **evaluate relationships among DNA, proteins, and amino acids.**

__**Maine Learning Results Alignment**__
Maine Learning Results: Science and Technology - E. The Living Environment E3: Cells Grades 9-Diploma Students describe structure and functions of cells at the intercellular and molecular level including differentiation to form systems, interactions between cells, and their environment, and the impact of cellular processes and changes on individuals.
 * Rationale:** Students will need to know how cells influence how people become different and their effect on the world.

__**Assessment**__
Students will be meet with their podcast groups from lesson one. They will work together to fill out a topic wheel on how DNA, proteins, and amino acids effect their bodies and cells. After this is completed we will go over it as a class to ensure that parts are correct and students have all the important materials. The class will go over this by going around from group to group and stating something different they found about DNA, proteins, and amino acids until the wheel is filled with a good amount of information.
 * Formative (Assessment for Learning)**

Students once again will meet with their podcast groups from lesson one and the topic wheel assignments. Students will then pick one trait they have within the group; say eye color, hair color, skin color, and explain how the that trait is created starting from amino acids up to DNA and the expression of the trait. They well break down how amino acids make up proteins which in turn create nucleotides which are the base pairs for DNA strands that ultimately determine your specific trait. They will not need to know the specific amino acids and proteins needed for the trait as long as then can establish the pathway to expression they have understood the materials. This will go on their pod cast to be used to later reference. This will be graded using a checklist to ensure the address all the steps to the trait they have chosen. Product: Podcast 3 days
 * Summative (Assessment of Learning)**

__**Integration**__
__**Technology:**__ Students will be creating a podcast on how a trait is started from amino acids and organized into DNA and expressed on an individual. They will then post this to the class wiki so that other students may look at other groups podcasts so they get multiple points of view on the subject materials. This will be checked by the teacher with a checklist to ensure they have all the necessary parts to the assignment.

__**Genetics:**__ This will give students a shot experience in genetics which will be a later unit but it also important in the understanding of how cells function.

__Groupings__
Students will use the groups that were created in lesson one so that they can update their unit podcast as a group rather then individually.

__**Differentiated Instruction**__

 * Strategies**

**Verbal-Linguistic:** Students will discuss in groups the process of creating a protein. **Logical/Mathematical:** Students will understand how specific combinations of amino acids make up proteins. **Visual/Spatial:** Students will have a completely filled out topic wheel that will provide a good visual for the information needed for the lesson **Naturalist:** Students will observe different plants to see how different proteins produced in the cells create variation in a population. **Intrapersonal:** Students will be work independently on the question sheet. **Interpersonal**: Students will work in groups to figure out if DNA and proteins are the only factors determining how organisms are differentiated.

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

//**Absent:**// Student will listen to the other students podcasts when they return and then create their own for homework.

I will use many multi media additions to my lesson and my hook. I will also organize my lecture information into more creative display methods such as a glogster and prezi presentations Students will be creating another podcast that will be put on the class wiki for further use as reference materials for all students.
 * Extensions**

__**Materials, Resources and Technology**__

 * Laptop
 * projector
 * dvd
 * dvd player
 * sound system
 * handouts

__Source for Lesson Plan and Research__
[|DNA interactive] [|Proteins] [|Amino Acids] [|Gene expression]

__**Maine Standards for Initial Teacher Certification and Rationale**__
 In this lesson students are subjected to different learning styles, such as beach balls (variety of resources, adaptive environment, various manipulative(s), choices of activities, spontaneity, extensions to activities and personal freedom), Clipboards (organization, structure, visual directions, clear closure, sequential learning, clear procedures, consistent routines, clear expectations), Microscope (discovery learning, analyzing concepts, deep exploration, discussion, focus on details, ownership), Puppy (comfortable environment, encouraging atmosphere, supportive grouping, safe climate, respectful colleagues, empathic listeners, sensitive peers). Clipboards, microscopes, and beach balls will be addressed through the group activities and the topic wheel that the students will fill out. Also the groups will help the puppy learners because they will have the comfort of a partner to help them create their flow charts and then later a group to help with the podcast addition.
 * //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:**

 Students will know the content and will use that to describe structure and functions of cells at the intercellular and molecular level including differentiation to form systems, interactions between cells, and their environment, and the impact of cellular processes and changes on individuals. The part of the MLR that was used what the impact of cellular processes and changes on individuals. I used the interpretation facet of learning.
 * //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:**

**Verbal-Linguistic:** Students will discuss in groups the process of creating a protein. **Logical/Mathematical:** Students will understand how specific combinations of amino acids make up proteins. **Visual/Spatial:** Students will have a completely filled out topic wheel that will provide a good visual for the information needed for the lesson **Naturalist:** Students will observe different plants to see how different proteins produced in the cells create variation in a population. **Intrapersonal:** Students will be work independently on the question sheet. **Interpersonal**: Students will work in groups to figure out if DNA and proteins are the only factors determining how organisms are differentiated.


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

**Formative (Assessment for Learning)** Students will be meet with their podcast groups from lesson one. They will work together to fill out a topic wheel on how DNA, proteins, and amino acids effect their bodies and cells. After this is completed we will go over it as a class to ensure that parts are correct and students have all the important materials. The class will go over this by going around from group to group and stating something different they found about DNA, proteins, and amino acids until the wheel is filled with a good amount of information.

**Summative (Assessment of Learning)** Students once again will meet with their podcast groups from lesson one and the topic wheel assignments. Students will then pick one trait they have within the group; say eye color, hair color, skin color, and explain how the that trait is created starting from amino acids up to DNA and the expression of the trait. They well break down how amino acids make up proteins which in turn create nucleotides which are the base pairs for DNA strands that ultimately determine your specific trait. They will not need to know the specific amino acids and proteins needed for the trait as long as then can establish the pathway to expression they have understood the materials. This will go on their pod cast to be used to later reference. This will be graded using a checklist to ensure the address all the steps to the trait they have chosen. Product: Podcast 3 days

__Teaching and Learning Sequence__
Day 1 Day 2
 * Hook- 20 min
 * Lecture- 40 min
 * Group work- 20 min
 * Lecture- 30 min
 * Group work- 40 min
 * Free work- 10 min

For this lesson my classroom will be set up in the typical U shape with my teaching center in the middle with the projector. For the first day of the lesson I will start off with a lecture on proteins, amino acids, and DNA. After the lecture Students will separate into their podcast groups from lesson one to work on the topic wheel. After they have done the topic wheel they will each share one thing they have put in their wheel and this will go on until there is nothing new to be shared from the groups. The second day students will listen to another lecture talking about the relationships between proteins, amino acids, and DNA. After the lecture students will once again divide up into their podcast groups. When in these groups students will pick a trait the have and explain and map out how that would go from amino acids, to proteins, to DNA, to expression of that trait. The goal of this lesson is to make sure students understand the impact of cellular processes and changes on individuals. (**Where**) This is important because students will need to know how cells influence how people become different and their effect on the world. (**Why**) All of that ultimately ties into the entire unit where the Students should be able to describe structure and functions of cells at the intercellular and molecular level including differentiation to form systems, interactions between cells, and their environment, and the impact of cellular processes and changes on individuals.(**What**) At the beginning of this lesson I will show the students a short clip from the movie "GATTACA" to show how proteins, amino acids, and DNA can influence how you are made and are the basis for creating humans individuality. (**Hook**)
 * Tailors:** Visual and verbal students will benefit from the direct lectures. Interpersonal students will enjoy the group work as well as logical learners.

After the segment of "GATTACA" is shown I will break the class down and talk about what they had just seen in the movie. I will ask if they think that is actually possible and why. After the discussion on the film I will begin the direct discussion on [|DNA], [|Proteins], and [|Amino Acids]. (**Equip**) This will provide a good overview of the materials I will want them to know for the lesson and for their assignments. Throughout the lecture I will show multiple animations and images to keep the lecture exciting and interesting. After the lecture the students will be given the topic wheel to fill out and then discuss as a class to ensure they understand the materials just taught to them. (**Explore**) For the second day I will start with a short lecture on [|Gene expression] which will include DNA, proteins, and amino acids and how they relate to one another and are key components of gene expression. (**Equip**) After the lecture they will complete the assignment where they map out a trait from amino acid to expression. They will submit that to their unit podcast which I will listen to to ensure they have the correct materials. (**Explore**)
 * Tailors**: Visual, verbal, and intrapersonal learners would enjoy the lecture. Naturalist learners will enjoy the assignment where you choose your own traits. Interpersonal learners will enjoy the group work. Logical learners will enjoy the mapping out of the traits.

Students will work in their podcast groups from lesson one. After the lecture students will fill out a topic wheel about DNA, proteins, and amino acids. (**Explore**) After completion students will share from their groups and share what they have written down and this will go around until there is no new information to be shared. (**Experience**) The purpose of this lesson is to get the students to be able to evaluate relationships among DNA, proteins, and amino acids. This is important because students should know how cells influence how people become different and their effect on the world. Also DNA is a very important aspect of life and it is composed by proteins which are created from amino acids which makes them just as crucial as DNA. Students will be grouped through their podcast groups which they made in lesson one. Students will need to complete their topic wheel with the information the learned in the lecture. After they have finished the class will go from group to group saying something they wrote down until there is nothing new for any group to say for the topic wheel. Students will be required to write down anything they didn't have on their sheet. (**Revise**) Tailors: Interpersonal, visual, verbal, will enjoy the group work and sharing activity.

Students will self-asses by paying attention to the sharing section of the group work and copying down they they themselves didn't include. For this lesson the students will have almost instant feed back through the group sharing section of the activity. This all connects to the next unit because DNA, proteins, and amino acids is what are used in mitosis and meiosis so students should understand them before going into mitosis and meiosis. After the group work I will ask a few questions to the class and have them write the answers down and hand in so I can see if they can apply the materials to a question. (**Evaluate**)

[|DNA interactive] [|Proteins] [|Amino Acids] [|Gene expression]
 * Content Notes**


 * Handouts**
 * [|Topic Wheel]**