L5+Collins,Karen+Sue


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


 * __Teacher’s Name __****: Kay Sue Collins ** **__Date of Lesson__: 5 Empathy**
 * __Grade Level __****: 10 ** **__Topic__: Mutation and Evolution**
 * __Objectives __**
 * Student will understand ** that new organisms come from the recombination of genetic material and DNA changes over time through mutation and genetic engineering, resulting in new traits, disease and evolving species.
 * Student will know** how to use a pedigree chart to track the occurrence of a genetic disease and predict the chances of someone getting the disease.
 * Student will be able to** consider the consequences of dominant and recessive genes in disease control by researching a genetic disease and presenting the genetic causes of the disease with a type II technology (I-movie, garage band etc) to be added to the Glogster.in lesson 6

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: Students will learn how mutations in DNA will cause genetic diseases and that they can be passed from one generation to another in predictable ratios. **
 * __Maine Learning Results Alignment __**
 * Maine Learning Results: Science, and Technology - E. The Living Environment

Students will be assessed through discussion contributions, and questions. Students will have an opportunity to self assess and gain feedback from the teacher by correcting their pedigree chart during the review in class. Students will bring their ideas for a disease to research and the project to the teacher for review and feedback before completing the project. Students will complete a genetics worksheet involving the use of pedigree charts in predicting the genotype of an individual based on the appearance of a trait in their family. Students will research a disease with a genetic component and present the genetic information with the Type II technology of their choice to be added to the glogster that is part of the WebQuest activity.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Assessment __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Formative (Assessment for Learning) **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Summative (Assessment of Learning) **

**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will use the internet to research a genetic disease and present the causes of the disease with a type II technology. Instructions for the WebQuest can be found on the internet for all students to access.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Integration __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Technology:

Math: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will use charts and graphs to predict the genotype of individuals within a family based on a particular phenotypic trait.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will work in groups of three as they complete the genetic pedigree chart worksheet. They can choose the groups unless there are behavior issues I need to address, and then I will group them according to need. They will work individually on the disease research.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Groupings __**
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Differentiated Instruction __**

**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Strategies: ** **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Musical: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Students will have the option of adding music to their presentation of their genetic disease.
 * Logical:** Students will use logical skills to interpret the results of the pedigree chart, and make predictions based on those results.
 * Interpersonal:** Students will interact with peers during pedigree worksheet.
 * Visual:** Students will use visual skills to interpret the pedigree chart and while looking at the pictures of genetic abnormalities.
 * Linguistic:** Students will use language to research and describe the disease they are working on.
 * Intrapersonal:** Students will work individually on the research of their disease.
 * Naturalist:** Students will understand how genetic diseases affect the natural world by looking at pictures of genetic abnormalities in animals.

**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Modifications/Accommodations ** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">If students are absent I will need them to check in with me so I can review the information for them and explain the instructions. The research on the genetic disease is all explained in the WebQuest which is online. Therefore, those who are absent can get all the information to get started online, and don't need to be in class. **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Extensions ** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">GT students can spend extra time studying their disease and get more information. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will use a Web 2.0 program to compile the ‘genetic causes’ information and add it to the Glogster in lesson 6.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Materials, Resources and Technology __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">a laptop for each student
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Projector and screen

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Pictures of genetic abnormalities. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> [] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> [] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> []
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Source for Lesson Plan and Research __**

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> []

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The Open Door Web Site: Description of Pedigree chart and how they work. []

Muscular Distrophy Pedigree chart []

Web site w/lesson plan []

Human Genetics problem set []

Genetics worksheet []
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Maine Standards for Initial Teacher Certification and Rationale __**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">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. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Beachball learners //**//<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">will be able to choose their own form of expressing their understanding of the causes of the disease. //
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Clipboard learners //**//<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">will have very clear instructions on what is expected for the research of their disease. //
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Microscope learners //**//<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">will be able to look at a disease in detail in order to understand the causes of the disease. //
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Puppy learners //**//<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">will have an opportunity to learn about the struggles of those with genetic diseases and have compassion for them. //


 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Student will understand //**//<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> that ////<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> new organisms come from the recombination of genetic material and DNA changes over time through mutation and genetic engineering, resulting in new traits, disease and evolving species.(MLR)
 * Student will know** how to use a pedigree chart to track the occurrence of a genetic disease and predict the chances of someone getting the disease.
 * Student will be able to** consider the consequences of dominant and recessive genes in disease control by researching a genetic disease and presenting the genetic causes of the disease with a type II technology (I-movie, garage band etc) to be added to the Glogster.in lesson 6 (Empathy) //


 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Musical: //**//<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Students will have the option of adding music to their presentation of their genetic disease.
 * Logical:** Students will use logical skills to interpret the results of the pedigree chart, and make predictions based on those results.
 * Interpersonal:** Students will interact with peers during pedigree worksheet.
 * Visual:** Students will use visual skills to interpret the pedigree chart and while looking at the pictures of genetic abnormalities.
 * Linguistic:** Students will use language to research and describe the disease they are working on.
 * Intrapersonal:** Students will work individually on the research of their disease.
 * Naturalist:** Students will understand how genetic diseases affect the natural world by looking at pictures of genetic abnormalities in animals. //
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Technology: //** //<span style="font-family: "Times New Roman","serif";">Students will use the internet to research a genetic disease and present the causes of the disease with a type II techology. Instructions for the WebQuest can be found on the internet for all students to access. //

//<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will be assessed through discussion contributions, and questions. // //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will have an opportunity to self assess and gain feedback from the teacher by correcting their pedigree chart during the review in class. // //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will bring their ideas for a disease to research and the project to the teacher for review and feedback before completing the project. //
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Formative (Assessment for Learning) //**

//<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will complete a genetics worksheet involving the use of pedigree charts in predicting the genotype of an individual based on the appearance of a trait in their family. // //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will research a disease with a genetic component and present the genetic information with the Type II technology of their choice to be added to the glogster that is part of the WebQuest activity. //
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Summative (Assessment of Learning) //**

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">This lesson will discuss the role of mutations in creating new traits and increasing the number of alleles for a particular trait. They will focus on the role of genetics on disease and how to use a pedigree chart to track the probability that an individual is a carrier for a particular trait. They will research a disease that interests them and create a presentation on the causes of the disease to add to the Glogster in lesson 6. **Day 1:** The classroom will be set up in groups of three desks together in a semicircle facing the front of the room. I will begin by showing the students pictures of genetic abnormalities to get them thinking about mutations and how they happen **(Hook)(10 minutes)** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will understand that new organisms come from the recombination of genetic material and DNA changes over time through mutation and genetic engineering, resulting in new traits, disease and evolving speciesStudents need to understand the consequences of genetic mutations and how they can be passed on to protect themselves and their families and understand their health care. //Students examine the role of DNA in transferring traits from generation to generation, in differentiating cells, and in evolving new species.// <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">I will explain that there are three different causes of diseases; infections by another organism, some kind of environmental cause such as mercury or lead poisoning, or something in the body that doesn’t work right. The students will be asked to go to the board and write the name of a different disease that has a genetic component: Heart disease, cancer, kidney stones, Alzheimer’s, Down’s syndrome, cystic fibrosis, autism, etc. We will have a discussion about what causes these diseases focusing on the idea that all disease has a genetic component. I will then ask where these mutant genes come from? I will then have a discussion with the students about the causes of mutations and the results of the mutations on the individual, and the species as a whole. (See content notes) I will make sure through the discussion that they all understand the concept that mutations can be either good or bad, that most are lethal but that they are important to a species’ ability to adapt to a changing environment **(30 minutes)**. I will introduce them to genetic pedigree charts. I will show them how they are notated and how to use them focusing on how to determine autosomal vs. sex linked diseases and dominant vs. recessive diseases. I will use the //The Biology Project// paper and the sickle cell pedigree paper as examples for the discussion. **(10 minutes)** They will spend the rest of the period working in groups of three to complete the worksheets. **(30 minutes)** Students will use the pedigree chart worksheet to think about the consequences of inheriting a mutation and their understanding of how these mutations happen.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Teaching and Learning Sequence __****<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Where, Why, What, Hook, Tailors: Visual, Linguistic, Logical **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Equip, Explore Rethink, Revise, Tailors: Visual, Linguistic, Interpersonal, Kinesthetic, Logical, Naturalist **


 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Day 2: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> I will review the worksheet from the day before, allowing the students to revise their answers (in another color ink) as well as giving those who were absent the day before a chance to look at the information before moving on to the next activity **(15 minutes)** Students will then get out their laptops and I will direct them to the WebQuest page through a link in the class wiki. I will explain what a WebQuest is and give them a few minutes to read the introduction and task. I will then take them on a virtual tour of the [|Jackson Laboratory] web site, using my excitement for the program to get them excited as well. I will guide them in exploring the site to get them interested in the program. **(20 minutes) (Hook)** In order to give them a chance to study the effects of mutations on disease the students will research a genetic disease. I will bring them back to the WebQuest and refer them to step 1 of the process, which is choosing a disease. I have provided web sites that will give them some ideas and information. At this time the students will only research the cause of the disease. They will need to know the location of the mutated gene (which chromosome?) and the name of the gene and/or the protein that is coded for if that information is known. They will need to know if the disease is autosomal, or x-linked, and whether it is dominant or recessive **(45 minutes).** Students will be able to consider the consequences of dominant and recessive genes in disease control by researching a genetic disease and presenting the genetic causes of the disease with a type II technology (I-movie, garage band etc) to be added to the Glogster.in lesson 6
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Explore, Experience, Rethink, Revise, Refine, Tailors: Logical, Linguistic, Visual, Intrapersonal, Naturalist **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Day 3: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> The students will continue to research the disease they are working on. When they have found all the genetic information they need they will decide on a format to convey this information. It needs to be a type II technology that can be added to a Glogster. Suggestions would be a podcast or I-movie, Comic Life, or Extra-normal. They will work on this in class to get started. I will record the disease they are studying, and the format that they are using to demonstrate their understanding. The students who are not done will complete their projects as homework. It will be due for review in one week. Students will be graded on content and creativity. They will have a checklist to check for completion **(20 points)**. Students will also receive points for completion of the pedigree chart worksheet. **(5 points)**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Evaluate, Tailors: Linguistic, Logical, Musical, Visual, Interpersonal, Naturalist **


 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Content Notes __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Mutations are changes in the nucleotide sequence of a gene. These can come in the form of an addition, a deletion, or a rearrangement of nucleotides.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Mutations are often caused by errors in crossing over.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Somatic cell mutations can be caused by chemical or radiation damage to individual cells.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Mutations can cause new alleles for a gene. Most are detrimental, but occasionally one is advantageous.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Some mutations are immediately deadly; others can make the individual less fit, such as sickle cell anemia and can eventually lead to death.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">On the other hand, carriers for sickle cell have a better survival rate in areas where malaria is prevalent. The disease provides protections against malaria.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Mutations can be dominant or recessive
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Dominant genes are always expressed. If you have one copy, you have the disease.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Recessive genes are only expressed only when there are two copies of the disease. Expression is suppressed by the dominant allele.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Those with a single copy of a recessive allele are called carriers. They have a 50% chance of passing that allele on to their children.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">There are many diseases that are caused by these recessive alleles.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Some mutations are found on chromosomes that come in exact pairs. They are called autosomal chromosomes.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Others are attached to a sex chromosome. These are called sex-linked alleles. Because the X chromosome is s much larger than the Y, most sex linked diseases are found on the X chromosome.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Some sex linked diseases are baldness, colorblindness, and hemophilia.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Many more men have these diseases than women because they only need one copy of the disease because they have only 1 X chromosome
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Women have 2 X chromosomes and therefore need to have both copies of recessive genes for the disease to be expressed.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">In plants and animal it is possible to study a trait by doing a test cross with homogeneous individuals
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">In humans it would be unethical to control these individuals. Instead we record the family history of the disease.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">A pedigree chart is used by geneticists to organize family data.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Handouts __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Genetic pedigree chart worksheet
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Project checklist