L3+Baum,Jennifer+Lynn


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


 * Teacher’s Name:** Ms. Baum **Lesson: 3 Explanation**
 * Grade Level:** 10 **Topic:** Mutations

__**Objectives**__

 * Student will understand that** differences in DNA contribute to variation between individuals, species, and evolving new species.
 * Student will know** genetic transfer, the Human Genome Project, and previous terminology from Lessons 1 and 2.
 * Student will be able to** predict how a given mutation would affect an individual and the next generation.

__**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:** There are many major and minor differences between people, so it is important to know and understand how those differences arise on a molecular level. Students will discover some of the paths of and chances of mutations and how those can be passed down from one generation to the next. Understanding why and how mutations affect DNA will help students understand some of the biological differences between both individuals and other species.

__**Assessment**__
Students will be given a T-chart that they will be able to use in order to separate mutations and how that mutation will affect the next generation in order to keep the cause and effect ideas separated. During the lesson, students will be able to form Jig Saw groups of 3-4 and will each be given mutations to research and apply Mendelian genetics in order to see how the mutation will affect the next generation. Each group will then pass in their worksheets and will receive prompt feedback about the accuracy of their work in order to guide their thought process when creating their family tree research. After the Jig Saw groups all collaborate their data, the students will then all take a mini group quiz in order to assess their understandings of mutational inheritance.
 * Formative (Assessment for Learning)**

After learning about how genes are passed down from one generation to the next, students will be able to apply the concepts of heredity to their own family. They will be asked to research their family history and create a genealogy tree in which they follow at least three different traits and diseases between generations. The family tree will be made into a Wiki site, which could be used to share with their families. Also, students will have the opportunity to look at each other's products to compare how different mutations arise within families. Students will be assessed with a checklist that ensures they include all of the necessary parts in the family tree.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** A Wiki site will be created as a final assessment in order to have students demonstrate their understandings of how mutations can be passed down from one generation to the next. Students will be able to see how traits can be inherited and will be able to create a family tree that they will be able to share with their family and have as a digital reference in order to create a digital network.

History: I will be able to integrate history by having students research their family history and by being able to trace mutations between generations.
 * Other Content Areas:**

Art: Students will be able to draw up and/or create a visual of a family tree that they will be able to use in order to see the genealogy of their families.

__Groupings__
During the lesson, students will break into Jig Saw groups of 3-4 and will each be given mutations to research and apply Mendelian genetics to in order to see how the mutation will affect the next generation. Groups will be broken up by students choosing which mutation they would like to research then grouping them by interest. After going over Mendel's Laws/Principles of Inheritance, students will be given a chance to work on a family tree where they will be able to trace a mutation of their choice from generation to generation. In the Jig Saw group, students will assign different roles with one person being the scribe, or the person who writes down all of the ideas that the group makes about the information they need to include in their Wiki and how they want to present the processes in a new and creative way. There will be one person who will keep track of the time and make sure that the group stays on track with both the time and agenda. One or two students will be assigned the role of facilitator who will manage the group and lead discussions. In addition to each assigned role, all students are expected to contribute and participate in conversation, brainstorming, etc... During the group gathering, students will be able to brainstorm about what they are going to do for their individual family tree.

__**Differentiated Instruction**__

 * Strategies**
 * Intrapersonal**: Students will be able to apply their knowledge and research of traits and mutations about themselves and how it relates to their lives.
 * Interpersonal**: Students will be working in Jig Saw groups and will be able to collaborate with their peers throughout the lesson.
 * Spatial**: Students will be able to make a family tree in order to visualize how certain traits have been passed down.
 * Logical**: Students will organize the mutations in ways that are in logical form and a step-by-step process (how the mutation began)
 * Verbal:** Students will work in groups together where they will talk to each other to describe their thought processes.
 * Bodily/Kinesthetic**: Students will work as an entire class in order to model a family tree.

//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 or teammate, 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 Jig Saw part of this lesson it is expected that you contact your teammates through e-mail in order to make sure you still contribute your part.


 * Extensions**
 * Technology:** A Wiki site will be created as a final assessment in order to have students demonstrate their understandings of how mutations can be passed down from one generation to the next. Students will be able to see how traits can be inherited and will be able to create a family tree that they will be able to share with their family and have as a digital reference in order to create a digital network.

__**Materials, Resources and Technology**__

 * Access to laptops for everyone
 * Handouts for mutations
 * Checklist for Family Tree
 * Graphic Organizer (T-chart)
 * Projector for video

__Source for Lesson Plan and Research__
Mutation game (hook)[| interactive game] T-chart Graphic Organizer DNA Interactive Website [] Mutations [] Video of Sickle Cell Anemia and Malaria [] Examples of genetic disorders [] Human Genome Project [] What's the Point worksheet: Creating a family tree []

__**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 able to collaborate regularly with their peers in order to feed off of each others thoughts, ideas, and creativity. For those students who learn best in an auditory way, they will be able to learn the material through the introductory lecture and by listening to the Jig-Saw groups present their Family Tree Wiki products. If a student learns better in a visual way, they will have the opportunity to learn through the T-chart graphic organizer as well as the interactive websites and seeing the Family Tree visuals. For those students who need social and bodily/kinesthetic learning, they will be able to interact with various websites and will be able to collaborate with their peers. They will also be able to demonstrate a family tree before creating their own to get a grasp on how to track a mutation between generations. Students will have the choice when making their family trees by being able to choose a mutation or disorder within their family or just one of interest in order to make them feel more comfortable, especially for those students who are embarrassed by their family or do not know about their family history. Conversations about differences in culture and variation on a microscopic level will be addressed as well as some mutations or disorders that occur more in different cultures. We will watch a video and look at cases of disorders such as sickle cell anemia. Students will have time to self-reflect and we will create an environment which promotes creative, meaningful, and engaging learning.
 * //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 be introduced to what mutations are and how they come to be. They will be able to better understand why there are certain differences between individuals and the chances of passing on a mutation to future generations. By becoming aware of these differences and how mutations can be passed along will help educate students on how to consider preventing and reducing the risk of passing along those mutations and diseases. 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 explanation. By the end of the lesson, students should be able to identify various mutations and should be able to recognize the path by which they can be passed down from one generation to the next. Mastery and understanding of this content will be demonstrated with a detailed family genealogy tree that tracks a mutation within the family as well as an explanation of what kind of mutation it is and how it has been passed down from one generation to the next.
 * //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 be able to apply their knowledge and research of traits and mutations about themselves and how it relates to their lives.
 * Interpersonal**: Students will be working in Jig Saw groups and will be able to collaborate with their peers throughout the lesson.
 * Spatial**: Students will be able to make a family tree in order to visualize how certain traits have been passed down.
 * Logical**: Students will organize the mutations in ways that are in logical form and a step-by-step process (how the mutation began)
 * Verbal:** Students will work in groups together where they will talk to each other to describe their thought processes.
 * Bodily/Kinesthetic**: Students will work as an entire class in order to model a family tree.

A Wiki site will be created as a final assessment in order to have students demonstrate their understandings of how mutations can be passed down from one generation to the next. Students will be able to see how traits can be inherited and will be able to create a family tree that they will be able to share with their family and have as a digital reference in order to create a digital network.
 * Type II Technology:**


 * //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 T-chart that they will be able to use in order to separate mutations and how that mutation will affect the next generation in order to keep the cause and effect ideas separated. During the lesson, students will be able to form Jig Saw groups of 3-4 and will each be given mutations to research and apply Mendelian genetics in order to see how the mutation will affect the next generation. Each group will then pass in their worksheets and will receive prompt feedback about the accuracy of their work in order to guide their thought process when creating their family tree research. After the Jig Saw groups all collaborate their data, the students will then all take a mini group quiz in order to assess their understandings of mutational inheritance.
 * Formative (Assessment for Learning)**

After learning about how genes are passed down from one generation to the next, students will be able to apply the concepts of heredity to their own family. They will be asked to research their family history and create a genealogy tree in which they follow at least three different traits and diseases between generations. The family tree will be made into a Wiki site, which could be used to share with their families. Also, students will have the opportunity to look at each other's products to compare how different mutations arise within families. Students will be assessed with a checklist that ensures they include all of the necessary parts in the family tree.
 * Summative (Assessment of Learning)**

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

The classroom will be set up into clusters in order to easily separate the students into Jig Saw Groups that will be pre-assigned. The students will be able to easily talk to each other and collaborate with each other because they will be able to have an organized work area separate from other groups.

Day 1: 8:00-8:15 Hook: interactive game (15 min) 8:15-8:25 Outline goals and the agenda of lesson (10 min) 8:25-9:00 Introduction to genetic transfer and mutations (35 min) 9:00-9:40 Break into Jig-Saw groups (40 min) 9:40-10:00 Brainstorming mutations in Jig Saw groups (20 min) //(Homework-decide on mutation to research and make family tree of over the weekend)//

Day 2: 8:00-8:10 Class problem refresher (10 min) 8:10-8:30 Class Family Tree (20 min) 8:30-8:40 Small group review (10 min) 8:40-9:00 Mini Group Quiz (20 min) 9:00-9:15 Tutorial on Wiki Sites and creating a family tree (15 min) 9:15-10:00 Time to create Family Tree (45 min)

Class will begin with the students playing an interactive game that they will have the opportunity to explore for about 15 minutes. I will then have the class summarize what they learned from the interactive game about various mutations such as missense, nonsense, silent, deletion, and insertion mutations. I will then outline the two day lesson and discuss some of the expectations and learning goals. There will then be a short lesson about the various mutations and how each one affects a strand of DNA and some of the examples of genetic disorders caused by mutations. I will provide students with a T-chart that they will be able to use in order to separate mutations and how that mutation will affect the next generation in order to keep the cause and effect ideas separated. Students will have the opportunity to work with their peers in a Jig-Saw group that will have the opportunity to explore several of these mutations. These groups will also have the opportunity to reflect and brainstorm ideas continuing with their previous knowledge of Mendelian Inheritance in order to explain how these mutations and disorders appear within families and how they are passed down from one generation to the next. For homework students will be asked to go home and figure out any kind of disorder or mutation that has been passed down between generations of their family or that they are interested in learning more about and they will have to try to track it as far back as they can. The next day, we will start off the class with a mutational problem/video about the [|disorder sickle cell anemia] in order to refresh their memories. As a whole class, we will then model out a Family Tree with some individuals having the mutation to model what their own family trees should look like. Students will then break into small groups again where they will be able to review what they know and have learned about mutations before taking a mini group quiz. After the quiz, students will have time to work on their Wiki Family Tree site which will be due the following class. There will be a brief tutorial on how to make a wiki site as well as how to make their family tree. They will be given a checklist that will show them what is expected after the completion of it. During the hour that they will be given to work on their final product, there will be time for me to check the progress of each student and be available to answer any questions. By the end of this lesson, student will understand that differences in DNA contribute to variation between individuals, species, and evolving new species.There are many major and minor differences between people, so it is important to know and understand how those differences arise on a molecular level. Students will discover some of the paths of and chances of mutations and how those can be passed down from one generation to the next. Understanding why and how mutations affect DNA will help students understand some of the biological differences between both individuals and other 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 to the lesson by being able to start off by playing an [|interactive mutation game] that uses their name to decode DNA, then allow the students to change the DNA with several different mutations.
 * Where, Why, What, Hook, Tailor: Intrapersonal, Interpersonal, Spatial, Logical, Verbal, and Bodily/Kinesthetic**

Students will know the various different mutations that can occur to DNA including missense, nonsense, silent, deletion, and insertion mutations. They will also know genetic transfer and the Human Genome Project as well as terminology and concepts learned in lessons 1 and 2 (see content notes). Students will have a chance to explore the different mutations with an interactive game before I deliver the material verbally. I will provide them with a graphic organizer and provide them with opportunities to explore the various mutations through interactive websites as well. Throughout the lecture portion, I will be open to questions for clarification and student participation throughout it. I will also encourage my students to think critically and to try to uncover the reasoning for themselves. I plan on creating an environment where students feel safe and welcome to ask questions and to think outside the box. After I deliver the material, I will make myself available for students to approach for more questions and will float around the room to check for understanding and to give feedback to students.I will also five a quiz after giving the students and opportunity to reflect on what they learned before beginning their final Family Tree product. I will also be able to check for understanding when we model a family tree as a class.
 * Equip, Explore, Rethink, Tailor: Verbal, Bodily/Kinesthetic, Interpersonal, Intrapersonal, and Spatial**

Students will use a T-chart as a graphic organizer in order to separate mutations and see how that mutation will affect the next generation in order to keep the cause and effect ideas separated. During the lesson, students will be form Jig Saw groups of 3-4 and will each be given mutations to research and apply Mendelian genetics to in order to see how the mutation will affect the next generation. Students will be able to predict how a given mutation would affect an individual and the next generation. Students will form Jig-Saw groups where they will be assigned roles of facilitator, time keeper, or scribe. Each group will be assigned specific roles that they will hold in order to explore the various mutations before creating a Family Tree that shows how mutations can be passed down from one generation to the next. Before they begin the project, they will be given a small group quiz that will give them the opportunity to show their knowledge and understanding of mutations. They will also be given the chance to reflect on their previous knowledge of Mendelian Inheritance before starting their Family Tree Wiki Product. I will make myself available to students while they work on their product and will provide them with a checklist that will tell them what information needs to be included in the product.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Interpersonal, Intrapersonal, and Logical**

Students will be able to self-assess themselves by being able to work with the interactive game at the beginning of the lesson as well as other resources that will help them determine their understanding of the various mutations. They will also be given a checklist that will tell them what information needs to be included in their final product. Another opportunity for self-reflection will come when the class models a Family Tree. Here students will be able to determine whether or not they understand the task that they are expected to complete. After the group quiz, we will go over the answers to give them immediate feedback. I will also check in with both the Jig-Saw groups and individuals in order to make sure that they are staying on task and are covering all of the required information on the checklist. This is an important lesson because students have to continue to apply their previous knowledge from both Lesson 1 (transcription, translation, and replication) as well as Lesson 2 (Mendelian Inheritance) in order to better understand how differences arise and how disorders and mutations can be passed down through generations. For future lessons, students will have to create their own mutation/adaptation, will have to know and understand how mutations can be useful in evolution/natural selection, and will also have to know how differences arise at the microscopic level. This lesson will provide them will the knowledge and ability to understand mutations on a smaller level and eventually apply it on a broader level to explain variation and differences between individuals and other species.
 * Evaluate, Tailors: Intrapersonal, Interpersonal, Verbal, Bodily/Kinesthetic, and Visual**

In biology, mutations are changes to the base pair sequence of the genetic material of an organism. Mutations can be caused by copying errors in the genetic material during cell division, by exposure to ultraviolet or ionizing radiation, chemical mutagens, or viruses. In multicellular organisms, mutations can be subdivided into germ line mutations, which can be passed on to descendants, and somatic mutations, which cannot be transmitted to descendants in animals. Proteins are made of amino acids that are strung together in a chain. Each three-letter DNA sequence, or codon, encodes a specific amino acid. If a change in the DNA sequence occurs, the instructions for making the proteins will be changed producing a mutation. ([])
 * Content Notes**

Polymorphisms are little forms and variations in genes. Mutations are simple copying errors that are introduced when DNA replicates itself. Other changes are introduced as a result of DNA damage through environmental agents including sunlight, cigarette smoke, and radiation. Our cells have built in mechanisms that catch and repair most of the changes that occur during DNA replication or from environmental damage.” Some errors are not passed down from one generation to the next, while others can be passed down from parent to offspring. Point Mutation occurs when there is a simple change in one base of the gene sequence. Frame-shift mutations occur when one or more bases are inserted or deleted into a sequence, which affects the sequence by shifting all of the bases one or more places. A Deletion Mutation occurs when bases or sections of DNA are deleted and become missing from the sequence. This is also an example of a frame-shift mutation. An Insertion Mutation occurs when bases or sections of DNA are added or inserted into a sequence of DNA. An inversion mutation occurs when an entire section of DNA is inverted, or reversed. Substitution mutations occur when one base is exchanged for another.

T-Chart Checklist for Family Tree Handouts for Mutations Mini Group Quiz
 * Handouts**