L5+Baum,Jennifer+Lynn


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


 * Teacher’s Name:** Ms. Baum **Lesson: 5 Empathy**
 * Grade Level:** 10 **Topic:** Differentiation/Stem Cells

__** Objectives **__
 * Student will understand that** differentiation can be found within and among cells of the same organism.
 * Student will know** some examples of current stem cell researches and differentiation of cells.
 * Student will be able to** demonstrate the life of a stem cell in an orderly, step-by-step way.

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.
 * __ Maine Learning Results Alignment __**


 * Rationale:** Stem cell research is one of the major up and coming branches of modern scientific research, so it is really important to understand how it works in order to understand how it can be applied.


 * __ Assessment __**

Students will be given a Tree Chart that they will be able to use in order to map out some of the possible paths a stem cell can take. They will be able to work in Jig Saw groups where they will be able to tackle a wide variety of paths in an efficient and timely manner. Feedback will be given by both peers and teacher on the progress of the different paths a stem cell can take by using a checklist. Each student will be given the opportunity to self-reflect and revise their processes in order to track their progress with the material. In order to give ongoing feedback with the iMovie and to make sure the students are staying on track, they will be expected to submit an outline and script of their movie. Students will also be assessed through informal observation in order to see where misconceptions exist and where students are struggling. They will also be required to write a blog entry where they will demonstrate their understandings before they begin their iMovie.
 * Formative (Assessment for Learning)**

During the lesson on stem cells and how they differentiate, students will create an iMovie about the life of a stem cell and two possible paths that it could take in its life and describe the genetic differences and the role of gene expression in variation between cells of the same organism. Students will be assessed with a checklist that ensures that they have included all of the major points and details that are expected out of the product.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** An iMovie will be created as a final assessment in order to have students organize and demonstrate their understandings about the various paths that a stem cell can take. They will also have to reflect upon their understandings by blogging about the material.

Music: I will be able to include music in the lesson by allowing and encouraging students to use audio in their iMovie about the life of a stem cell.

History: I will be able to include the history of stem cell research in order to show the advances and growth of that branch of research in science.

__Groupings__
During the lesson, students will break into Jig-Saw groups of 3-4 in order to research and uncover some of the different paths that a stem cell could take while preparing to create an iMovie of one of those paths. In this 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 iMovie 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...

__**Differentiated Instruction**__

 * Strategies**
 * Interpersonal**: Jig Saw groupings will give students the opportunity to work together and collaborate ideas with each other and with the class.
 * Visual:** Students will be able to create an iMovie as a final project in order to visualize the different paths that a stem cell can take in its life.
 * Bodily/Kinesthetic:** Students will be able to act out and physically demonstrate their understanding of the different roles that stem cells can take.
 * Verbal:** Students will report out to Jig Saw groups and the class their understandings of the life of a stem cell.
 * Intrapersonal:** Students will have an opportunity to reflect their understandings and new-found knowledge in a blog entry.
 * Logical:** Students will be able to demonstrate the life of a stem cell in an orderly, step-by-step way.

//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, then to your Jig Saw group, 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 creation of the iMovie, or any other part of the lesson, it is expected that you make sure to make up the work and to check your understandings with a classmate and/or meet with me briefly.


 * Extensions**
 * Technology:** An iMovie will be created as a final assessment in order to have students organize and demonstrate their understandings about the various paths that a stem cell can take. They will also have to reflect upon their understandings by blogging about the material.

__**Materials, Resources and Technology**__

 * Laptops (for teacher and at least one per Jig-Saw group)
 * Graphic Organizer (Tree Chart)
 * Checklist for iMovie
 * video camera, tape, tripod

__Source for Lesson Plan and Research__
Stem Cell information: [] (general information) [] (good graphic of different cell paths) Stem Cell Research goals [] Blood cells [] Muscle cells [] Nerve cells [] Virtual Stem Cell Animation []

__**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 show their iMovie stories. If a student learns better in a visual way, they will have the opportunity to learn through the graphic organizer as well as seeing the Jig-Saw iMovie stories. For those students who need social and bodily/kinesthetic learning, they will be able to interact with each other in the Jig-Saw groups as well as when they are making their movie. In their movie, they will have the option to be the stem cell and act it out in a physical way. Students will also have time to self-reflect and will create an environment which promotes creative 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:**


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**

Students will be introduced to stem cells and the research that has been carried out in current stem cell research. We will also learn about some of the controversial issues that have come with this modern technology. This will be beneficial and highly relevant to their lives because uses of stem cell research is becoming increasingly popular. For example, in vitro fertilization and manipulation of embryos often use the applications of stem cell research in order to provide people with the ability of having children when they may not otherwise have been able to. By learning about stem cell research, students will be able to better understand some of the different paths that stem cells can take as well as how they differentiate and how genes are expressed throughout the genome. 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 empathy. By the end of the lesson, students will be able to demonstrate the life of a stem cell in an orderly, step-by-step way. Mastery and understanding of this content will be demonstrated with the creation of an iMovie that follows one possible path of the life of a stem cell.


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


 * Interpersonal**: Jig Saw groupings will give students the opportunity to work together and collaborate ideas with each other and with the class.
 * Visual:** Students will be able to create an iMovie as a final project in order to visualize the different paths that a stem cell can take in its life.
 * Bodily/Kinesthetic:** Students will be able to act out and physically demonstrate their understanding of the different roles that stem cells can take.
 * Verbal:** Students will report out to Jig Saw groups and the class their understandings of the life of a stem cell.
 * Intrapersonal:** Students will have an opportunity to reflect their understandings and new-found knowledge in a blog entry.
 * Logical:** Students will be able to demonstrate the life of a stem cell in an orderly, step-by-step way.


 * Type II Technology:** An iMovie will be created as a final assessment in order to have students organize and demonstrate their understandings about the various paths that a stem cell can take. They will also have to reflect upon their understandings by blogging about the material.


 * //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 Tree Chart that they will be able to use in order to map out some of the possible paths a stem cell can take. They will be able to work in Jig Saw groups where they will be able to tackle a wide variety of paths in an efficient and timely manner. Feedback will be given by both peers and teacher on the progress of the different paths a stem cell can take by using a checklist. Each student will be given the opportunity to self-reflect and revise their processes in order to track their progress with the material. In order to give ongoing feedback with the iMovie and to make sure the students are staying on track, they will be expected to submit an outline and script of their movie. Students will also be assessed through informal observation in order to see where misconceptions exist and where students are struggling. They will also be required to write a blog entry where they will demonstrate their understandings before they begin their iMovie.
 * Formative (Assessment for Learning)**

During the lesson on stem cells and how they differentiate, students will create an iMovie about the life of a stem cell and two possible paths that it could take in its life and describe the genetic differences and the role of gene expression in variation between cells of the same organism. Students will be assessed with a checklist that ensures that they have included all of the major points and details that are expected out of the product.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Total class time: 360 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, while being separated from other groups.

Day 1: Controversial Question (Hook) (15 min) Brief Introduction on Stem Cells, current research, and applications (25 min) Jig Saw Groups (different paths) (40 min) Blog entry (20 min) Create a script for iMovie (20 min)

Day 2: Creation of iMovie (entire class period) Revise and edit script (20 min) Film videos (30 min) Upload to iMovie (15 min) Edit video (30 min) Add in effects, transitions, music, etc… (25 min)

Day 3: Video Presentations (120 min)

Class will begin with a brief introduction on stem cells, current research, and some of its current applications. Students will then be broken up into Jig Saw groups where each group will explore some of the different paths that a stem cell can take in its life. They will research this material in preparation for their final product, which will be an iMovie of the life of their particular path. They will be provided with a tree chart in order to organize and map out some of the various paths that a stem cell can take. After researching the material, they will be asked to reflect on their understandings in a blog entry. They will then be asked to create a script for their iMovie that they will submit to myself before the end of the first day. The second day will be set aside for the creation of the iMovie itself. I will tentatively give each group the first 20 minutes to revise and edit their script, another 30 minutes to film the video, 15 minutes to upload their film to iMovie, about a half an hour to edit the movie, and the last 25 minutes to add in effects, transition, music, and any other extras to their video. The third day of the lesson will consist of each group showing their videos, while the rest of the class takes notes on what happens in each path of the cell’s life. Students will understand that differentiation can be found within and among cells of the same organism. Stem cell research is a major up and coming branch of science that explores the possibilities for implanting new genes and mutations in people and animals in order to help cure certain genetic diseases and sicknesses. Some forms of breast cancer can be traced to a genetic mutation, so scientists are working to create a gene that could override the cancer and thus prevent it from spreading. This discovery will be a scientific breakthrough if a cure is found because the applications of using stem cells to differentiate and spread their genetic information into other cells would be incredibly useful. Another aspect of stem cell research is to use them to purposefully differentiate into cells and eventually entire organs that could be used as a transplant. //Students examine the role of DNA in transferring traits from generation to generation, in differentiating cells, and in evolving new species.// As a hook, students will be able to participate in a brief debate about a controversial topic in stem cell research. Students will be broken into small groups and will be able to have good conversations about some of the current and relevant issues with that aspect of modern technology.
 * Equip, Explore, Rethink, Tailor: Interpersonal, Visual, Bodily/Kinesthetic, Verbal, Intrapersonal, Logical **

Students will know some examples of current stem cell researches and differentiation of cells. (See content notes). I will deliver some of this material verbally, but will mostly encourage students to have discussions and to do research within Jig Saw groups. Throughout the entire lesson I will be available for students to approach for more questions and will float around the room to check for understanding and to give feedback to. I will provide the students with a checklist that they will be able to use to make sure they include all of the parts that are expected in their iMovie. Students will be split up into groups where they will be given a tree chart that they will use to organize their research about how stem cells differentiate and then report back to the class the differences that they learn.
 * Equip, Explore, Rethink, Tailor: Visual, Interpersonal, Naturalist, Verbal, Logical **

Students will use a Tree Chart as a graphic organizer in order to organize their research and to see some of the paths that stem cells can take through the process of differentiation. During the lesson, students will be working in Jig Saw groups in order to research and process some of the various paths a stem cell can take during differentiation. They will have time to research their particular path and will be able to create a story about it and act it out and represent it in the form of an iMovie. 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 more of the processes of DNA and will then create an iMovie demonstrating their knowledge and understanding of differentiation of stem cells. Before they begin their iMovie, I will expect them to submit a script so that I know what they will be including in their movie so that I can make sure they include all of the necessary parts. Throughout the creation of their product, they will be able to self-reflect, bounce ideas off of each other, and will receive feedback from myself before they present it. I will go around with a checklist to make sure they are uncovering all of the key points in their assigned path.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Intrapersonal, Interpersonal, Logical, Naturalist, Verbal, Spatial **

Students will be able to self-assess themselves and their groups by making sure they are including all of the necessary information in their iMovie by referring to their checklist and by receiving feedback both from peers within the Jig Saw group and from myself who will be giving positive feedback and suggestions. Students will also have to blog about their understandings before creating their script for their movie in order to reflect on what they have learned. This lesson is a really important part of the unit because it shows the uses and applications of knowing and understanding the genetics of a person and how that information can be passed down to other cells and generations as well as how cells differentiate.
 * Evaluate, Tailors: Interpersonal, Naturalist, Intrapersonal **

Controversial issues with stem cells [] Stem cells are a form of human life: they are alive and contain human DNA. They have a unique feature in that they can be coaxed into developing into some or all of the 220 cell types found in the human body. Of the three types of stem cells, embryonic stem cells have the greatest potential in that they can theoretically become any of the 220 cell types. Adult stem cells are less useful in that they have already started to specialize and can only become one of a few cell types. Induced pluripotent stem cells are specially treated cells that can be processed to behave somewhat like embryonic stem cells. Embryonic stem cells possess the attribute of //pluripotency//, which is to say that they are capable of issuing in any cell type except the placenta. Cells in the developed human in some cases possess the attribute of //multipotency//, which is to say that they may issue in more than one cell type. ** Amniotic/placental stem cells: ** Each placenta contains about 300 million amniotic epithelial cells that could potentially be expanded to between 10 and 60 billion cells. They can double in number every 36 hours. They can divide at least 250 times without mutating and without forming tumors. They have been converted into bone, heart muscle, blood vessels, fat, nerve and liver tissues in lab mice. Unlike embryonic stem cells, they cannot reproduce indefinitely.
 * Content Notes**
 * Embryonic stem cells: ** These are pluripotent. That is, they have the potential of developing into //any// of the 220 cell types in the human body (e.g. blood cells, heart cells, brain cells, muscle cells, bone cells, etc). Unfortunately, they can only be obtained from embryos. This causes very serious ethical problems among those who believe that human life becomes a human person at conception. Once stem cells are removed from an embryo, that embryo can no longer trigger a pregnancy, and be born. Some pro-life advocates consider this to be the murder of a human being.
 * Adult stem cells: ** These can be harvested from newborns, children and adults with fewer ethical concerns. However, they have already started to specialize and thus do not have the same level of flexibility as do embryonic stem cells. They have only limited usefulness.

Checklist for iMovie Graphic Organizer (Tree Chart)
 * Handouts**