S3+Collins,Karen+Sue

=Stage 3 - Plan Learning Experiences and Instruction=

// **Note:** // How are you using technology as a teacher? How are your students using technology? [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * (W) .1** Students understand that....**(Where)**, Real Life **(Why)**, MLR **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] the content (**Explore**), [|Cooperative Learning] working on product (**Experience**)
 * (R)** **.4** Self-Assessment, feedback by students **(Rethink/Revise),** and feedback by teacher (**Revise**/**Refine**), [|Checking for Understanding]
 * (E)** **.5** Formative Assessment - Rubrics, Checklist **(Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7** Students will be able to ...( **Organize**), Product: Type II Technology, Number of Days:

[|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.

=Lesson 1= =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that DNA changes over time through mutation and genetic engineering, resulting in new traits, disease and evolving species and there are many ethical questions to be answered and there are difficult choices to be made, especially in stem cell research and cloning. **(Where)** Students will need to make decisions about what procedures to allow and need to be aware of the consequences of new technology and can think ethically about the consequences.**(Why)** **//Students examine the role of DNA in transferring traits from generation to generation, in differentiating cells, and in evolving new species//** **(What)**
 * (H)** 1.2 video [|What should you know? Cloned animals.] 2 min 18 sec. **(Hook)**
 * (E)** 1.3 Students will know... using a T-chart students will ponder the pros and cons of genetic engineering.**(Equip)** explore what the facts of genetic engineering are and what the ethical arguments are on both sides of the question. **(Explore)** and argue their thoughts on the question. **(Experience)**
 * (R)** 1.4 Students will have an opportunity through creating the blogs to **(Revise/Refine)** their positions on genetic engineering. Teacher questions and peer comments on the blog will help them refine their thoughts and consider new positions.**(Revise, Rethink)**
 * (E)** 1.5 Reading the blogs will help me know if they are getting the concept. The students will get points for participation. 1 blog(5 pt ea.) and 2 comments(1 pt ea.) on other student post/ week and the final opinion blog.( 20 pt) **(Evaluate)**
 * (T)** 1.6 **Linguistic:** Students will write responses to a blog.
 * Interpersonal:** Students will discuss the ethics of various aspects of genetic engineering in an interactive blog.
 * Intrapersonal:** Students will explore personal beliefs about genetic engineering.
 * Logical/Mathematical:** Student will organize the pros and cons of genetic engineering with a t-chart before and after the activity.
 * Naturalist:** Students will consider the impact of genetic engineering on the natural world
 * Visual/Spatial:** Students will watch a video about cloning and use a t-chart to organize their thoughts on the ethics of genetic engineering. **(Tailor)**
 * (O)** 1.7 Students will be able to clarify their thoughts on genetic engineering and contribute to a blog thread discussing the question of the week **(Self-knowledge)** Product: Blog, 1Day to introduce and 1 assignment /wk thereafter. **(Organize) (Total points - 48)** ||

(H) 2.2 Students will create a Graffiti wall on which they write or draw everything they know about DNA, signing their name on the things they contribute. **(Hook)** (E) 2.3 Students will know how to demonstrate the stages of mitosis using a circle diagram. **(Equip)** Students will watch a [|video]10 min about DNA structure and having a 3 minute review about the history and structure of DNA. **(Explore)** Students will create their own model using an online molecule modelling program **(Experience)** (R) 2.4 Students will have a chance to determine what they know about DNA using the graffiti wall **(Rethink/Revise)** Students will use a Three minute review to fill in gaps in their understanding. Students will have a checklist of things to remember when making their model (**Revise**/**Refine**) (E) 2.5 When lecturing I will use fist to five to determine whether they understand the material. The students will fill in a circle diagram showing mitosis.(5 points) Students will have a rubric for building the model (20 points) participation (10 points)**(Evaluate)** (T) 2.6 (O) 2.7 Students will be able to create a model of DNA using an online modeling program.( 20 points) **( Interpret)** Product: Digital model of DNA**.** 3-4 days **(Organize) (Total points - 35)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * (W) 2.1 Students will understand that DNA controls the expression of traits in differentiating cells. They will also understand that mitosis is the process of a cell splitting in two which is how we grow and replace dead cells. **(Where)** Understanding of DNA structure and function is crucial to understanding the traits that you have and can pass on to your children. **(Why)****//Students examine the role of DNA in transferring traits from generation to generation, in differentiating cells, and in evolving new species//** **(What)**
 * Linguistic:** Students will use writing to describe what they know about DNA.
 * Visual/Spatial:** The students will be able to draw what they know on the graffiti wall and will work with the 3 dimensional structure of DNA by building a model.
 * Logical/Mathmatical:** The students will use pattern concepts to understand the structure of DNA.
 * Interpersonal:** The students will interact and share ideas when doing the graffiti wall.
 * Naturalist:** The student will learn how DNA affects the natural world.
 * Kinesthetic:** Students will physically indicate understanding with Fist to five**,** and will manipulate models of DNA to understand it's structure.
 * (Tailor)**

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that DNA and RNA are similar molecules with important differences; and DNA controls the expression of traits in differentiating cells through RNA transcription. **(Where)** Understanding the processes of transcription and translation are important in understanding the traits in your body that make you who you are. **(Why)****//Students examine the role of DNA in transferring traits from generation to generation, in differentiating cells, and in evolving new species//** **(What)**
 * (H)** 3.2 Students will watch a[| video]comparing DNA and RNA. **(Hook)**
 * (E)** 3.3 Students will know the similarities and difference in DNA and RNA structure and function using a Venn diagram. **(Equip)**Students will watch a[| video] about RNA and its role in building proteins and Think-pair-share their thoughts about the video. **(Explore)**Students will describe the differences and similarities of DNA and RNA with a comic life **(Experience)**
 * (R)** 3.4 Students will use Think-pair-share to find out how much they know about DNA and RNA relationships **(Rethink/Revise)**I will review their Venn diagrams with them to eliminate misconceptions or holes in their learning (**Revise**/**Refine**),.
 * (E)** 3.5 Students will compare DNA and RNA structure and function with a Venn Diagram which will be shared in pairs, revised and corrected (5 points). The students will take a quiz on the structure and function of DNA and RNA (5 points) (**(Evaluate).**
 * (T)** 3.6
 * Visual:** The students will watch videos that illustrate DNA and RNA structure and function and create a Venn diagram to organize their thoughts about the subject.
 * Linguistic:** Students will listen to the descriptions of DNA and RNA structure and function in the videos as well as using language to describe the comparisons between the two with the Venn diagram and will also use language in the comic life.
 * Interpersonal:** Students will discuss what they know about DNA and RNA structure and function in a think-pair-share**.**
 * Intrapersonal:** Students will ponder what they know about DNA and RNA structure and function in a think-pair-share.
 * Naturalist:** Students will see how the structure and function of DNA and RNA affect the natural world.
 * Logical:** Students will use logic and critical thinking to complete the Venn Diagram about DNA and RNA structure and function**.**
 * (Tailor)**
 * (O)** 3.7 Students will be able to compare and contrast the structure and function of DNA and RNA using Comic Life. They will be graded on content accuracy and detail, and creativity (20 points) **(Perspective)** Product: Comic life comparing DNA and RNA structure and function. 4 days **(Organize)(Total points- 30)** ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that new organisms and traits come from the recombination of genetic material and that it is possible to predict the likelihood of a combination occurring. **(Where)**Understanding this will help students make connections to their own traits, as well as understanding those in the natural world. **(Why)** **//Students examine the role of DNA in transferring traits from generation to generation, in differentiating cells, and in evolving new species//** **(What)**
 * // (H) //** //4.2 “Genetic engineers don't make new genes, they rearrange existing ones.” [|Thomas E. Lovejoy] (Hook)//
 * (E)** 4.3 Students will know about the process of meiosis and how it differs from mitosis as well as Mendel and his work with genetic patterns, and be able to calculate these with a punnet square **(Equip)** then use the members of the class to physically demonstrate their thinking with a live punnet square. **(Explore)** Use an online punnet square program to determine and interpret expected outcomes of complicated crosses (more than 3 alleles) **(Experience)**
 * (R)** 4.4 the students will practice with punnet squares and check their work with others. **(Rethink/Revise)**I will give feedback about their practice squares to make sure there are no misconceptions(**Revise**/**Refine**),..
 * (E)** 4.5 The students will take a quiz on meiosis (5 points), and show mastery of genetic cross calculations (5 points) **(Evaluate)**
 * (T)** 4.6
 * (Linguistic:** The students will debate the quote at the beginning of the lesson by Jerry Falwell
 * Logical**: Students will use statistics and logic to understand the results of the punnet squares.
 * Visual/Spatial:** Students will use the punnet square and pedigree chart to visually organize information for better understanding.
 * Naturalist:** Students will understand how recombination affects the natural world.
 * Kinesthetic:** Students will .play the part of an individual in the human punnet square
 * Interpersonal:** Students will work together to complete a punnet square and checking their work with others to work out misconceptions.
 * (Tailor)**.
 * (O)** 4.7 Students will be able to determine and interpret expected outcomes of complicated crosses (more than 3 alleles) using an online punnet square program and describe the phenotypes that will be produced (20 points) **(Explain)** product: printout of results of the genetic cross and a description of the phenotypes that will be produced. 3 days **(Organize)(Total points-30)** ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 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 species.**(Where)** Students 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. **(Why)****//Students examine the role of DNA in transferring traits from generation to generation, in differentiating cells, and in evolving new species//** **(What)**
 * (H)** 5.2 images of Genetic disorders **(Hook)**
 * (E)** 5.3 Students 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. **(Equip)** Students will work in groups of three to interpret a genetic pedigree chart to predict the possibility of a particular trait being passed on to the offspring, (5 points ) **(Explore)** the students will researching a genetic disease and present the information as part of the WebQuest making use of at least 1 type II technology (20 points) **(Experience)**
 * (R)** 5.4 Students will use a pedigree chart to think about the consequences of inheriting a mutation, and will research a disease to give the concepts a face. **(Rethink/Revise)** I will guide the thinking and reasoning to help the students consider all sides of a problem. (**Revise**/**Refine**),.
 * (E)** 5.5 I will monitor and discuss concepts to be sure of mastery. Students will complete a group pedigree chart analysis. (5 points) and Research a genetic disease and present the information in a creative manner (20 points) **(Evaluate)**.
 * (T)** 5.6
 * Musical:** 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 during the pedigree chart activity.
 * Visual:** Students will use visual skills to interpret the pedigree chart.
 * 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 effect the natural world.
 * (Tailor)**.
 * (O)** 5.7 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 using a type II technology to be added to the Glogster.in lesson 6 **( Empathy)** Product: Type II technology that can be included in a glogster. (I-movie, garage band etc.) 5 days **(Organize) (Total points-25)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that DNA changes over time through mutation and genetic engineering, resulting in new traits, disease and evolving species..**(Where)** It is important to understand how our bodies are made in order to make informed choices about our health care. **(Why)****//Students examine the role of DNA in transferring traits from generation to generation, in differentiating cells, and in evolving new species//** **(What)**
 * //(H)//** //6.2 Students will look at the// [|//Jackson Laboratory//] //web site as a hook for the WebQuest, and I will present the student sample as a hook for the lesson. **(Hook)**//
 * (E)** 6.3 Students will know how to use inspiration to make a concept web to organize information for the research paper. **(Equip)** The students will edit each others papers. **(Explore)** The students will create a glogster to sell their proposal.**(Experience)**.
 * (R)** 6.4Students will use the concept web to organize their thinking. **(Rethink/Revise)** I will review the first draft so they can make corrections or add information they have missed.(**Revise**/**Refine**)
 * (E)** 6.5The information from the previous research will be used to write a paper proposing an experiment that will add to our understanding of the disease.(30 points) The students will create a glogster to 'sell' their proposal. (20 points) **(Evaluate)**.
 * (T)** 6.6
 * Linguistic:** The students will write a paper using linguistic skills.
 * Visual:** The students will use a glogster to organize information.
 * Musical:** The students will have the opportunity to include music in their glogster.
 * Intrapersonal:** Students will be able to research indepth about their chosen disease.
 * Naturalist:** The students will be able to relate the study of the disease to the effect of mutations on the natural world.
 * Logical:** The students will use a concept web to organize their information.
 * (Tailor)**.
 * (O)** 6.7 Students will be able to propose a genetic experiment based on the disease they researched and present this in a creative manner. **(Apply)** Product: Research paper describing the disease and proposing a genetic experiment, and a Glogster to 'sell the proposal **(Organize) (Total points-50)** ||

2004 ASCD and Grant Wiggins and Jay McTighe