S3+Baum,Jennifer+Lynn

=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= (**Tailors**) Product: Comic Life; 3 Days (**Organize**) || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that DNA plays a vital role in transferring traits from generation to generation. (**Where**) Each person has unique traits and characteristics that can be tracked by individual segments of DNA. It is important to know what makes you, you. (**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 Students will be able to watch and listen to a rap about [|DNA replication and Protein Synthesis]. (**Hook**)
 * (E)** 1.3 Students will know the discoveries made by Watson and Crick and the Human Genome Project; terminology such as the nucleus, DNA, RNA, genetic transfer, genes, chromosomes, replication; and critical details such as transcription, translation, and DNA replication. (**Equip**) Students will use a step-by-step graphic organizer in order to trace the steps of transcription, translation, and replication. (**Explore**) During the lesson, students will periodically break into jig-saw groups to work through difficult concepts, processes, and ideas while creating a Comic Life in small groups. (**Experience**)
 * (R)** 1.4 Students will break into small groups of and explain to each other the steps of transcription, translation, and replication. (**Rethink**) They will then work together to draw out the steps on a worksheet which will be assessed during class by the teacher. (**Revise**) Each group will then act out or demonstrate their assigned process in front of the class. (**Rehearse**) Each student will then refine their understanding of the processes by creating a Comic Life. (**Refine**)
 * (E)** 1.5 Students will be given a checklist that will help them check their progress in understanding all of the essential material.
 * (T)** 1.6
 * Interpersonal**: Students will be working in groups to exchange what they know about the important details and processes of transcription, translation, and DNA replication.
 * Kinesthetic**: Students will act out and demonstrate the processes of transcription, translation, and replication.
 * Visual:** Students will watch several interactive animations showing all of the major processes of transcription, translation, and DNA replication.
 * Logical:** Students will organize the major steps of transcription, translation, and DNA replication and group them into a logical form.
 * Naturalist**: Students will learn how mice are bred in research institutes in order to show authentic applications of how genes are altered and inserted.
 * Musical**: Students will listen to a YouTube rap on DNA replication and protein synthesis.
 * (O)** 1.7 Students will be able to translate segments of DNA. (**Interpretation**)

Product: Newspaper Blog; 1-2 Days (**Organize**) || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that DNA plays a vital role in transferring traits from generation to generation. (**Where**) It is important to understand inheritance rules and exceptions in order to understand how and why traits are passed down. It is also important to know how to trace diseases, disorders, and mutations between generations and within individuals. (**Why**) //Students examine the role of DNA in transferring traits from generation to generation, in differentiating cells, and in evolving new species.// (**What**)
 * (H)** 2.2 Students will be assigned specific alleles and traits (homozygous and heterozygous), and be able to interact with a life-size Punnet Square. (**Hook**)
 * (E)** 2.3 Students will know Mendel, Mendelian Inheritance, the Law of Segregation and Law of Independent Assortment, Classical Genetics, Punnet Squares, what it means for traits to be homologous or heterozygous, chromosomes, and some other vocabulary as it arises. (**Equip**) Students will use a Venn Diagram in order to compare and contrast Mendelian Genetics with Modern Genetics in order to see the differences, similarities, and exceptions. (**Explore**) During the lesson, students will face some problems with Mendel's laws and will uncover the exceptions to the rule by the think-pair-share method. (**Experience**)
 * (R)** 2.4 The class will break into half with each group taking a close look at either Mendel's Law of Segregation or Law of Independent Assortment. They will then partner up with someone from the other group and explain to each other the rules and exceptions to his laws of inheritance. (**Rethink**). The students will then have time to reflect on what they learned and will create a blog summarizing each law. (**Revise**). Each student will then be able to work through some simple Mendelian problems either on the class Punnet Square or on a piece of paper. (**Rehearse**) The students will then be able to go back to the laws and connect the problems of inheritance with its associated law. (**Refine**)
 * (E)** 2.5 The students will be asked to take a mini-quiz that can be taken individually or with a partner in order to track their understanding about Mendelian genetics. (**Evaluate**)
 * (T)** 2.6
 * Interpersonal**: Students will work in groups or partners on several occasions in order to learn more about their assigned law, teach it to another student, and learn from their partners. They will also be given the chance to work with a partner on the mini-quiz.
 * Intrapersonal**: Students will have a chance to reflect on their understanding of Mendel's laws and create a blog entry. They will also be given the opportunity to work on their mini-quiz individually.
 * Logical**: Students will work through problems dealing with Mendelian Inheritance using their problem-solving skills.
 * Naturalist:** I will bring in pea plants into the class in order to show how Mendel first identified inheritance patterns.
 * Verbal:** Students will explain their assigned law to other classmates in order to demonstrate their understandings.
 * Kinesthetic:** Students will be able to physically demonstrate how alleles separate and how certain traits are passed down between generations by being a part of an interactive, life-size Punnet Square.
 * (O)** 2.7 Students will be able to analyze Mendel's Laws and point out some of the exceptions that we have learned with advances in technology. (**Perspective**)

Product: Family Tree Wiki; 2 Days (**Organize**) || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that differences in DNA contribute to variation between individuals, species, and evolving new species. (**Where**) Knowing and understanding the chances and path by which mutations can be passed down is important to know in order to be aware of the chances a child will have a given mutation or trait. (**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 be hooked to the material by being able to play an [|interactive game] identifying different mutations. (**Hook**)
 * (E)** 3.3 Students will know genetic transfer, the Human Genome Project, and previous terminology from Lessons 1 and 2. (**Equip**) Students will use a T-chart in order to separate mutations and how that mutation will affect the next generation in order to keep the cause and effect ideas separated. (**Explore)** 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. (**Experience**)
 * (R)** 3.4 Students will be split up into groups where they will be faced with new mutations that they will have to research and determine the type of mutation as well as how it will effect future generations and possible ways to fix it. (**Rethink**) Students will have the opportunity to check with peers and a reference in the class in order to check their progress. (**Revise**) The class will have the opportunity to model a family tree as a whole with everyone involved. (**Rehearse**) 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. (**Refine**)
 * (E)** 3.5 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. (**Evaluate**)
 * (T)** 3.6
 * 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.
 * (O)** 3.7 Students will be able to predict how a given mutation would affect an individual and the next generation. (**Explanation**)

Product: Podcast; 1 Day (**Organize**) || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that differentiation can be found within and among cells of the same organism. (**Where**) It is important to know and understand how cells differ within an organism in order to understand how genes express themselves. By knowing how all cells have the same genetic code, but differ greatly in appearance and function is critical in order to know why feet do not typically grow out of the side of your head. (**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 Different slides will be set up under microscopes and students will be able to go around and predict what each cell type is and make observations about each one. (**Hook**)
 * (E)** 4.3 Students will know details of differentiation and previous content and vocabulary. (**Equip**) Students will be provided with a T-chart in order to separate the similarities and differences in cells within an organism. (**Explore**) Students will partner up in order to research and discover some of the similarities and differences between cells within an organism. (**Experience**)
 * (R)** 4.4 Students will have several opportunities to look at different slides of cells and will work individually or together to identify the similarities and differences between all of the various cells. (**Rethink**) Students will then have the opportunity to collaborate with peers and other groups in order to check their observations. (**Revise**). As a whole class, we will go over all of the differences and collaborate all of the observations from all of the students. (**Refine**)
 * (E)** 4.5 After the lesson, students will be required to process their thoughts and what they learned by writing this new-found knowledge into a blog entry. (**Evaluate**)
 * (T)** 4.6
 * Interpersonal:** Students will have the ability to work with peers and as a class in order to compare and collaborate observations and ideas.
 * Visual/Spatia**l: Students will have the ability to actually see slides of the different cells.
 * Bodily/Kinesthetic**: Students will be able to handle the slides and microscopes in order to determine the differences in cells within an organism.
 * Logical:** Students will have the opportunity to work with probes and microscopes.
 * Intrapersonal**: Students will have the ability to observe slides on an individual basis and make their own conclusions about the comparison of cells within an organism.
 * Verbal:** The entire class will have the opportunity to collaborate their observations and talk about what they learned through the lab.
 * (O)** 4.7 Students will be able to be aware of the similarities and differences between cells within an organism. (**Self-Knowledge)**

Product: iMovie; 2-4 Days (**Organize**) || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that differentiation can be found within and among cells of the same organism. (**Where**) 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 when this 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. (**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 Propose a controversial question and have an open classroom discussion. (**Hook**)
 * (E)** 5.3 Students will know some examples of current stem cell researches and differentiation of cells. (**Equip**) Students will be given a Tree Chart that they will be able to use to map out some of the possible paths a stem cell can take. (**Explore**) Students will work in Jig Saw groups in order to tackle a wide variety of paths in an efficient and timely manner. (**Experience**)
 * (R)** 5.4 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. (**Rethink**) Each student will get immediate feedback about what they learned by peer evaluation and teacher feedback. (**Revise/Refine**)
 * (E)** 5.5 Students will 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. (**Evaluate**)
 * (T)** 5.6
 * 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 newfound 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.
 * (O)** 5.7 Students will be able to imagine that they are a stem cell and describe at least two different paths that stem cells could take in their life. (**Empathy**)

Product: Glogster; 2 Days (**Organize**) ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that differences in DNA contribute to variation between individuals, species, and evolving new species. (**Where**) It is important to be able to know how variation benefits species in order to understand the concepts of evolution and natural selection. Understanding that mutations can be both beneficial and harmful to species and how some mutations can advance a species. (**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 be shown an [|animal mutation video]. (**Hook**)
 * (E)** 6.3 Students will know all of the major processes and vocabulary that have been introduced earlier in the unit. (**Equip**) Students will be provided with a variation of an idea wheel in order to organize their thoughts in an orderly way. (**Explore**) They will then work in small groups to brainstorm different ideas for useful mutations and adaptations to various environments and contexts. (**Experience**)
 * (R)** 6.4 Students will work individually in order to think about a mutation or adaptation that they would like to have if they could. (**Rethink**) They will then work with a partner or a small group in order to give feedback to each other and their ideas. (**Revise**) Students will then break into their assigned groups where they will work together to come up with a new species that they all want to create and talk about the unique traits and characteristics it will have. Each group will be required to meet up with the teacher before proceeding with their new species. (**Refine**)
 * (E)** 6.5 Students will be assessed through informal observation with the teacher meeting with each group to listen to and see their thought processes. (**Evaluate**)
 * (T)** 6.6
 * Intrapersonal:** Students will have the ability to work on their own to reflect on what mutation or adaptation they would like.
 * Interpersonal**: Students will work each other to brainstorm and collaborate their ideas to create a new species.
 * Visual/Spatial:** Students will be creating a Glogster where they will be able to make a visual representation of what their species will look like.
 * Musical:** In the Glogster, students will be expected to include music to reflect the personality of their species.
 * Naturalist:** The newly created species will need to be able to ‘survive’ in the natural world.
 * Verbal:** Students will work together to share their ideas of what kind of mutation they would have if they could and how they could create a species that has those abilities.
 * (O)** 6.7 Students will be able to design a new species and explain some mutations it may have and how the unique traits are passed down to the resulting offspring. (**Application**)

2004 ASCD and Grant Wiggins and Jay McTighe