Sharon+Padget

Content Area Unit Plan

Daily Lesson GAME Plan #1  ﻿ My unit is to let students discover how genetics influences human life. The following is subject to change as students needs dictate.

Content Standards: Iowa Core Curriculum 1B. Students can analyze and interpret scientific information. 2. Students can understand concepts and relationships in life science. 2A. Students can understand structures of living things. ISTE NIETS-S Research and information Literacy Critical thinking, problem solving, and decision making
 * Lesson Title: How did I get this disease?** **Related lesson: My family pedigree**
 * Grade level:** 9 **Unit: Genetic Counseling**  **GOALS: **

2. The student then is given the task of diagnosing and recommending tests to run to confirm the diagnoses. 3. The student then offers possible results from the tests if the diagnosis is correct, possible treatments and prognosis for the patient. 4. Then students offer explanations on how the patient got the disease, how it could be passed to future generations <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">5. <span style="font-family: 'Times New Roman','serif';">The student then presents this information to their patient in the role of a genetic counselor. Could you incorporate a concept map into this lesson? Jeannine <span style="display: block; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt; text-indent: 0.5in;">**DURING CLASS** Time Instructional Activities Materials/Resources Day 1 - 20 min teacher assigns case study time in the library and explains assignment computer lab Day 1 - 20 min students become familiar with case none --﻿Clairfy "What does this mean?" Jeannine <span style="display: block; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt; text-indent: 0.5in;">3 days students work to create their presention students need access and training to software to create, edit and produce <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt; text-indent: 0.5in;">their presentation using VoiceThread, iMoive, Windows Movie Maker, <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt; text-indent: 0.5in;">or Prezi. <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">**MONITOR**: Ongoing Assessments: possible guidance to students who cannot find the solution to the case study ﻿Are you going to monitor other students as well? How ? Jeannine <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Accommodations and Extensions: extra time for research, resources in native languages Use of Technology: Monitor of students on computers to ensure proper use Back-up Plan: in case of network failure, make sure students have access to genetics encyclopedia, have articles ready for students to use on genetics diseases, have school nurse aware she may be asked for help
 * <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">ACTION: ** <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">1. <span style="font-family: 'Times New Roman','serif';">Students receive a case study that gives students the story of a person who presents certain symptoms.

<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt; text-indent: 0.5in;">Students will be evaluated on the time spent on task, the diagnosis, prognosis, treatment options, proper explanations of how the disease was acquired by the patient, professionalism in the role of genetic counselor and quality of visuals. I will develop a rubric for students which will be given at the beginning of the lesson so they know the expectations of the lesson.
 * EVALUATION:**

<span style="display: block; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt; text-align: center; text-indent: 0.5in;">Daily Lesson GAME Plan #2

<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt; text-indent: 0.5in;">This week was dedicated to producing the second lesson in our content area unit plan. My unit is to let students discover how genetics influences human life. The following is subject to change as students needs dictate. <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt; text-indent: 0.5in;">Lesson Title: Chromosome Critters <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt; text-indent: 0.5in;">Related lesson: Mitosis and Meiosis Lab Grade level: 9 <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt; text-indent: 0.5in;">Unit: Genetic Counseling  <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt; text-indent: 0.5in;"> **<span style="font-family: 'Times New Roman','serif';">GOALS: ** <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt; text-indent: 0.5in;">This lesson is designed to improve research skills and report writing. Students will be divided into groups of 4 and will select a human chromosome to research and write about it in a 2-3-page report. Students will also create a clay animation of that chromosome to enhance their report.

<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt; text-indent: 0.25in;">Content Standards: Iowa Core Curriculum <span style="font-family: 'Times New Roman','serif';">1 <span style="color: black; font-family: 'Times New Roman','serif';">B. Students can analyze and interpret scientific information. <span style="color: black; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 0.5in;">2. Students can understand concepts and relationships in life science. 2A. Students can understand structures of living things. <span style="color: black; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">ISTE NIETS-S <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt; text-indent: 0.5in;">Research and information Literacy Critical thinking, problem solving, and decision making

**<span style="font-family: 'Times New Roman','serif';">ACTION: **

<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Tech4Learning Clay Animation Kit (if available), digital camera, library resources, computer with Win XP or a Mac with 10.4 or higher, various colors of clay, paper, pencils
 * <span style="font-family: 'Times New Roman','serif';">Resources Needed **<span style="font-family: 'Times New Roman','serif';">: (per group of 4)

The following will be told to students before they begin the lesson: **<span style="font-family: 'Times New Roman','serif';">Before you begin: ** <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 0.75in; text-indent: -0.25in;">1. Learning a new piece of software takes some training. Go to one of these websites and explore how clay animation is done:

<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">http://www.sd72.bc.ca/eblend/site/jonah/index.html []

2. When saving images, keep file names very simple. It will help you organize your animation. For example hippoopen.gif ( hippo mouth open) and hippoclosed.gif (hippo mouth closed) 3. Simplicity is the key to success. Make your clay figure simple. Don’t get fancy, as it will make it difficult to move your figure when you are filming.

**<span style="font-family: 'Times New Roman','serif';">Daily Monitoring: **
 * 1) <span style="font-family: 'Times New Roman','serif';">Students will choose one of the 23 pair’s chromosomes. The following questions and statements will be answered and written as a report using the Internet, books, CD’s and library resources.
 * 2) <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Is your chromosome autosomal or one of the sex chromosomes?
 * 3) <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">What disease can be associated with your chromosome?
 * 4) <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">How does our chromosome pass on its’ defect?
 * 5) <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">What are the treatments that a person could get if they have this genetic disorder?
 * 6) <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">What are some of the symptoms of this genetic disorder?
 * 7) <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Can this disorder be cured?
 * 8) <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Is there anything you can do to prevent this genetic disorder from happening?
 * 9) <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">How often does this disorder occur in the human population?
 * 10) <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Create a punnet square that your animation can use to explain how a person can get the genetic disorder.

<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 0.25in;">2. Student groups will hand in a rough draft so the group may correct any mistakes. The rough draft will also include a script for the animation. The final report will be typed using APA style (students will search the internet to find out how this is done or ask an English teacher), use Times New Roman Font, 1.5 spacing and include a title page and Bibliography. * Purdue University has an online website called The Owl []which offers great resources on formatting academic papers that you could print or post for student use. Also, remember that this lesson has to have online collaboration, will that happen with the animation? -Maureen

<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 0.25in;">3. Student group animations will talk about their chromosome. Using the report as a guide, the group will create a script in which they will add their voices to the animation using the software Frames and Spin Photo Object software or software that is compatible. The animation will be 5-7 minutes long. The animation will have the Chromosome Critter appear in the movie and if the group chooses, one more character.

**<span style="font-family: 'Times New Roman','serif';">Evaluation **

<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">This lesson will be assessed using a 150-point scale. <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Research (25 points) – must submit Work Log for accountability <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Rough Draft (25 points) <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Revised Final Report (50 points) <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Clay Animation (50 points)

To improve your lesson: (1) Be sure to include a networking/online collaboration element in this lesson per instructions (example: are students using a wiki?) and (2) look at an example lesson in our course text for correct layout and formatting. This will help ensure that you have included all elements required for each lesson. Overall, I think you have a good lesson in which students are enhancing their critical thinking and creativity skills. --Jeannine Lowe

Daily Lesson GAME Plan # 3

Lesson Title: The Meoisis Song Related lesson: How did I get this disease? Grade level: 9 Unit: Genetic Counseling

GOALS: Content Standards: Iowa Core Curriculum 1B. Students can analyze and interpret scientific information. 2. Students can understand concepts and relationships in life science. 2A. Students can understand structures of living things.

ISTE NIETS-S Research and information Literacy Critical thinking, problem solving, and decision making

ACTION: 1. Students are given resources as to how, where and when meiosis takes place in the body. 2. Students working in groups of three to four create a song to teach others about meiosis. 3. Students will present the song to the class.

DURING CLASS


 * Day 1 || 20 minutes – students are given resources on how, where, and when meiosis takes place in the body ||
 * Day 1 || 20 minutes – students are dvided into groups of 3-4 and reaearch the process of meiosis ||
 * Day 2 || Students begin composing a story set to music to teach others about meiosis. Studnets will watch the Meiosis Square Dance as an example. ||
 * Day 3 || Work Day ||
 * Day 4 || Students present song ||

MONITOR: Ongoing Assessments: possible guidance to students who cannot get the project started. Accommodations and Extensions: extra time for research, resources in native languages Use of Technology: Monitor of students on computers to ensure proper use Back-up Plan: in case of network failure, make sure students have access to genetics encyclopedia, have articles ready for students to use on meiosis,

EVALUATION: Students will be evaluated on the time spent on task, if the sequence of the events of meiosis is correct, and how well students work **togehtor** in groups. I would develop a rubric for students which they would be given at the beginning of the lesson so they would know the expectations of the lesson.

Sharon-- I like how you are having your students create a song to learn about meiosis. This will help them remember and content to the content. Note: ﻿Mispelled word bolded above. What type of software are you going to have your students use to create their digital story? Jeannine Lowe