Brittany+Washburn

Brittany Washburn: Unit Plan

Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate,to pose questions, seek answers, and develop solutions. Standard 2: Students will access, generate, process, and transfer information using appropriate technologies. Standard 7: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions. . || Students apply digital tools to gather, evaluate, and use information. ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Inherited Phenotypes |||| Related Lessons: Part of a 3-lesson unit ||
 * Grade Level: High School Biology |||| Unit: Genetics ||
 * ==GOALS== ||
 * Content Standards: Based on the New York State Science, Mathematics, and Technology Standards.
 * ISTE NETS-S ||  ||
 * || **Research and Information Fluency**
 * || **Critical Thinking, Problem Solving, and Decision Making** ||
 * || Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. ||
 * || Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. ||

Instructional Objectives: Students will demonstrate knowledge of vocabulary words Students will use technology resources properly I will then show them a slide show of some pictures of specific phenotypes as examples of things they will have to look for during their research. This will lead into the explanation of the project for the students. After I pass out the rubric for this project I will explain to students that they are to find five phenotypes specific to their families. The students will be asked to take digital photographs, either using a digital camera or their cell phone cameras, of each of the five phenotypes they are choosing to identify. The students will be expected to give a brief description of the phenotypes and make a guess as to whether or not each trait is dominant or recessive. || Slide-Show presentation: computer, projector, presentation Student Textbooks Copies of Rubric || Accommodations and Extensions: Some students may not have access to a digital photography source. They may find pictures online of the trait or draw it. For a student that is adopted or does not live with their biological family this assignment can be modified. The student can look at his or herself for traits that seem to be dominant and document them. Back-Up Plan: If my technology resource fails I can have students look around at each other to compare phenotypes. || For this lesson I will use a rubric, which asks students to interview family members before taking their photos to explain what the project is. The following categories are going to be assessed at this point. There will be separate rubrics for the other two lessons in this unit. ||||||||||  ||
 * ==ACTION== ||
 * Before-Class Preparation: There is no preparation required of students before this assignment. I will make a short slide show of examples of phenotypes to show the students. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 15 minutes |||| I will introduce the words phenotype and genotype to students. Based on the definitions provided by the textbook we will talk about the differences and I will ask students to come up with a way to distinguish the words.
 * 15 minutes |||| I will introduce the words phenotype and genotype to students. Based on the definitions provided by the textbook we will talk about the differences and I will ask students to come up with a way to distinguish the words.
 * Note student groupings, environmental modifications needed, etc: Students will work independently for this portion of the unit. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): For this lesson student effort and understanding of the vocabulary are the main goals. They are also going to be assessed on their use of technology as an extension of the content knowledge.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:
 * **Interview : Genetics: Step 1 ** ||
 * Teacher Name: **B Washburn** ||||||  ||
 * Student Name: ||  ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Labeling || The student put the date of the interview, place of the interview, and full description of topic with the photograph || The student included the date of the interview, place of the interview, and full description of topic somewhere in the presentation || The student included the date of the interview and full description of the topic with the photpgraph || The student forgot to put the date of the interview OR forgot the description of the topic with the photograph ||
 * Photography || Picture is clear and focused on one specific image || Picture is clear but not focused on image or not clear but focused on one image || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Picture is not clear and not focused on one specific image || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Unable to distinguish picutre ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Knowledge Gained || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Student can accurately answer several questions about the person who was interviewed and can tell how this interview relates to the material being studied in class. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Student can accurately answer a few questions about the person who was interviewed and can tell how this interview relates to the material being studied in class. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Student can accurately answer a few questions about the person who was interviewed. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Student cannot accurately answer questions about the person who was interviewed. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Reporting || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">The report is well organized and contains accurate facts are taken from the interview. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">The report is organized and contains accurate facts taken from the interview. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">The report contains accurate facts taken from the interview. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">The report is lacking facts and quotations from the interview OR the quotes and facts are not accurately reported. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Date Created: **Dec 03, 2011 03:53 pm (UTC)** ||  ||   ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Knowledge Gained || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Student can accurately answer several questions about the person who was interviewed and can tell how this interview relates to the material being studied in class. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Student can accurately answer a few questions about the person who was interviewed and can tell how this interview relates to the material being studied in class. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Student can accurately answer a few questions about the person who was interviewed. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Student cannot accurately answer questions about the person who was interviewed. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Reporting || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">The report is well organized and contains accurate facts are taken from the interview. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">The report is organized and contains accurate facts taken from the interview. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">The report contains accurate facts taken from the interview. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">The report is lacking facts and quotations from the interview OR the quotes and facts are not accurately reported. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Date Created: **Dec 03, 2011 03:53 pm (UTC)** ||  ||   ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Date Created: **Dec 03, 2011 03:53 pm (UTC)** ||  ||   ||

LESSON REFLECTIONS AND NOTES: This lesson will be completed over a one week time span so that the students have an adequate amount of time to gather materials, information, and photographs.

=Group Comments:= Brittany: What a terrific project! I think it is wonderful having the students digitally record the digital traits. For some students this could be a good way to really look at family traits and "see" where they came from. I like that you had already thought out the event if a student was adopted or not with their family. I think that it really shows you have thought out the entire process and every possible issue that may come up during this lesson. This is such a good lessons for bringing families into the classroom and having everyone be a positive part of the learning process. I can only imagine what other possibilities you could do with presentations. Terrific lesson and I look forward to hear what comes next. Bethany Rosenberg

Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. Standard 2: Students will access, generate, process, and transfer information using appropriate technologies. Standard 7: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions. Social Studies Standard 3: Geography: Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface. || Students apply digital tools to gather, evaluate, and use information. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Instructional Objectives: Students will create punnett squares based on two variables Students will use technology resources properly Students will conduct research || 15 minutes
 * |||||||| = Daily Lesson GAME Plan = ||
 * Lesson Title: Punnett Squares and Dominance vs. Recessive Traits |||| Related Lessons: Part of a 3-lesson unit ||
 * Grade Level: High School Biology |||| Unit: Genetics ||
 * ==GOALS== ||
 * Content Standards: Based on the New York State Science, Mathematics, and Technology Standards.
 * ISTE NETS-S
 * Research and Information Fluency**
 * Critical Thinking, Problem Solving, and Decision Making**
 * Communication and Collaboration**
 * ==ACTION== ||
 * Before-Class Preparation: I will make sure the website it working properly. Students will come to class with their five phenotypes documented. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * Day 1:

15 minutes

25 minutes

Day 2: 45 minutes |||| I will introduce punnett squares to the students. I will take examples from the phenotypes students found to create a few punnett squares for the students to solve. This will also serve as the introduction to genotypes and we will create a key for the most common phenotypes to use in the punnett squares. I will use the interactive White Board for this portion of the lesson. Students will use laptops to create punnett squares using Microsoft Excel. They will create five of them, based on their five phenotypes to save for their next assignment. One copy will be printed for me to review. Then I will introduce students to a website that will create punnett squares for them based on up to eight variables. [] Students will now use their laptops to research the geographical locations where their chosen phenotypes came from. They will record the information for a future assignment. Then they will research the biological purpose of each phenotype and record this information. On day 2 of this assignment students will use Moodle to discuss their findings with their classmates. They will be expected to compare and contrast their similarities and differences. Ideally students will communicate with each classmate about their findings initially and then settle into groups based on similarities. These groups can discuss what they found for geographical locations and biological purposes for their phenotypes. During this time I will monitor student progress. I will provide them with a rubric as a guide for the discussion. The rubric will require them to be active participants. I will ask prompting questions and be available to solve any technology issues as they arise. I will remind students often that I am reading what they are typing. At the end of the online discussion we will wrap up by talking about the highlights of the discussions. What similarities did you find? Differences? Why is this significant? || Interactive White Board, computer, projector, Microsoft Excel Software Laptops with internet access Copies of Rubric || Accommodations and Extensions: Any students that need help with using their computers will be given extra assistance. Back-Up Plan: If my technology resource fails I can use a whiteboard to create the punnett squares by hand. The research component can be completed partially using the textbook but the internet would be much more beneficial for this portion of the project. I would save this for a later date when the internet was available. For the discussion component students could also talk to each other face to face and document their discussion for me to review. || For this lesson I will use a rubric, which asks students to be active participants in an online discussion. They must come to the discussion prepared to share information and provide feedback to classmates. ||  ||   ||   ||   ||   ||
 * Note student groupings, environmental modifications needed, etc: Students will begin this assignment by corresponding with all classmates and then split up into groups based on similarities. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): For this lesson student contribution is the main goal. They will have a rubric to follow as a guideline for my expectations of them. They are also going to be assessed on their use of technology as an extension of the content knowledge.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:
 * **<span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 18px;">Collaborative Work Skills : Genetics Collaboration ** ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Teacher Name: **Mrs. Washburn** ||  ||   ||   ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Student Name: ||  ||
 * <span style="color: black; display: block; font-family: 'calibri','sans-serif'; font-size: 15px; text-align: center;">CATEGORY || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">4 || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">3 || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">2 || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">1 ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Contributions || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Quality of Work || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Provides work of the highest quality. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Provides high quality work. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Provides work that occasionally needs to be checked/redone by other group members to ensure quality. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Provides work that usually needs to be checked/redone by others to ensure quality. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Problem-solving || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Actively looks for and suggests solutions to problems. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Refines solutions suggested by others. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Does not suggest or refine solutions, but is willing to try out solutions suggested by others. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Does not try to solve problems or help others solve problems. Lets others do the work. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Focus on the task || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Consistently stays focused on the task and what needs to be done. Very self-directed. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Focuses on the task and what needs to be done most of the time. Other group members can count on this person. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Rarely focuses on the task and what needs to be done. Lets others do the work. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Preparedness || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Brings needed materials to class and is always ready to work. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Almost always brings needed materials to class and is ready to work. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Almost always brings needed materials but sometimes needs to settle down and get to work || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Often forgets needed materials or is rarely ready to get to work. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Working with Others || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Date Created: **Dec 03, 2011 05:32 pm (UTC)** ||  ||   ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Contributions || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Quality of Work || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Provides work of the highest quality. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Provides high quality work. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Provides work that occasionally needs to be checked/redone by other group members to ensure quality. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Provides work that usually needs to be checked/redone by others to ensure quality. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Problem-solving || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Actively looks for and suggests solutions to problems. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Refines solutions suggested by others. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Does not suggest or refine solutions, but is willing to try out solutions suggested by others. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Does not try to solve problems or help others solve problems. Lets others do the work. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Focus on the task || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Consistently stays focused on the task and what needs to be done. Very self-directed. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Focuses on the task and what needs to be done most of the time. Other group members can count on this person. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Rarely focuses on the task and what needs to be done. Lets others do the work. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Preparedness || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Brings needed materials to class and is always ready to work. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Almost always brings needed materials to class and is ready to work. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Almost always brings needed materials but sometimes needs to settle down and get to work || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Often forgets needed materials or is rarely ready to get to work. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Working with Others || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Date Created: **Dec 03, 2011 05:32 pm (UTC)** ||  ||   ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Date Created: **Dec 03, 2011 05:32 pm (UTC)** ||  ||   ||

LESSON REFLECTIONS AND NOTES: This lesson was a great success. The students picked up on the punnett square procedure very quickly. It is generally an easy procedure to master for this level of students. The research was completed effectively. I made sure students documented the geographical location each trait originated from as well as the source for the information. They also documented the biological significance of each trait and provided the source. This was completed quickly and we ended up with time to spare so I introduced the follow up assignment of the discussion. For the discussion we used Moodle, the school’s discussion software. The students have used this before so I just had to remind them of my expectations about what they should be discussing and that I would be reading the conversations. The students did a good job reaching out to most of the students in the class to compare findings. They quickly divided the conversations to compare similarities. The majority of students realized their ancestors were from somewhere in Europe. There were still great differences in phenotypes though so it was an interesting conversation. There was time left in class so I then had the students group themselves with someone with a different background. Students learned about different geographic locations from each other as well as the biological purposes of each trait. We then wrapped up with a class discussion about the biological component to “race.” The students reflected that different races exist because of the biological needs of the geography, not because of political or religious divides. What a success!