Technology Integration Lesson Plan Template

Your name: Christina Catalan

Date:
Lesson Title:
Grade Level:
Technology Standard (NETS-S)
Subject Area/Content Standard:
Subject Area/Content Standard:
Technology tool/software:
12/16/16
Mutations
10th
2A. Interact, collaborate, and publish with peers, experts or others
employing a variety of digital environments and media.
2B. Communicate information and ideas effectively to multiple
audiences using a variety of media and formats.
3B. Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources.
3D. Process data and report results.
Biology/Genetics
HS-LS3-2. Make and defend a claim based on evidence that
inheritable genetic variations may result from: (1) new genetic
combinations through meiosis, (2) viable errors occurring during
replication, and/or (3) mutations caused by environmental factors.
Internet access, computer, projector, & PowerPoint or Prezi software

Preparation

Prerequisites: What do students need to know prior to this lesson?

Students will need to know how to recognize the various mutations in a sequence and what could be their
effect on the genotype as well as the phenotype.

Context: Where does this lesson come in the unit?

This unit will be the summative assessment towards the end of the unit. Each students will be assigned a
different mutation and research it for a presentation.

Vocabulary: What concepts will be learned or reinforced in this lesson? How will you make the concepts
development part of the lesson?
 Mutation
 Insertion
 Deletion
 Chromosomal aberration
 Point mutation
 Inversion
 Genotype
 Phenotype
Materials: What resources are needed to make this lesson successful? What will you need to prepare in
advance?

Internet access
Computers
Textbooks
Presentation software

Objectives or Learner Outcomes

How will the learning be measured and assessed?

General Goal(s):

Students understand and recognize chromosomal aberrations, point mutation, inversion, insertion, and deletion.
Students are able to recognize chromosomal disorders and their possible effects.

Specific Performance-Based Objectives:

Students will be able to…
1. Recognize mutations through a given DNA sequence
2. Determine the effect of the genetic mutation
3. Find reliable internet sources supporting their claim
4. Create an exciting presentation about their claims
5. Explain to their peers the outcome of the genetic mutation
6. Educate their peers on the disorder, if any, caused by the genetic mutation

Anticipatory Set (Lead-In)

An "attention getter" to focus students’ learning? A discussion or activity to activate students’ prior
knowledge?
I will begin the class with a mystery to solve. I will present a story of a woman experiencing specific
symptoms. Students will discuss what could be wrong. Then I will present her chromosome map and DNA
sequence. Students will then deduce what is causing her symptoms.
 Step-By-Step Procedures

Instruction: List procedures for what will happen first, second, and so on to teach what you expect the
students to learn. EL strategies should include some consideration of language development.
1. Students will be shown the mystery disorder warm up.
2. Teacher will review the different kind of mutations. There will also be some examples of the
resulting genetic disorders. Students will practice coding the DNA sequence.
3. Teacher will lead a 5-minute introduction into the research activity they will be conducting.
Students will be divided into small groups.
4. The teacher will define expectations of the project. Students will need to treat this as a health
science conference on genetic disorders. The mutation will be assigned to each group.
5. Students will begin conducting their research in their small groups. Students must also use
presentation software to present their findings.
6. Teacher will emphasize to students that they will need to meet outside of class to prepare their
presentation
7. On the following day, the teacher will once again bring in the mystery disorder to refresh the
causes of genetic disorders.
8. Students will have 5- 10 minutes for any last minute preparations.
9. Students will begin preparations. Audience members will be encouraged to participate and ask
the presenting groups questions about their findings.
10. Once presentations are done, students will need to fill an exit slip with the presentation they
enjoyed the most and an interesting thing they learned from it.

Guided Practice (2-3 sentences): What activities will the students engage in to practice the learning?
Include some time when the students are working with partners or in small groups. Be sure to include how
you will check for understanding throughout each stage of your lesson. Write out high level and/or open-
ended questions to ask throughout your lesson.
In a whole class setting, a computer and projector will display a DNA sequence with various mutations and
symptoms of an unknown disorder. Students will code the sequence into the corresponding amino acids and make
a claim of the cause of the symptoms.

In a small group setting, students will be coding their sequences to determine the mutation and conduct research
on any disorder related to the mutation.

I will be circulating the room to help with any questions and guide the presentations.
Sample questions may be:
What is your evidence?
How are you going to support your claim?
Could there be any other contributing factors to the disorder?
What would you do to help the daily lives of your individual?
What could the scientific community do to help those affected?

Lesson Extension (advanced students): What activities or alternatives will you provide for those who
finish early and want to explore the topic more?
I will provide additional visuals or examples.
The examples will be another real world example to solve and present to the class.
I will also ask them to create an initiative to help the people diagnosed with their given disorder.

Adaptations (For Students With Learning Disabilities):

 Heterogeneous small groups
 Adapted materials with pronunciation guides, more visuals, and definitions (for ELL students or
lower 1/3 students)
 More practice time for presentation
 Vocabulary list
 Handout showing the DNA sequences of the different mutations
 Seating arrangements for better viewing
 Clear directions
 Frequent checking for understanding

Connections (to other subjects)

Health

Independent Practice

What will you do to have students practice the learning independently?

Students will practice coding and recognizing the various mutations. Chromosomal aberrations will be included for
coding. Based on the sequence, student will determine the genetic and physical effect of the mutation. They will
learn to recognize reliable internet sources to use with their group.

Closure

Reflect on Anticipatory Set

Students will create an exit slip explaining which presentation they found most interesting and something
they didn’t know before.