Teacher Candidate: Michael Van Etten Date: 11/30/2011

Unit Title: Genetics and Heredity Subject: Mutations Grade Level: 10

th

Essential Question(s): When is the last time you made a mistake?

Lesson
Title/Number
Lesson Number 5

State Standards and
Performance
Indicators


















S1AADARD 4: $tudents will understand and apply scientiIic concepts,
principles, and theories pertaining to the physical setting and living
environment and recognize the historical development oI ideas in
science.

Performance Indicator 2.1: Explain how the structure and replication oI
genetic material result in oIIspring that resemble their parents.

Major Understanding:
h Genes are segments oI DNA molecules. Any alteration oI the DNA
sequence is a mutation. Usually, an altered gene will be passed on to
every cell that develops Irom it.

Performance Indicator 2.2: Explain how the technology oI genetic
engineering allows humans to alter genetic makeup oI organisms.

d Inserting, deleting, or substituting DNA segments can alter genes.
An altered gene may be passed on to every cell that develops Irom it.





Lesson Objectives
(Bloom`s Taxonomy)








----------------------
Acceptable
Evidence
ould be collected Ior
accountability/auditing
purposes.

1. SLudenLs wlll be able Lo deflne polnL muLaLlon frame shlfL muLaLlon
and muLagens
koowleJqe

2. @he sLudenLs wlll be able dlsLlngulsh beLween a polnL muLaLlon frame
shlfL muLaLlon lnserLlon and frame shlfL muLaLlon deleLlon
oolysls

3. SLudenLs wlll be able Lo [udge Lhe severlLy of Lhe muLaLlon
olootloo

1 sk cerLaln sLudenLs for deflnlLlon of Lerms @hls wlll be performed
uslng mulLlple checks for undersLandlng (@humbs up/uown Choral
response eLc) (lormaLlve)

@he board wlll have a chaln of amlno aclds ll sLudenLs wlll puL Lhelr
heads down and Lhe Leacher wlll choose a few sLudenLs Lo muLaLe Lhe
sLrand of 8n uslng polnL muLaLlon or frameshlfL muLaLlon @hen Lhe
oLher sLudenLs wlll ldenLlfy whaL muLaLlons Look place (lormaLlve)

3 long wlLh muLaLlon acLlvlLy sLudenLs wlll be asked Lo wrlLe down Lhe
dlfferenL muLaLlons @he sLudenLs wlll Lhen [udge wheLher or noL Lhe
proLeln LhaL ls essenLlal for Lhe body ls no longer funcLlonal
(lormaLlve)

4 SLudenLs wlll have aL an end of Lhe unlL LesL where Lhe lnformaLlon
presenLed ln Lhls lesson wlll resurface (SummaLlve)

Bell Ringer and
Prior Knowledge
Tap

This can be together or
separate. Also may be
called: set induction,
anticipatory set,
introduction/review







______________



Procedure

Teacher input,
development,
instructional
method(s), modeling,
guided practice,
independent practice,
and/or activities




`Accommodations

Introduce the new unit along with the new essential question.

1 When ls Lhe lasL Llme you made a mlsLake?












$tudents will receive bell ringer/essential questions. $tudents will
complete the bell ringer Ior about 2-3 minutes. Once the students have
completed the bell ringer, the teacher will prompt the students to discuss
their answers. Also, the teacher will answer questions about the previous
day`s homework. The teacher ill then prompt the objectives Ior today`s
lesson (RBI$). Then, the teacher will provide a PowerPoint containing
important terms mutations (Visual and Auditory). During this time, the
students will be using guided notes to copy down the terms. The teacher
will check Ior understanding throughout PowerPoint. The teacher will
give six alphabet blocks to students that portray the nitrogen containing
basis. Then the teacher will demonstrate deletion, insertion, and point
mutation (Kinesthetic). AIter, the teacher will ask students to
demonstrate either point mutation, deletion, or insertion using the blocks.
AIter the activity, the attention will be turned to the board where there
will be paper cut outs oI nitrogen bases associated with RNA. $tudents
for learning
modalities are
required

Label.visual,
auditory, and
kinesthetic





will be given an activity sheet that supplies directions oI what student
should be Iocusing on. The teacher will explain the rules oI the activity
and then ask a couple students to repeat the directions. Following the
directions, students will put their heads down. At which time, the teacher
will tap a student or two on the shoulder to use a mutation type on the
RNA. The students will then sit back down in their seat. The other
students will then be asked to sit up. Then, the students will be asked to
identiIy the type oI mutation. Once the mutation type is identiIied, the
students will copy down the sequence. This will continue several times
to get a Iamiliarity with the types oI mutations. When the activity is
complete, the students will judge each mutation that occurred and
demonstrate iI it is harmIul to the body.



For students that are blind in the class, I would have brail sheets. For
students have slight visual impairments, I will make the material on the
worksheets larger Ior them to see. For students with hearing impairments
a power point will be given to them, with all the inIormation that I
discuss on it.






Checks for
Understanding

Label: directions,
procedures, routines,
and/or content
(Iormative)








The teacher will call on particular students to explain a term in the
PowerPoint. Using multiple checks Ior understanding. This will
continue Ior all terms asking diIIerent students to explain (ontent).

$tudents will be given worksheets looking Mutations. The students will
demonstrate what they have learned in the class by participating in the
activity and writing down the mutations that were demonstrated. Then,
the students will judge, which mutations were detrimental to the Iunction
oI that protein. When the students receive their sheets, the teacher will go
over the directions. AIter, the teacher will ask a student or two what the
directions were. (ontent and Directions).




Assessment

Type and purpose

Guided notes. (Formative)

Activity sheet completed in class. (Formative)

At the end oI the unit, there will be a test given to check Ior
(sometimes called
evaluation)




understanding oI the material and the connections made between each
lesson ($ummative)



Closure

1 Co over ob[ecLlves Lo see progress 8emlnd sLudenLs LhaL Lhere wlll be
a LesL ln Lwo class perlods @he nexL class sLudenLs wlll be glven
revlew



Accommodations
and/or Interactions
with Support Staff


None

Resources/Materials

White Board, Projector, Tape, olor Paper, and Worksheets.

Time Required


1 Periods