<p> WOODLAND HILLS HIGH SCHOOL LESSON PLAN SAS and Understanding By Design Template</p><p>Name Matcuk/ Grischow Date 01/06/14 Length of Lesson 5 daysContent Area Biology Edline was updated this week: My Class website was updated this week: </p><p>STAGE I – DESIRED RESULTS LESSON TOPIC:Gene Technology BIG IDEAS: (Content standards, assessment anchors, eligible content) objectives, and skill focus)</p><p>• DNA segments contain information for the production of proteins necessary for growth and function of cells • Explain the process of protein synthesis (i.e., transcription, translation, and protein modification). • Explain how genetic information is expressed. • Apply scientific thinking, processes, tools, and technologies in the study of genetics.</p><p>UNDERSTANDING GOALS (CONCEPTS): ESSENTIAL QUESTIONS: • What is gene technology? Students will understand: • How is genetic engineering changing the face of medicine • Explain how genetic engineering has impacted the fields of medicine, forensics, today? and agriculture (e.g., selective breeding, gene splicing, cloning, genetically modified organisms, gene therapy)..</p><p>VOCABULARY: Human Genome Project, plasmid, vaccine, STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES): genetic engineering, transgenic organism, transformation Students will be able to: • Describe four basic steps commonly used in genetic engineering experiments. • Summarize two major goals of the Human Genome Project. • Describe 2 ways that genetic engineering has improved plants and animals..</p><p>STAGE II – ASSESSMENT EVIDENCE FORMATIVE ASSESSMENTS: PERFORMANCE TASK: #1. Open Ended Questions • Warm-up activity #2. Graphic Organizers • Etymology #3. Exit Tickets • DNA Fingerprinting Article & Worksheet Others: Teacher questioning, class discussion, simulations, • Regrowing Lost Fingers Article & Worksheet labs, event retelling, think-pair-share, small group talk, game playing, thumbs up, think aloud, read aloud, demonstrations STAGE III: LEARNING PLAN INSTRUCTIONAL MATERIALS AND INTERVENTIONS: ASSIGNMENTS: PROCEDURES: RESOURCES: • Student portfolio • Directed Readings Active Engagements used: • Projector • Test Corrections • Active Readings #1. Note-Taking • Power Point • Extended time for • DNA Fingerprinting #2. Whole Class Response • Lap top homework and tests Article & Worksheet Others: Role Play • DVD • Alternative assignments • Regrowing Lost Fingers • Worksheets • Tutoring Article & Worksheet Describe usage: • Lab Equipment • College Access • Chapter 11 Open-book test • Lecture/discussion of genetic • Computer lab • Midterm study guide engineering techniques and transformation • Students will describe the pros CONTENT AREA and cons of genetically modified READING: organisms by reading a play. Chapter 11</p><p>Scaffolding used: #1. Build on Prior Knowledge #2 . Chunking Others: </p><p>Describe usage: • Build on the knowledge of DNA, genes, protein synthesis and how these determine traits.</p><p>Other techniques used: • Science World "Back to Life" cloning prompt</p><p>MINI LESSON: • "Seeds of Life" Role play • Transgenic activity</p>