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Student: Suzanne Torborg

Course EDU 522


Grade: 10-12

Topic: Mutations

Professor: Esposito
Date: December 2, 2014
Content Area: Biology

Instructional Objective
Objective: After a class discussion on DNA/RNA, students will be able to visually see the 5
types of chromosomal mutations. Students will be able to demonstrate the different types of
chromosomal mutations.

Standard and Indicator


Science Learning Standard #4:
Students will understand and apply scientific concepts, principles, and theories pertaining to the
physical setting and living environment and recognize the historical development of ideas in
science.
Indicator

This will be evident when the students complete the chromosome mutations activity and
are able to explain what each mutation is.

English Language Arts Standard #1


Language for Information and Understanding Students will listen, speak, read, and write for
information and understanding. As listeners and readers, students will collect data, facts, and
ideas; discover relationships, concepts, and generalizations; and use knowledge generated from
oral, written, and electronically produced texts. As speakers and writers, they will use oral and
written language that follows the accepted conventions of the English language to acquire,
interpret, apply, and transmit information.

Indicator

This will be evident when the students interact with each other to work on the activity
together and develop an oral presentation that will be presented to their classmates.

Motivation
The teacher will show a Youtube video on mutations will get the students interested in the topic
discussed in class.

Materials

Scissors; one per student is best or one per two students


Glue sticks or tape
Photocopied worksheets

Strategies
Direct Instruction: This will be evident when I directly teach the students how mutations occur
on our DNA. Video and models will be shown for further understanding.
Cooperative Learning: This will be evident when the students collaboratively work together on
the activity they are given. The student will be given a worksheet where they need to cut out and
develop them into the different terms given.
Group Discussion: As a group, the classmates and the teacher will discuss the worksheet after
everyone completes the assignment.

Adaptation
Students who cannot use scissors can give verbal directions to another student. Students with an
IEP can take the handout home if they need extra time.

Differentiation of Instruction
Tier 1: Students will be able to visually see the 5 types of chromosomal mutations. Students will
be able to demonstrate the different types of chromosomal mutations with 100 percent accuracy.
The students will be able to use their class notes and textbook to help finish the assignment.
Tier 2: Students will be able to visually see the 5 types of chromosomal mutations. Students will
be able to demonstrate the different types of chromosomal mutations with 100 percent accuracy.
Tier 3: Students will be able to visually see the 5 types of chromosomal mutations. Students will
be able to demonstrate the different types of chromosomal mutations with 100 percent accuracy.
After they finish this assignment, they will be given a worksheet on the DNA
replication/mutations for further understanding of the topic.

Developmental Procedures

The students will review the different terms associated with mutations. (What are
mutations? Can someone tell me why mutations are important?)

The students will then be assigned to work and complete the worksheet they are given.
(What is inversion? Describe what deletion would look like.)

The group of students will cut and paste the write scenario on the specific term. (Why is it
important to get the term correct with the specific numbers?)

Next, the students will present the project they put together as a group (Why did you out
that combination of numbers together?)

If there is time leftover, the students will review what they have learned throughout the
week and ask any questions that they may. (What is DNA replication? What is DNA/RNA
and how does it associate with mutations?)

Finally, the teachers will ask the students to explain what they went over in class today.
(What did we do in class today? What are three things that you learned today?)

Assessment
Students will be able to visually see the 5 types of chromosomal mutations. Students will be able
to demonstrate the different types of chromosomal mutations with 100 percent accuracy..

Independent Practice
Following the lesson on the DNA mutations, each student will complete a handout for homework
that pertains to labeling and defining the different mutations that could occur.

Direct Teacher Intervention


The student and teacher will work together on different regents questions to practice the format
of how they ask the questions to the students. After the teacher reviews a few questions with the
student, the individual will then attempt to answer the questions under the guidance of the
teacher by explaining the steps he or she is using to find the appropriate answer.

Academic Enrichment
The students will use the internet and other resources to find information on the different
mutations on DNA and how it could affect a persons developmental process of the human body.
With the research the students have found, they will put together an oral presentation that they
can share with the class.

Teacher References
Types of mutations. (2010, August 7). Retrieved December 2, 2014, from
http://evolution.berkeley.edu/evolibrary/article/mutations_03
What Is Mutation? (2014, January 12). Retrieved December 2, 2014, from
http://learn.genetics.utah.edu/content/variation/mutation/

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