Ben X Lesson Plan

Extra credit activity: Ben X (Director Nik Balthazar, 2009) 

After watching the film, Ben X, I was horrified by the way Ben, a teen suffering from autism, was treated by his peers at school. He was bullied mercilessly for years because of being different while teachers stood by and did nothing. Eventually, Ben becomes so depressed from being relentlessly picked on and commits suicide. Teachers must not tolerate bullying between students. In addition, bullying can be prevented by teaching compassion and tolerance in the classroom. Autism has a genetic link, as do most diseases. As a biology teacher, I can teach my students to be more compassionate and accept those who are different by linking a lesson on genetics and genetic diseases to teaching tolerance. Students will be taught that we cannot change our control our genes; therefore, people who suffer from genetic diseases cannot help that they are different. Students will learn about genetic diseases, and through this, be taught to treat those who are different from the “norm”, such as patients suffering from these diseases, with compassion and acceptance.

1. TITLE OF LESSON

Unit 4; Lesson 6: Mutations and Genetic Diseases

   

2. CURRICULUM AREA & GRADE LEVEL

9^th grade, College-Track Biology

Dr. Rachel Richards

3. STUDENT INFORMATION

A. English Language Learners

All ELL students are CELDT 4 and have been identified as “English proficient”. There are 4 students in Period 5 and 5 in Period 6 (11 total). See Unit 4, Lesson 1 for more information.

            B. Students with Special Education Needs

6 students in 5^th period and 4 in 6^th period. See Unit 4, Lesson 1 for more information. All students have mild-to-moderate disabilities that enables them to learn in an inclusive classroom with some support.

4. RATIONALE

A. Enduring Understanding

Teens are fascinated by how their DNA codes for their physical make-up. In addition, they want to understand what makes them unique individuals. Mutations are natural variations in the genetic code, which we all harbor. Many mutations are “silent” and are never expressed. Others can be advantageous (I like to discuss the powers of superheroes when describing to students). Some mutations can cause diseases, or fatality. Many genetic diseases are rare, such as Tay Sachs or xeroderma pigmentosum. In addition, people who suffer from these diseases are often outcast from mainstream society, treated differently, or ridiculed for their differences. For example, people who suffer from Down’s Syndrome, a genetic disease resulting in duplication of chromosome 21, are often bullied and teased for being “dumb”. In addition to learning about genetic diseases, students will also gain awareness of the difficulties patients with these diseases go through in their daily lives, particularly in being accepted into their communities.

B. Essential Questions

How do mutations affect gene expression?

How can a mutation have no effect on an organism?

What difficulties do patients that suffer from genetic diseases endure?

C. Reasons for Instructional Strategies & Student Activities

My classes are composed with freshmen. Most of them don’t like biology, as evidenced by an informal poll on the first day of class. They learn the most from group projects, labs, and hands-on activities, as well as class discussion. Students will work in pairs to research a genetic disease. They will become more aware of how to treat those that are different (like people suffering from a genetic disease) with compassion and acceptance. In addition, students are fascinated by how DNA codes for their individual traits. Finally, they want to learn about mutations since they’ve been exposed to the concepts of “mutant” and “mutation” in media and entertainment (X-Men, Spiderman, comics, movies, etc.). I will link student backgrounds and interests to this material to help students realize they already understand a lot about DNA already.

           

5. CONTENT STANDARD(S)

            4c: Students know how mutations in the DNA sequence of a gene may or may not affect the expression of the gene or the sequence of amino acids in an encoded protein.

6. ELD STANDARD(S)

·       Use the Writing Process (7ES—Advanced): Use strategies of notetaking, outlining, and summarizing to structure drafts of clear, coherent, and focused essays by using standard grammatical forms.

             

7. LEARNING GOAL(S) – OBJECTIVES (cognitive)

After introducing students to new content about mutations and researching a genetic disease, students will be able to orally present how mutations affect gene expression and lead to genetic diseases.

8. ASSESSMENT(S)

A. Diagnostic/Entry Level: Students will begin with a warm-up where they summarize their notes from the previous lesson. Three will share their answers with the class.

             B. Formative – Progress Monitoring:

I will check for understanding by calling on students to answer questions embedded in my PowerPoint presentation. I will circulate as students complete their mutations worksheets to check for understanding, which will be graded at the end of class. I will also informally check on their progress as they work on their research projects.

             C. Summative:

Students will present their findings on a genetic disease to the class. They will be graded by their peers and the teacher, using a rubric.

             

9. EXPLANATION OF DIFFERENTIATION FOR ELL & STS W/ SP ED NEEDS

A. English Language Learners

1.) Content: Students are arranged into groups of 4 according to current grade so those who need help with note-taking can look at the notes of a partner next to them. I pause to ask for questions to ensure everyone is ready before I advance a slide. New words are put up on a “Word Wall” alongside each unit to help students learn new vocabulary.

2.) Process/Based on Readiness, Learning Profile or Interest: Students are arranged into groups of 4 according to current grade so those who need help with note-taking can look at the notes of a partner next to them. Students are provided with a handout and worksheet to go along with the notes from the PowerPoint presentation and reinforce new ideas. I circulate as students work to informally check for understanding and make sure students are on track.                                      

3.) Product/Based on Readiness, Learning Profile or Interest: Students can see me for assistance in completing their research project. They can also rely on each other since they are allowed to work in pairs. I also circulate and check notebooks periodically before they are due to make sure the notes are being taken correctly and content written is accurate.

A. Students with Special Education Needs

1.) Content: Students are arranged into groups of 4 according to current grade so those who need help with note-taking can look at the notes of a partner next to them. I pause to ask for questions to ensure everyone is ready before I advance a slide.

2.) Process: Students are arranged into groups of 4 according to current grade so those who need help with note-taking can look at the notes of a partner next to them. I circulate as they complete their worksheets to give guidance and one-on-one assistance. Finally, I check for understanding frequently through random Q&A. Students have frequent opportunities to hear other student definitions in this way, as well as being randomly assessed.                                          

3.) Product: Students can see me for assistance in completing their research projects. I also circulate and check notebooks periodically before they are due to make sure the notes are being taken correctly and content written is accurate.          

10. INSTRUCTIONAL STRATEGIES

A. Intro (5 min): Students begin by summarizing their notes on translation from the previous lesson. Three students will be called on randomly to share their summaries with the class. I will present students with the learning goal of the lesson (“Describe how mutations affect gene expression”), which they will add to the table of contents in their notes. 

B. Instruction/Through (30 min): I will teach students new material about mutations and genetic diseases using a PowerPoint presentation. I will stop every few slides and call on students to orally respond to questions embedded in the presentation. The questions include:

•        What types of mutations have more devastating effects?

•        What does “gene expression” mean?

•        What is the “reading frame” of a gene? How does this relate to “frameshift mutations”?

•        What difficulties do patients suffering from genetic diseases go through?

C. Guided Practice/Through: I will assist students as they work in pairs to complete a mutations worksheet. Then, students will research a genetic disease and prepare a written report and oral presentation. The following day, students will present their findings to the class.                                  

11. STUDENT ACTIVITIES

A. Anticipatory Set/Intro: Students will write summaries from their notes on transcription as a warm-up. Three students will share their summaries with the class. Students will listen to the learning goal and add “Mutations” to the table of contents of their notes.                                   

B. Instruction/Through: Students will take Cornell notes on mutations. Students will answer questions embedded in the presentation orally to the class.                                      

C. Guided Practice/Through: Students will work in pairs to answer questions on a worksheet about mutations. They will decode DNA into mRNA, tRNA, and the amino acids. Then, students do the same with specific mutations and identify the type of mutation. Afterwards, students will work in pairs to research a genetic disease and present their findings to the class.                                                        

12. RESOURCES

·       PowerPoint on mutations.

·       Worksheet on Mutations

                                                                                         

14. RUBRIC

Design Component & Criteria	Approaching	Meets (includes the criteria for Approaching)	Exceeds (includes the criteria for Approaching & Meets)
Title, Curriculum Area & Grade Level 5%	Provides a title that is related to the lesson activity	& addresses the unit it belongs to and in what curriculum area and grade	& describes where it fits within a unit plan.
Student Information 10%	Identify the names of the students that need differentiation (both ELL & Students w/ Sp Ed needs)	& describe each of the students readiness level, learning profile and interests	& includes prior successful differentiation strategies for each student.
Rationale 10%	Describes the rationale for teaching this lesson (big ideas, enduring understandings, essential questions) …	& addresses how the instructional strategies and the student activities are suited to meet the standard and objective of the lesson…	& explains how the assessment is a valid and reliable way to assess student learning.
Standards and Objectives 20%	Both CA Content and ELD Standards are identified and each is addressed in an objective that contains a condition, verb, and criteria	& each objective is labeled by the type (cognitive, affective, psychomotor or language) and the number of the standard it addresses	& identifies which of the six facets of understanding it is designed to address.
Assessment 10%	Provides an assessment for each objective and articulates if it is diagnostic, entry-level, formative or summative assessment	& clearly communicates to students about the expectations (presentation and notes)	& provides a sample of student work.
Differentiation 10%	Describes the students differentiation strategy for the individual students…	& labels the strategy (lesson content, process or product) and the way it addresses the students identity and developmental needs (readiness, interest or learning profile)…	& provides how the strategy will be assessed for effectiveness and altered if needed.
Instructional Strategies 15%	Provides an into, through and a beyond activity for lesson…	& describes in detail the steps the teacher will take to implement the lesson and any need materials (i.e. graphic organizer, ppt, model, rubric)…	& provides script for teacher and times for each activity.
Student Activities 15%	Describes what the students will do during the into, through and beyond activity of the lesson…	& each activity is student centered with multiple opportunities for the instructor to check for understanding…	& provides times for each activity.
Resources 5%	All instructional materials needed to implement the lesson are listed/described.	All instructional materials that are needed to implement the lesson are provided, such as power point, graphic organizer, sample student work, assignment rubric, quiz...	& all materials listed for the unit are listed and/or provided.
Self-Evaluation (10% will be deducted if not included)	Provides a copy of the rubric with the lesson plan…	& highlights or circles the evaluated criteria for each lesson component…	& provides evidence for each criteria marked.