lvelez

Lennyn Velez

**__DIVERSE TEXT SET ASSIGNMENT __**

**__Diverse Text Set For 12th Grade Biology: Developmental Biology __**


 * Context for using the text set: **This diverse text set is to help 12th grade students understand key vocabulary and concepts pertaining to Developmental Biology while also understanding real world applications/situations in which Developmental Biology may apply.


 * A. Print Resources: **
 * Text #1: **
 * Citation: Wilt, F., & Hake, S. (2004). //Principles of Developmental Biology// . New York: W.W. Norton & Company, Inc
 * Text Summary: This text book touches upon all the major points of animal development from embryonic stage to morphological development. It provides a broad amount of information as well as key specifics.
 * Rationale: This book will be the main piece of literature for all students. It will act as the catalyst for introducing various other forms of resources and will provide the base knowledge needed in order for each student to interact properly with other resources.
 * Use of text: The text will be assigned as reading homework in which the students will be expected to read a certain amount of each night and come prepared to class with questions and comments. This will then help guide the lesson prepared as well as help introduce other means of helping the students understand what they had read.
 * Attachment: No attachment. This textbook will be provided in class to take home.


 * Text #2: **
 * Citation: Liem, K. F., Bemis, W., Walker, W. F., & Grande, L. (2001). Early Development and Comparative Embryology. //Functional Anatomy of the Vetebrates// (Third Edition ed., pp. 118-176). Belmont : Emily Barosse.
 * Text Summary: Within pages 118-176 this textbook touches on early vertebrate morphology after the embryonic stage. It then goes on to explain this concept through the use of amphibians as an example.
 * Rationale: Because this particular chapter of the book speaks of amphibian morphology development it relates well with the full textbook the students will be using for homework. This book also provides more pictures and anatomical drawings from different angles that will help students visualize the process of development even further.
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Use of text: The chapter in this book will be printed out and passed out in class the day after the students completed their reading homework. The main focus will be use the vocabulary acquired in the homework and put a picture to each word or concept.
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Attachment: See attachment #1 for a copy of this text


 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Text #3: **
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Citation: <span style="font-family: "Verdana","sans-serif";">Gilbert, S. F. (1997). //Developmental biology// (5th ed.). Sunderland, Mass.: Sinauer Associates.
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Text Summary: This textbook is an older book of developmental biology with some information that has been either modified or disproven in the following years.
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Rationale: This book will be presented as a means of showing how never ending the science field is. It will be used to show that information can be changed as well as spark interest in student’s who might always take information given to them at face value. As a scientist one must always be willing to accept new ideas and discard old ones.
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Use of text: One copy to keep in the classroom. Highlighted sections containing errors will be shown.
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Attachment: This was an over 150-page book, so I did not include it here.


 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Text #4: **
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Citation: <span style="font-family: "Verdana","sans-serif";">Sastry, K. V., & Shukal, V. (2010). //Developmental biology// (Fifth Edition ed.). Meerut, India: Rastogi Publications.
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Text Summary: This book, much like text #1, is a full textbook based on developmental biology. However, this textbook focuses heavily on mitosis, spanning several chapters.
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Rationale: Textbook #1 does not go into much detail on mitosis, presumably the authors assumed the students had already had background knowledge on this topic. This textbook however focuses on mitosis quite a bit and so allows the students a means to quickly acquire any information they might not remember from previous years or simply never knew.
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Use of text: This text is simply provided as extra information if needed. One to four copies will be kept within the classroom and is to be used as a reference book.
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Attachment: This was an over 150-page book, so I did not include it here.


 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Text #5: **
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Citation: <span style="font-family: "Verdana","sans-serif";">Togel, M., Pass, G., & Paululat, A. (n.d.). Int J Dev Biol - In vivo imaging of //Drosophila// wing heart development during pupal stages. //The International Journal of Developmental Biology// . Retrieved March 22, 2013, from http://www.ijdb.ehu.es/web/paper/120111ap/in-vivo-imaging-of-drosophila-wing-heart-development-during-pupal-stages
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Text Summary: This text speaks of the specific aspect of the development of Drosophila or more commonly known, the fruit fly.
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Rationale: The main textbook the students will be using will also cover the development of the fly as a means of comparison to that of an amphibian and chicken. With that said, it is important to try to engage the students in as many different fields of topic as possible. This article found in this online journal may help engage the students in a very interesting topic concerning the fruit fly.
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Use of text: This text will be used after some initial reading on the fly embryo development. The point is not to fully comprehend what’s being said in the article but merely show some points of interest in the science community at this time to show students the relativity of what is being taught.
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Attachment: No attachment. Link provided in citation.


 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">B. Media Resources **


 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Text #6: **
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Citation: Jogle39. (n.d.). Xenopus development - YouTube. //YouTube//. Retrieved March 26, 2013, from http://www.youtube.com/watch?v=EQkYEHr8a8s
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Text Summary: This video show the process of cortical rotation over time.
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Rationale: One of the most important concepts in embryo development in an amphibian is that of cortical rotation. This concept is also one of the most difficult to visualize. This video will be able to help put all the steps that are in cortical rotation into one fluent motion.
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Use of text: After the reading homework and the following class discussion about cortical rotation and its effect on the embryo this video can be played as way to bring everything together at the end. It will be introduced as a fast forwarded version of cortical rotation.
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Attachment: No attachment. Link provided in citation.


 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Text #7: **
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Citation: sukpisan. (2012, September 5). The Process Of Mitosis By Class 4/11.wmv - YouTube. //YouTube//. Retrieved March 22, 2013, from http://www.youtube.com/watch?v=7r1e5ia5PPE
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Text Summary: This is an incredibly creative recreation of Mitosis where kids use their own bodies to create the different steps involved in mitosis.
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Rationale: To properly learn mitosis each student must learn the names of each step within mitosis, the order that they fall into, and what happens at each stage. This makes it a daunting and at times off putting concept to learn. This video, on the other hand, is comical and enjoyable to watch while still correctly making a visual representation of the individual steps.
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Use of text: Once mitosis has been covered extensively this video could be used as a final stamp in the visualization process. Although, the use of it before tackling mitosis could prove affective in engaging the students before they begin learning about mitosis. The best solution is to do both, present the video before in order to keep the mood light and prepare the students then present the video once they have studies it sufficiently so that they can fully grasp the importance of the video.
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Attachment: No attachment. Link provided in citation.


 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">C. Online interactive resources **


 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Text #8: **
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Citation: N/A. (n.d.). Cell Biology Games, Virtual Labs, Activities. //Bioman Biology: The Fun Place to Learn Biology!//. Retrieved March 19, 2013, from <span style="font-family: "Verdana","sans-serif";">[]
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Text Summary: The Bioman Biology site is a hands on; interactive website in which students are given a multitude of mini-computer games based around biology. Kids can play each game and learn various biological concepts along the way.
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Rationale: By engaging the students with video games that force them to learn and use biology to win they will be entertained yet picking key ideas up. This will also hopefully keep them engaged enough to continue asking questions and most importantly applying their knowledge critically.
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Use of text: There is a specific section of the site dedicated to cells and genetics. This section will be the main focus point in the concept of meiosis and will also be assigned as homework to facilitate or substitute the reading. The next day they are to have a question sheet completed that could only be answered by playing and going through the entire game. This will be to assure me that they attempted to play, how much they took away from the game, and to spark conversation within the classroom the following day.
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Attachment: No attachment. Link provided in citation.


 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Text #9: **
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Citation: Interactive Biology. (n.d.). //Serendip Studio//. Retrieved March 19, 2013, from http://serendip.brynmawr.edu/sci_edu
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Text Summary: This site provides links to explanations of key concepts throughout Science. These explanations are quite detailed and are explained using a wide array of methods such as text, pictures, videos, experiments, and games.
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Rationale: By focusing in on just the sections that cover animal and plant development and utilizing this sites ability to explain in multiple ways, students with different learning levels will all be able to follow along. Visual learners can be stimulated, audio learners can listen to videos, etc.
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Use of text: As a small lab project students will be expected to both visually and orally explain the processes that go into the development of an amphibian. This site provides a good amount of visual and oral information that will assist the students in creating their own project.
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Attachment: No attachment. Link provided in citation.


 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">D. Instructional Resources **
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Text #10: **
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Citation: Abrams, M. (n.d.). Teaching Tools | Conservation Magazine. //Conservation Magazine | Creative Ideas for a Greener Future//. Retrieved March 22, 2013, from http://www.conservationmagazine.org
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Text Summary: This online magazine has a section labeled, “Classroom Resources: Teaching Tools” in which it gives a multitude of conversational topics one could ask in class.
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Rationale: These topics, although not all concerning developmental biology, all provide for stimulating critical thinking in not just students but teachers as well. These topics are all based on things concerning us now and I believe can help me as a teacher translate them into appropriate classroom debate.
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Use of text: The magazine provides articles that cover each debate topic given. This provides me as the teacher an opportunity to assign interesting yet rigorous reading material followed by topics and questions that allow for critical thinking. This will benefit the students but me as well.
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Attachment: No attachment. Link provided in citation.

**<span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Using these texts together in the classroom: ** <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">The concept of this text set is for gradual introduction of key points throughout an entire school year. Those points being amphibian embryo development, amphibian morphological development, mitosis/meiosis, and real world applications. As for an individual lesson, the focus will be on cortical rotation and briefly on mitosis to introduce the homework for that day. The topic of cortical rotation will have been introduced in the students’ homework reading from the previous day. The lesson will begin with a brief Q&A discussion concerning the reading. I would make sure that the main topic remains on cortical rotation. This will allow me to assess each student’s level of understanding of the topic. Afterward a video of the entire process taking place will be played several times and once more the floor will be open to questions. Next, I will pass out a work sheet containing a quote from their reading that states, “Finally, if we manipulate the rotation by centrifugal force we can impose an extra cortical rotation in another plane, therefore producing Siamese twins…” Following the quote the students will be prompted to write whether or not they agree with the manipulation of an amphibian embryo as well as to state a reasoning for their answers. They will be allowed to work in groups no larger than three but they must each write their own words. Finally, I will introduce the topic for next class, mitosis. I will play a video of children acting out the phases of mitosis and ask the students to watch the video again at home while they read, especially if there is any confusion. This process of engaging the student with something light, funny, quirky, helpful, etc. followed by assigned reading for homework and finished by class discussion/critical thinking will be the basic steps taken throughout the school year.

**//<span style="font-family: "Verdana","sans-serif"; font-size: 16px;">STANDARD 3 - Molecular and Cellular Sciences //** <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">The competent science teacher understands and can apply concepts that explain the cell, molecular basis of heredity, and biological evolution.
 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Standards: **

<span style="font-family: "Verdana","sans-serif"; font-size: 16px;">3B. Understands the nature and function of the gene, with emphasis on the molecular basis of inheritance and gene expression. <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">3C. Understands the processes of change at the microscopic and macroscopic levels.


 * <span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Learning Objectives: **<span style="font-family: "Verdana","sans-serif"; font-size: 16px;">Students will be able to properly identify and explain the key steps required for completion of embryonic, adolescent, and adult stages of an amphibian as well as identifying and explaining cell division as described by mitosis. Lastly, students will be able to critically assess the importance of human involvement in the understanding and manipulation of these processes through the use of the newly acquired vocabulary and concepts learned in this unit.