dschnell

Dania Schnell EDC 448 - Spring 2009 Diverse Text Set 5 March 2009

** Reproduction, DNA, and Genetics **


 * __Context for using the text set:__** This text set was created for 10th grade biology college preparatory class. This text set will be used in the second part of the school year, when I begin teaching a unit on Reproduction, DNA, and Genetics. Students will have already learned about cell structure and function, the cell cycle, and photosynthesis. In this unit, students will be introduced to DNA, mitosis, meiosis, gametes, stem cells, genetics, and patterns of inheritance. My class consists of a heterogeneous group of students, who intend on going to college. Because my class is a heterogeneous group of students, there are students with higher reading skills and abilities than others. This diverse text set was created for all my students to use and benefit from.


 * __A. Print Resources:__**


 * Text #1:**
 * Citation: Walker, R. (2003). //Genes & DNA//. Boston: Kingfisher Publications Plc.
 * Text Summary: This is a non-fiction trade book with vivid, real-life images and illustrations. It is easy and enjoyable to read with a table of contents, glossary, index, and even a list of additional resources. It is divided into three chapters that cover genes and inheritance, DNA, and genetic technology. The pictures and illustrations capture the reader’s attention and are accompanied by easy to understand captions.
 * Rationale: I selected this text because it is at a reading level that all my students can read. The vivid images and engaging text hook the students and spark their interest in the subject. It is a good introduction to my content.
 * Use of text: I will use this text at the beginning of this unit. I will select certain parts of the book and read it aloud to my students, while showing them the amazing pictures and illustrations.
 * Attachment: This book is 65 pages long, so I did not include it here.


 * Text #2:**


 * Citation: McGraw-Hill/Glencoe (Author). (2004). //BSCS Biology: A Molecular Approach [BSCS BIOLOGY BLUE VERSION 9/E]// (pp. 316-389). Columbus, OH: Mcgraw-Hill/Glencoe.
 * Text Summary: This is a high school biology text book that my class will be using throughout the school year. The text breaks down the concept into easy sections: cell division, asexual reproduction, sexual reproduction, gene function, and inheritance. It features pictures with captions, diagrams, and charts to help the reader understand the concepts.
 * Rationale: I selected this text because it is the student’s main text book and is there main source of information. Text books are necessary for students to understand difficult concepts. Although this text may not be exciting to read, it is essential to understanding the specifics of reproduction and genetics. After examining a number of text books, this one is organized the best, and offers useful summaries, marginal notes, and other additional features.
 * Use of text: This text will be used as the students’ main resource. I will use this text to explain specific concepts and vocabulary. I will probably provide a reading guide or graphic organizer for students to use as they read this text.
 * Attachment: This text book is over 800 pages in length, so I did not include it here.


 * Text #3:**


 * Citation: The National Institutes of Health. (n.d.). //Stem Cell Basics//. Retrieved March 1, 2009, from []
 * Text Summary: This is a website created by The National Institutes of Health that explains stem cells in great depth. The site offers much information like a frequently asked question portion and an extensive glossary. The website contains information about ethical issues involving stem cells, current research, U.S. policies, and even a video of stem cells dividing.
 * Rationale: I selected this text because it is an extensive resource regarding stem cells, which is easy for students to use. I included it because it is necessary for building prior knowledge that my students need in order to understand the following article in my diverse text set, about the controversy of stem cell research.
 * Use of text: I will let students in small groups explore this website together. I want students to build knowledge about what a stem cell is, how stem cell research is beneficial, and what ethical issues are involved. I will probably provide students with a note taking guide or graphic organizer to help guide students through exploring this website.
 * Attachment: See attachment #1 for the homepage of this text. This can also be viewed by clicking the link above.


 * Text #4:**


 * Citation: Kinsley, M. (2004, May 23). The False Controversy of Stem Cells. //Time Magazine//. Retrieved March 2, 2009, from []
 * Text Summary: This is an article that explains and discusses both sides of the stem cell controversy. It explains President George W. Bush’s beliefs on the subject. Also, it discusses fertility clinics, benefits of stem cell research, and the issues, like the destruction of embryos, which come with the advancement of stem cell research.
 * Rationale: I selected this text because I believe that it is important to connect what the students are learning about to real life issues and controversies. The article poses some very thought provoking, and hopefully discussion provoking questions. This article will connect the content I am teaching in this unit to a current and on-going controversy, which is a great way to get students thinking and truly involved in the lesson.
 * Use of text: I will use this text after the students have read about and understand what stem cells are. I intend on reading this article aloud, with the entire class, perhaps modeling and doing a read-aloud activity with it because it is a challenging text for all my students. I hope that the questions the author poses to the reader will prompt class discussion. Also, I would provide the students with an anticipation guide to get the students thinking and activating the prior knowledge we have built thus far.
 * Attachment: See attachment #2 for a copy of this text. This can also be viewed by clicking on the link above.


 * Text #5:**


 * Citation: Freudenrich, C. (2007, March 20). How DNA Works. //How Stuff Works: A Discovery Channel Company//. Retrieved March 1, 2009, from []
 * Text Summary: This is an article covers everything and more that I expect my students to know about DNA. The article defines difficult vocabulary words and offers great diagrams with captions about the DNA structure. It also discusses DNA replication and sequencing.
 * Rationale: I selected this text with my high achieving students, who need more challenging reading material, in mind. It is very specific and in depth about the topic, but explains the concept very well. I feel it is a challenging read, but a very informative resource that I want to offer to my students.
 * Use of text: I will probably use this text as more of a reference resource. I will also offer it to my high performing students or any of my students that are interested in DNA and genetics. I will provide a note-taking guide or graphic organizer to use while reading this article, because it is a difficult read. Students will be able to read and fill in the reading guide together for support.
 * Attachment: See attachment #3 for a copy of this text. This can also be viewed by clicking on the link above.


 * Text #6:**


 * Citation: Science Poems and Science Quotes. (n.d.). //First Science//. Retrieved March 2, 2009, from []
 * Text Summary: The text that I am actually using from this website is three quotes; two are written by Lewis Thomas, and another by Richard Dawkins. These are short, one to two sentence quotes that discuss reproduction, cloning, and DNA.
 * Rationale: I chose to include these three quotes because I think they are thought-provoking quotations by scientists. They are short and easy to read. I feel that writing a quote on the board before class, is a good way to get the students settled and thinking about the content they are learning. It is also useful to have students reflect and review on what we have done thus far, and is a good way to show students where we are going next.
 * Use of text: I will use these quotes, along with many others throughout the year, to start off my class. The quote and author will be written on the board or overhead projector before students arrive to class. I will tell the students to read the quote, think about it, perhaps write something down about what they think, and then have a quick discussion about it. I feel that this is a good way to get students settled and beginning to think about my content area.
 * Attachment: See attachment #4 (three separate quotes) for a copy of this text. This can also be viewed by clicking the link above and [].


 * __B. Media Resources__**


 * Text #7:**


 * Citation: McGraw-Hill Higher Education. (2002). //Biology Laboratory Manual Mitosis Movie//. Retrieved March 4, 2009, from []
 * Text Summary: This is an online video clip, illustrating and explaining the process of mitosis. It is available online from a McGraw-Hill Online Learning Center. The clip is a couple minutes long and explains clearly the steps of mitosis.
 * Rationale: I decided to include this video clip because I know that the process of mitosis is sometimes hard for students to understand just from reading something. This clip actually illustrates what happens to a cell undergoing mitosis and explains each step. Students who are visual and auditory learners will greatly benefit from this video clip, when it is paired along with the text book reading.
 * Use of text: I will show this clip to the entire class on a television that is connected to a computer. I will most likely play the video once, ask questions, and play it again. This video clip is valuable because I have the option of pausing it and checking for student understanding.
 * Attachment: Because this is an online video clip, it is not included here. This can be viewed by clicking link above.


 * Text #8:**


 * Citation: Understanding Cells: Meiosis Video. (1998). //How Stuff Works: A Discovery Channel Company//. Retrieved March 3, 2009, from []
 * Text Summary: This is a video clip from HowStuffWorks.com, which is a Discovery Channel company. The video clip explains gamete cells, and each stage of meiosis accompanied by animation and real images of cell division.
 * Rationale: I included this video animation in my text set, because the process and stages of meiosis are difficult to understand just from reading a text. In order to fully understand the concept, I think it is essential that there is animation and a step-by-step explanation. Auditory and visual learners will benefit greatly from viewing this video clip.
 * Use of text: I will show this video clip to the entire class on a television connected to the computer. Students can also view this video clip on the computer for further clarification on the concept.
 * Attachment: Because this is an online video clip, it is not included here. This can be viewed by clicking link above.


 * __C. Online Interactive Resources__**


 * Text #9:**


 * Citation: Nobel Foundation. (n.d.). //DNA - The Double Helix Game//. Retrieved March 4, 2009, from []
 * Text Summary: This interactive game has students building DNA molecules, discovering the structure of the double helix, and then determining which organism the DNA belongs to based on the number of chromosomes. The game is paired with a brief reading, to give the students some background knowledge. While playing the game, it prompts the students with facts and information. The game is easy to use and very educational.
 * Rationale: I included this interactive game because I feel it is beneficial to all my students, especially those students that are interested in technology and video games. While I was searching for interactive games, I felt that a lot of them were just fun to play, and did not really explain to the students the concepts behind what they were doing. This game interacts with the student, asking them questions, reminding them of certain concepts when they get an incorrect answer, and it is paired up with additional reading for the student to use while playing.
 * Use of text: I will let all of the students use this interactive game, after they have some background knowledge of DNA structure and assembly. Students can take turns playing the game on the classroom computer in small groups, partners, or alone. It is also a great review for a formal assessment, like a quiz or test.
 * Attachment: See attachment #5 for a print out of the website. This can also be viewed by clicking on the link above.


 * Text #10:**

Citation: Nolan, T. (2008, December 11). Biology Mitosis and Asexual Reproduction Flash Cards. //Quizlet//. Retrieved March 1, 2009, from []
 * Text Summary: These interactive online flash cards are from a website, Quizlet.com, that lets teachers and students create online flash cards to help study vocabulary terms. The site enables people to share sets of flash cards with other people. In this case, I am using a set created by Tyler Nolan that has mitosis and meiosis vocabulary terms and phases.
 * Rationale: I included this interactive flash card game because it is important that students understand these vocabulary words, or they will not comprehend the texts they are reading. These vocabulary words will help students to read and learn the texts in this unit. Students that enjoy technology and online games, should enjoy studying these flash cards. It is an alternative to the traditional paper flash cards that can take long to make.
 * Use of text: I will let students use this interactive website to familiarize themselves with the vocabulary when they are first introduced to it, and to quiz themselves to help them study before a test. All students will be able to use and benefit from these interactive online flash cards.
 * Attachment: See attachment #6 for a print out of the website. This can also be viewed by clicking on the link above.


 * Text #11:**


 * Citation: Canadian Museum of Nature. (2005). //The Geee! In Genome Game//. Retrieved March 1, 2009 from []
 * Text Summary: This is actually a collection of about ten online games that students can play. The games help students learn and understand concepts such as DNA synthesis, cloning, and mutations in genes. The games are easy to play, educational, and help students reinforce what they are learning while having fun.
 * Rationale: I included this set of online interactive games because it is a fun, exciting way of having students explore concepts and review important information in the unit. I like the fact that there are different games to choose from, so that students do not get bored and can try new games.
 * Use of text: I will let all the students play these online games. I want students to explore the games and familiarize them with the concepts. Also, it is a good way to have my student review concepts for a formal assessment. Students can play these when there is time in class and as homework.
 * Attachment: See attachment #7 for the homepage of the website. This can also be viewed by clicking on the link above.


 * __D. Instructional Resources__**


 * Text #12:**


 * Citation: Teacher’s Domain: Digital Media for the Classroom and Professional Development. (2002). //Lesson Plan: Reproduction//. Retrieved March 4, 2009, from []
 * Text Summary: This is a lesson plan on the topic of reproduction. The lesson plan includes the objectives and standards, along with a list of media resources used in the lesson plan. It helps students learn about sexual and asexual reproduction through media resources and class discussion.
 * Rationale: I included this lesson plan as part of my diverse text set because it is a good resource for me to use as a model for my own lesson plans. Also, I will probably use these media resources in my classroom.
 * Use of text: This text is mainly for myself to use and help me to create my lesson plans to use in this unit. I will encourage my students to explore the media resources, video clips, and interactive quiz games that this lesson plan uses. Students can go online and use these resources in my classroom.
 * Attachment: See attachment #8 for a copy of the lesson plan. This can also be viewed by clicking on the link above.


 * __Using these texts together in the classroom:__**

I plan on giving all the students access to using all these texts. I feel that by supplying all these resources to my students, I am provided them with a great amount of support and information for them to create a complete understanding of the unit on reproduction, DNA, and genetics. The trade book, //Genes & DNA//, will be used to introduce and begin this unit. As previously mentioned, I will also start each class, throughout this unit, with one of the science quotes. The interactive games and flash cards will be used throughout this entire unit, during class time and as homework assignments. The BSCS Biology text book will be the student’s main resource, for the school year. Most likely, the two stem cell research articles will be combined as one lesson plan, for the duration of two class periods, and take place after we have read in the text book about stem cells. The video clips of mitosis and meiosis will be shown during class, to supplement the text book’s explanation of the topics. Together, the texts unite and give me the tools and resources to support learning among all my students, who have different interests, life experiences, and reading abilities.


 * __Learning Objectives:__**


 * Content Objective:** Given the texts in this diverse text set, students will be able to identify and explain the stages of both mitosis and meiosis, with 80% accuracy.

Standards: K-12 GSEs in Life Science: LS1 - All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species).

LS 3 - Groups of organisms show evidence of change over time (structures, behaviors, and biochemistry).

LS 4 - Humans are similar to other species in many ways, and yet are unique among Earth’s life forms.
 * Reading Objective:** Given any of these texts included in the diverse text set, students will be able to read and formulate questions from the text, before, during and after reading, 80% of the time.

Rhode Island Grade Level Expectancies for Reading Grades 5-12: R–10–4.3 Generating questions before, during, and after reading to enhance/expand understanding and/or gain new information.

Additional Reading Standards addressed:

· Informational Texts: Initial Understanding of Informational Text (R-7.1 to R-7.2) - All students need ongoing opportunities to apply and practice reading strategies with many different types of informational texts (expository and practical texts across content areas). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and GSEs. · Students identify the meaning of unfamiliar vocabulary by… R–10–2.1a Using strategies to unlock meaning (e.g., knowledge of word structure including prefixes/suffixes, common roots, or word origins; or context clues; or resources including dictionaries, glossaries, or thesauruses to determine definition, pronunciation, etymology, or usage of words; or prior knowledge). · Demonstrate initial understanding of informational texts (expository and practical texts) by… R–10–7.1 Obtaining information from text features [e.g., table of contents, glossary, index, transition words/phrases, transitional devices (including use of white space), bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations].

Dania, Considering I have never been a fan of science in just about any way, shape, or form, your text set had me really interested in the topic of reproduction, DNA, and genetics. I like how your first text is set at a literacy level that all of your students can definitely read with ease and it is accompanied by vivid pictures, which would be very helpful when learning about topics such as DNA and genetics because they are hard to visualize. Text #10 sounds like a great idea and would benefit me greatly if I was in your class because flash cards were how I did most of my studying in high school and even though it is online, you can still make your own flashcards and are not limited to just the websites or the teachers. The quotes that you write about in text #6 and would put on the board before class would motivate the students to want to work and would give them something to think about while engaging in your lesson.

Sam Freundlich

Dania, I think that your text set is cohesive, and still provides different reading levels for your students. I like the use of texts 3 and 4 together; The National Institutes of Health website seems like a very good starting point for students to then be introduced to stem cell controversy. It teaches students that they need to be well informed before making their own judgments on a controversial topic. I also agreed with the fact that it is important, especially in science, to connect the class to real-life issues and conflicts. I also really liked the idea of using a note-taking guide or graphic organizer with the more difficult text (#5). This seems like a smart and helpful way to integrate a more difficult text into the class, while still providing students with the supports that they need. Finally, as an English major, I really liked your idea for using quotes followed by short discussion at the beginning of each class. That practice definitely appeals to students of varied learning styles, with interests in different content areas. I'd be more engaged and interested if my science classes started like this too!

Kaitlin Kenneally

Dania, One thing that I liked about your text set is the online interactive games. I feel that these will be great resources t use because the students will enjoy them and will learn the material without realizing it. I feel they they will keep your students self motivated and interested in the topic. Also, I really like your idea about starting your class with one of the quotes on the board. It is a great way to get your students to start thinking about the topic, and hopefully serves as a "hook" to get your students interested starting in the beginning of your class.

Mitchell Trainor