Multiple Intelligences

Unit Plan Template

EDUC 522
Unit Title: Welcome to the Freak Sho: The
!arrati"e# Ethical# an$ %iological Implications o&
'ltering Essence
Teacher: !icole (ope)
*ra$e (e"el: +,-.
Su/0ect: %iolog1# 'rt# English Time Frame: -. eeks in 2 $i&&erent classes
3/0ecti"e4s5:
Stu$ents ill ha"e
an un$erstan$ing
o& the /ene&its an$
conse6uences o&
the human $ri"e to
manipulate the
en"ironment# other
organisms# an$
e"en themsel"es to
&ul&ill their nee$s
to impro"e their
li"es7
Stu$ents ill /e
a/le to e8plain the
/ene&its an$
conse6uences o&
these alterations
using e8amples
taken &rom art#
literature#
tele"ision an$
mo"ies# scienti&ic
maga)ines an$
e8periments# as
ell as e8amples
&rom their on
li"es7
Intelligences:
9isual
9er/al
(ogical
!aturalist
:inesthetic
Interpersonal
Intrapersonal
Musical
Technologies:
%log Docs
!otes on iPa$
9i$eo Camera
iMo"ie
3ne Search Dictionar1
Internet
*oogle $ocs
Digital camera
FaceFusion 'pp
*ene Screen 'pp
E$mo$o
E,%ook
Wor$ Document
Photoshop
Pro0ector;'pple T9
D9D Pla1er
E"ernote
Electronic sprea$sheet
*arage/an$
Inspiration 'pp
Stan$ar$s:
Language Arts 9
th

Grade
W.9-10.1Write
arguments to support
claims in an analysis
of substantive topics
or texts, using valid
reasoning and
relevant and
sufficient evidence.
W.9-10.6 Use
technology,
including the
nternet, to produce,
publish, and update
individual or shared
!riting products,
ta"ing advantage of
technology#s
capacity to lin" to
other information
and to display
information flexibly
and dynamically.
$%.9-10.&
'etermine a theme
or central idea of a
text and analy(e in
detail its
development over
the course of the
text, including ho!
it emerges and is
shaped and refined
by specific details)
provide an ob*ective
summary of the text.
$%.9-10.+ ,naly(e
the representation of
a sub*ect or a "ey
scene in t!o
different artistic
mediums, including
!hat is emphasi(ed
or absent in each
treatment.
-%.9-10.6 .a"e
strategic use of
digital media in
presentations to
enhance
understanding of
findings, reasoning,
and evidence and to
add interest.
Biology
/enetics 0c1
-tudents "no! ho!
mutations in the
'2, se3uence of a
gene may or may not
affect the expression
of the gene or the
se3uence of amino
acids in an encoded.
/enetics 4c1
-tudents "no! ho!
genetic engineering
5biotechnology6 is
used to produce
novel biomedical
and agricultural
products.
Visual and
Performing Arts
1.0 -tudents
perceive and
respond to !or"s
of art, events,
and the
environment.
1.7 $esearch and
analy(e the !or" of
an artist.
7.0 'iscuss the
purposes of art in
selected
contemporary
cultures.
0.1 ,rticulate ho!
personal beliefs,
current social,
economic, and
political contexts
influence the
interpretation of the
meaning in a !or"
of art.
Technology
Standards
Addressed
1. -tudents
demonstrate creative
thin"ing, construct
"no!ledge, and
develop innovative
products and
processes using
technology.
&. -tudents use
digital media and
environments to
communicate and
!or"
collaboratively,
including at a
distance, to support
individual learning
and contribute to the
learning of others.
7. -tudents apply
digital tools to
gather, evaluate, and
use information.
0. -tudents use
critical thin"ing
s"ills to plan and
conduct research,
manage pro*ects,
solve problems, and
ma"e informed
decisions using
appropriate digital
tools and resources.
6. -tudents
demonstrate a sound
understanding of
technology concepts,
systems, and
operations.
Materials:
iPa$
Computer ith Internet
http188learn.genetics.utah.edu8content8begin8traits8
Digital Camera
Pro0ector;'pple T9
Screen
<*attaca= Mo"ie
<Fe$ Up= Documentar1
%ea$s &or D!' mo$els
%ook <Dou/le >eli8=
Printer paper
Paper;?ournals
Pencils;Pens
Color printer Political poster
Poster paper
'rt Supplies 4colore$ pencils# paints# art pencils5
'rt paper
Intelligences:
9isual
9er/al
:inesthetic
Intrapersonal
Interpersonal
(ogical
!aturalist
Musical
Proce$ures:
English
Week 1 !
9hin", pair, share a list of !hat you thin" ma"es a student, citi(en and artist
Write in 2otes on i:ad.
-tudents !ill evaluate !ho they are in the !orld and their individual !orth,
discuss it !ith a partner and !rite a blog together on ho! it is to be a teenager
and !hat 3ualities are desirable and undesirable.
n groups, students !ill use ;ne-earch 'ictionary search and develop a
vocabulary picture :o!erpoint, using definitions and pictures of the vocabulary
!ords in each slide.
$ead e-boo" <'ouble =elix> and construct a dialectic *ournal in Word,
responding to ho! you feel about the passage you chose.
Watch the movie Gattaca
:retend you are a movie critic and !rite a blog on ?log 'ocs summari(ing and
!riting a criti3ue of the movie </attaca.>
-tudents !ill form groups and ta"e on the role of the producer, director,
actor8actress, and !riter of the movie, /attaca. 9hey !ill pic" one person for
Intelligences:
Interpersonal#
Intrapersonal#
9er/al
Intrapersonal#
9er/al#
Interpersonal
Interpersonal#
9isual
Intrapersonal
Intrapersonal
Interpersonal#
9isual# 9er/al#
each role, create 3uestions as a group, and intervie! the person. 9hey !ill create
a behind the scenes intervie! session and record it !ith a video camera to be
used as an @extras# for the 'A'.
Bategori(e the survival techni3ues used by the characters in the movie /attaca
and the novel <'ouble =elix.> 'isplay your findings on an electronic
spreadsheet.
-tudents !ill develop a mind map from nspiration -oft!are to compare !or"s
5short stories, novels, art pieces, and music6 that expresses the universal theme of
/enetic Cngineering.
Week " #
-tudents !ill research using the nternet and create a list the effects of genetic
engineering in the environment 5food, people, science research, etc.6
-tudents !ill hypothesi(e !hat types of genetic engineering !ill happen 40 years
from no! due to population gro!th, climate, and the !ant to live longer and be
stronger, and sho! these changes !ith a bar graph or line graph on an electronic
spreadsheet.
-tudents !ill compile a log of 10 different types of genetic engineering and8or
manipulation and determine !hat the effects !ill be on the !orld in the future.
-tudents !ill design a survey using /oogle docs !ith 3uestions that cover the
reasons !hy there is a human drive to manipulate the environment.
-tudents !ill evaluate the surveys given from /oogle 'ocs and use Cxcel to
create data graphs and charts representing the ans!ers to the survey 3uestions.
-tudents !ill intervie! other students around the school !ith a video camera
intervie!ing them about ho! they feel about genetic manipulation.
Garageband Music Project
-tudents !ill describe the process of genetic manipulation by !riting a rhyming
poem in a !ord document.
-tudents !ill listen to different songs that discuss changing the body, changing
your image, etc. and create a discussion and participate in a discussion
comparing the lyrics in Cdmodo
Bonstuct lyrics to a song on Word about ho! you feel about genetic engineering,
or !hat the !orld !ould be if every person !ere genetically manipulated.
-tudents !ill analy(e a variety of 5appropriate6 music videos pro*ected onto the
screen that relate to body image, and evaluate ho! images in music videos might
affect our overall image of !hat traits are desireable and undesireable.
Bompose a song on /arageband !ith lyrics that portrays the attitudes of our
society on image and the effect of our desire to manipulate ourselves to be the
@best.#
:inesthetic
(ogical# !aturalist
(ogical#
Intrapersonal
Intrapersonal#
(ogical# !aturalist
!aturalist# (ogical
(ogical# !aturalist
Intrapersonal
(ogical
9er/al#
Interpersonal#
:inesthetic
Intrapersonal#
Musical
Musical#
Interpersonal#
Intrapersonal
Intrapersonal#
Musical
Intrapersonal#
Musical# 9isual
Musical#
Intrapersonal#
9isual
-tudents create a music video using i.ovie of single !ords and images that
express their opinion about genetic engineering, body image, and the human
drive to manipulate the environment.
Weeks $%1& '(inal Products)Assessment*
-tudents !ill examine the intervie!s and develop a short ne!sreel from their
intervie!s using i.ovie and report to the class their findings.
-tudents !ill create a hypothetical !orld !here genetic engineering of
plants8animals8people are allo!ed and develop a movie trailer for a movie that
portrays this type of !orld, including the positives and negatives of this !orld.
4%iolog15
Weeks 1%! '+e,elo- an understanding of genes. genetics. and genetic
engineering*
Dorm 0-4 groups in the class. ,s a group, go to the !ebsite
http188learn.genetics.utah.edu8content8begin8traits8 and vie! the slidesho!, <What
is =eredityE> dentify the main points, choose a spea"er from your group, and
each group !ill share one thing they sa! from the slidesho! !ith the class 5each
thing has to be different from the other groups.6
-tudents !ill use the app /ene -creen and retrieve information through
comprehension 3uestions and !rite the ans!ers given through.
-tudents !ill use the app /ene -creen and recogni(e the applicable variety
produced in a :unnett -3uare.
-tudents !ill !al" around the class and find t!o different students that they !ant
to be @parents,# and ta"e a digital picture of them. 9hey !ill identify their
different traits 5hair color, eye color, etc.6 and create a :unnett -3uare to
determine !ith traits the offspring !ill have. 9hey !ill use the app DaceDusion to
bring together the t!o people.
-tudents create a model of a '2, structure, ta"e digital pictures of it and display
them on the class !ebsite.
-tudents !ill create a model template strand of '2, and use base pairing rules
and the process of replication to create a complimentary model strand. 9hey !ill
film this process, explain !hat is happening through voiceover, and edit the film
to create an animated version of the process.
n groups, students !ill create a model template strand of '2, to sho! the
processes of transcription and translation, resulting in an m$2, and amino acid
se3uence. 9hey !ill ta"e a picture !ith a digital camera of their process and
models and display them. -tudents !ill do a /allery Wal" to see the other
groups# models.
-tudents !ill map the process of transcription and translation using diagrams
from nspiration and .indmeister.
Musical#
Intrapersonal
9isual# 9er/al
9isual#
Intrapersonal
Interpersonal#
9er/al
9isual#
Intrapersonal
9isual#
Intrapersonal
:inesthetic#
Interpersonal#
9isual
:inesthetic# 9isual
:inesthetic# 9isual#
9er/al#
Intrapersonal
Interpersonal#
:inesthetic# 9isual
(ogical
-tudents !ill create an interpretive dance or dramati(ation explaining or sho!ing
ho! genes from organisms can be extracted from one organism and inserted into
the genetic code of another organism. 9his activity !ill be filmed and displayed
for comment on the !ebsite.
Week "%#
Watch the movie <Ded Up> and summari(e the movie on a graphic organi(er on
nspiration .aps %ite ,pp on the i:ad
Bonstruct a list using Cvernote, of different plant and animal species that have
been genetically engineered to accommodate for our !orld, specifically in the
production of food.
n groups, students examine !hy transgenic species are created by researching on
the nternet and debate the pros and cons of creating such a species.
n pairs, students !ill use the nternet to research and select t!o different
examples of genetic engineering being used today and determine !hat genes
might have been manipulated in order to create the ne! type of plant, animal, or
human difference.
Week $%1& '(inal Product)Assessments*
-tudents !ill develop storyboards, conduct intervie!s, implement videos8images
and create mini video documentaries on the theme of genetic engineering and
genetic manipulation.
-tudents !ill !atch the mini-documentaries and video-tape t!o different
students opinions8criti3ues8summaries of the documentaries.
'rt Piece;*aller1 Walk
Week 1%/
-tudents !ill develop a :o!er:oint !hich includes images, describing the
history behind political posters
-tudents !ill *ustify the reasoning behind political posters, and evaluate the
importance of creating them, and !rite a ne!spaper editorial of their opinion of
the importance of political posters using a !ord document
-tudents !ill identify artists that use the concepts of /enetic Cngineering in their
art pieces to sho! their political vie! on the nternet and explain !hat they thin"
the political vie! is of the artist in a audio podcast,!ith the picture on the screen.
-tudents !ill listen to the podcasts of the students describing the artists# political
vie! and ma"e a chart comparing the different political vie!s.
-tudents !ill design a political poster using Word 'ocument templates or
:hotoshop, expressing their vie!s on /enetic Cngineering.
Week !%0
-tudents !ill dra!, using a graphic design program, a genetically engineered
super human, examining the needs and !ants human being have today 5beauty,
:inesthetic# 9isual#
Intrapersonal
9isual# (ogical#
!aturalist
(ogical# !aturalist
Interpersonal#
9er/al
Interpersonal#
9er/al
9isual# 9er/al#
:inesthetic#
Interpersonal
9isual#
Interpersonal#
:inesthetic
Intrapersonal#
9isual
Intrapersonal
9isual#
Intrapersonal
(ogical#
Intrapersonal#
9er/al
9isual#
Intrapersonal
9isual
strength, intelligence, etc.6
-tudents !ill sho! and display the process of genetic manipulation as it pertains
to the creation of a super human. 9hey !ill sho! their process through charts,
graphs, :unnett s3uares, 'n, strands, etc. using a variety of computer soft!are
5electronic spreadsheets, !ord processing soft!are, etc.6 of ho! they created
their superhuman. 9hey !ill create a :o!er:oint sho!ing ho! their superhuman
!as genetically engineered.
Week #%1&
/o on the nternet and choose a !or" of art from the artist ,lexis $oc"man, send
pic of art and explanation !hy you chose it through Cdmodo
9a"e pictures of the environment around the school !ith a digital camera and use
:hotoshop to create your o!n piece of art that is similar to ,lexis $oc"man#s art.
-tudents !ill create a :odcast for their piece of art, discussing ho! the piece of
art sho!s genetic manipulation and the effect on the environment because of
genetic engineering.
-tudents !ill do a /allery Wal" and evaluate the art pieces for each artist using
-peechFournal.
(ogical# 9isual#
Intrapersonal
9isual#
Intrapersonal
9isual#
Intrapersonal
9er/al#
Intrapersonal#
9isual
:inesthetic#
9er/al#
Intrapersonal
Pro$uct:
1ust do Art Piece -roduct2 3hoose 4 other -roducts for your final assessment2
'rt Piece similar to 'le8is @ockmanAs ork e8pressing their "ie a/out
genetic engineering an$ itAs e&&ect on the orl$ an$ Po$cast $escri/ing their
ork o& art7
12 ' short nescast shoing the inter"ies an$ points o& "ie o& stu$ents
aroun$ campus7
27 Mo"ie trailer o& a mo"ie $escri/ing a h1pothetical# &uturistic# geneticall1
engineere$ orl$7
27 Create a mini,$ocumentar1 a/out genetic engineering an$ altering o&
Intelligences:
9isual#
Intrapersonal#
9er/al
Intrapersonal#
9er/al# 9isual#
:inesthetic#
Interpersonal
9isual#
Intrapersonal
essence7
B7 ' music "i$eo using the original compose$ *arage%an$ music o& single
or$s an$ images that e8press their opinion a/out genetic engineering# /o$1
image# an$ the human $ri"e to manipulate the en"ironment7
9isual#
Intrapersonal#
!aturalist
Musical#
Intrapersonal#
(ogical# !aturalist
'ssessment:
Stu$ents ill /e assesse$ &or their o"erall knole$ge o& genetic
manipulation# /o$1 image# an$ the implications o& altering essence /1 $oing
2 $i&&erent pro0ects that sho their un$erstan$ing o& the topic7 Stu$ent ill
/e re6uire$ to $o the 'rt Piece# /ase$ o&& o& 'le8is @ockmanAs ork# an$
ill /e gi"en the choice o& $oing 2 other pro0ects either ith a group o& no
more than B stu$ents7
- 2 2
!escast 3nl1 - stu$ent
as inter"iee$7
!escast is less
than - minute
long7
In&ormation is
not at all or
somehat
compelling#
rele"ant# an$
ell researche$7
2 stu$ents
ere
inter"iee$7
!escast is 2
minutes long7
In&ormation is
mo$eratel1
compelling#
rele"ant# an$
ell
researche$7
't least 2
stu$ent
inter"ies
!escast at
least 2,B
minutes long
In&ormation
presente$ is
e8tremel1
compelling#
rele"ant# an$
ell
researche$7
Mo"ie
Trailer
Mo"ie trailer is
B5 secon$s or
less an$ $oes not
$escri/e a strong
h1pothetical#
&uturistic#
geneticall1
engineere$
orl$7 The
trailer $oes not
e8plain the stor1
o& the mo"ie
ell7
Mo"ie trailer
is at least B5
secon$s long7
It mo$eratel1
$escri/es a
strong#
h1pothetical#
&uturistic#
geneticall1
engineere$
orl$7 The
trailer
mo$eratel1
e8plains the
Cmo"ieA
through
e$iting#
"isuals# an$
music7
Mo"ie trailer is
at least B5
secon$s long7
It strongl1
$escri/es a
h1pothetical#
&uturistic#
geneticall1
engineere$
orl$7 The
trailer e8cels in
e8plaining the
Cmo"ieA
through
e$iting# "isuals#
an$ music7
Mini
Documentar1
3nl1 - stu$ent
as inter"iee$7
2 stu$ents
ere
't least 2
stu$ent
Intelligences:
Intrapersonal#
9er/al# 9isual#
:inesthetic#
Interpersonal
9isual#
Intrapersonal
Mini,
$ocumentar1 is
less than 2
minutes long7
In&ormation is
not at all or
somehat
compelling#
rele"ant# an$
ell researche$7
inter"iee$7
Mini,
$ocumentar1
is 2,2 minutes
long7
In&ormation is
mo$eratel1
compelling#
rele"ant# an$
ell
researche$7
inter"ies
Documentar1
is at least B,5
minutes long7
In&ormation
presente$ is
e8tremel1
compelling#
rele"ant# an$
ell
researche$7
Music 9i$eo 3nl1 e8presses -
i$ea 4/o$1
image# human
$ri"e to
manipulate the
en"ironment# or
genetic
manipulation57
(1rics# music
an$ "i$eo $onAt
connect to one
another through
e$iting an$
"isuals7
E8presses at
least 2 i$eas
4/o$1 image#
human $ri"e
to manipulate
the
en"ironment#
an$;or genetic
manipulation57
(1rics# music
an$ "i$eo
connect
mo$eratel1
ell ith one
another
through
e$iting an$
"isuals7
E8presses all 2
i$eas 4/o$1
image# human
$ri"e to
manipulate the
en"ironment57
(1rics# music#
an$ "i$eo
connect "er1
ell ith one
another
through e$iting
an$ "isuals7
Bategory 0 7 & 1 9otal
;riginal
,rt!or"
-tyle and
Clement
9he original
art!or" is
90-100G
similar in
style H
element as
,lexis
$oc"man#s
art.
9he original
art!or" is
I0-I9G
similar in
style H
element as
,lexis
$oc"man#s
art.
9he original
art!or" is
64-+9G
similar in
style H
element as
,lexis
$oc"man#s
art.
9he original
art!or" is
less than
64G similar
in style H
element as
,lexis
$oc"man#s
art.
;riginal
,rt!or"
Boncept
9he original
art!or"
sho!s the
effects of
genetic
engineering
on our
environment,
9he original
art!or"
sho!s the
effects of
genetic
engineering
on our
environment,
9he original
art!or"
does not
sho! the
effects of
genetic
engineering
on our
9he original
art!or" does
not sho! the
effects of
genetic
engineering
on our
environment,
9isual#
Intrapersonal#
!aturalist
Musical#
Intrapersonal#
(ogical# !aturalist
9isual#
Intrapersonal#
9er/al
conveying a
clear
message that
can be
interpreted
by the
vie!er each
time it is
vie!ed.
conveying a
nearly clear
message that
can be
interpreted
by the
vie!er I0G
of the time.
environment
clearly, and
the vie!
struggles to
interpret the
message
more than
60G of the
time.
and the
vie!er
cannot
interpret the
message
behind the
piece of art.
Aideo
:odcast
9he video
podcast
includes 7
areas of
description)
the mediums
used, the
meaning of
the piece,
and process
of creating
the piece,
using at least
10 specific
art related
vocabulary
and is rich in
detail.
9he video
podcast
includes 7
areas of
description,
using +-9
specific art
related
vocabulary,
and
describes the
art
accurately,
but does not
in great
detail.
9he video
podcast
includes at
least & areas
of
description,
uses 0-6
specific art
related
vocabulary
!ords, and
describes
the art
accurately,
but not in
great detail.
9he video
podcast
includes no
more than
t!o areas of
description,
uses fe!er
than 0
specific
vocabulary
!ords and
does not
explain the
art in detail.
Presentation I$eas an$ !otes: 4optional5 Technologies to /e
use$: