Lesson Plan Guide

Teacher Candidate: Lauren Collins Date: 7/31/14

Grade and Topic: 10, Genetic mutations and disorders Length of Lesson: 1 hour___
Mentor Teacher: Dr. Cornelius School: University of Memphis___

LESSON DESCRIPTION/SUMMARY:
In this lesson, students will integrate information covered in a previous lesson on genetic mutations to
create an informational brochure about a specific genetic disorder. Students will be paired and assigned
a genetic disorder. Students will use Microsoft PowerPoint to create a brochure that includes
information about the mutation that causes the disorder, how the mutation affects the body, and the
symptoms it causes for an affected person. Students will make sure all information that they want to
share with the class is on the brochure. Students will also plan how they will work with their partners to
present the brochures to their classmates in the next lesson.

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:
The lesson on genetic mutations and human genetic disorders is part of a unit on heredity exploring the
mechanisms by which organisms reproduce and transmit hereditary information.

LESSON OBJECTIVE:
The student will be able to explain in-depth information about a specific genetic disorder.
The student will have an understanding of what type(s) of genetic mutations may be the cause of genetic
disorders.
The students will participate in groups of 2 in the creation of an informational brochure using Microsoft
PowerPoint as well as in the planning of presentation of the brochure to classmates.

STANDARDS ADDRESSED:
Common Core Standards:
Tennessee Biology Standard 4 Heredity
Course Level Expectation CLE 3210.4.6 Describe the connection between mutations and human
genetic disorders.
Check For Understanding 3210.4.6 Design an informational brochure to describe a human genetic
disorder.
State Performance Indicator SPI 3210.4.8 Determine the relationship between mutations and
human genetic disorders.
ISTE Standards:
1. Creativity and Innovation
b. Create original works as a means of personal or group expression

2. Communication and Collaboration
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media

3. Research and Information Fluency
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media

5. Digital Citizenship
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity

6. Technology Operations and Concepts
a. Understand and use technology systems

MATERIALS:
Textbook
Computer
Microsoft PowerPoint
Internet
Technology Integration At the computer, students will create an informational brochure about a
genetic disorder using Microsoft PowerPoint. Students will access the internet to get information or
images that they would like to include in their brochures.

BACKGROUND and RATIONALE:
The key concepts for this lesson are genetic mutations and human genetic disorders.
The critical academic language for this lesson includes the following terms: mutation, missense,
nonsense, insertion, deletion, duplication, frameshift mutation, repeat expansion.
This lesson builds on the previous lesson on genetic mutations. In the previous lesson, the teacher gave
an introduction to and lecture on the topic of genetic mutations. Students were introduced to all types of
mutations and other relevant material in this lesson.
In the subsequent lesson, students will present their informational brochures to their fellow classmates.
Students will teach/learn from each other about several human genetic disorders.
It may be necessary to plan differentiated activities for any students who fall behind and do not
understand the material or for any student who may wish to go further into detail on the topic.

PROCEDURES AND TIMELINE:
Introduction: Yesterday we learned about genetic mutations. We learned that there are several
different types of mutations and also that they can have big effects on organisms, depending on the type
and location of the mutation. However, we didnt talk about any specific genetic disorders. Im sure
that if we all think for a minute or two we can come up with at least one person that we know of who
suffers from a genetic disorder. Maybe your mom has Huntington disease, for example. Wouldnt you
like to know why she suffers from that disorder? What tiny, microscopic mistake in DNA replication
has caused your mother to be affected? How is that disease transmitted; can you get the disorder? What
symptoms does your mom suffer from, or what symptoms may she suffer from in the future? And how
can doctors help her? Are there medications or treatments out there? A lot of people dont think about
these things until it becomes personal. So I want everyone to think about someone you may know and
come up with an idea or two of a disorder you would like to learn about. Then were going to work in
pairs to research some disorders. Each pair is then going to open up Microsoft PowerPoint and create an
informational brochure about the disorder you researched. Tomorrow, each pair is going to present
those brochures to your classmates. You all get a chance to learn about a disorder that may be important
to you personally, and then you get to teach your peers about that disorder.
Procedures:
First 10 minutes- The teacher will give the introduction. Students will brainstorm some disorders that
may interest them. The teacher will pair students based on their interests in the same disorders as
much as is possible.
Next 20 minutes- The students will move to the computers and open the internet. Students will look up
the answers to the following questions that will be listed on a performance think sheet:
What type of genetic mutation causes this disorder?
How is this disorder transmitted among family members?
What are the symptoms of the disorder?
What treatments or medications are available for the disorder?
(Answers to all questions will be filled in on the think sheet before the brochures are made.)
Students will also look up any other information they find relevant or interesting about their
disorder.
Last 30 minutes- The students will open Microsoft PowerPoint and use the program to create
informational brochures. Students will follow the following instructions for getting a brochure template
in PowerPoint:
Click on the Design tab.
Select a theme for the presentation that isnt too flashy.
Click on the slide.
Press Ctrl-A.
Press Delete.
Click on the Insert tab.
Click Table.
Choose a 3x1 table.
Click on the table.
Click Layout.
Enter 7.5 for height and 10 for width.
Click the Home tab.
Click the New Slide drop down.
Select Duplicate selected slides.
Students will then enter text and/or graphics into the three columns to lay out their brochures as they see
will best present the information. Students should save this brochure as well as print a copy to turn in
before the end of class.
Closure: Students will give a copy of their brochure to the teacher as well as their filled out think sheets.
Students will also discuss with their partners how their class presentations will go and who will talk
about which topics. This will allow students to be prepared to present in the subsequent lesson.


ASSESSMENT EVIDENCE:
Student Product Description Students will produce a tri-fold brochure in Microsoft PowerPoint. The
brochure should provide the appropriate information about a chosen genetic disorder. Answers to all
questions listed above should be incorporated. The brochure must also be designed well so that it is
easy to read but is also creative and original.
Rubrics-

Criteria for Participation Grade: Unsatisfactory Satisfactory
Think Sheet Did not find and fill out the answers to
questions on the think sheet.
Located all answers to questions on
the think sheet and filled out the think
sheet.
Computer Work Did not actively participate with
internet research or with creation of
brochure in Microsoft PowerPoint.
Actively participated with internet
research and with creation of brochure
in Microsoft PowerPoint.







Criteria for Brochure Grade: Unsatisfactory Satisfactory
Required information Explanations of answers to required
questions are not all present.
Explanations of answers to required
questions are all present.
Layout The layout/background was not
appealing and detracted from the
information.
The layout/background was appealing
and enhanced the presentation of
information.
Graphics No meaningful graphics were used. At least one meaningful graphic was
used.
Spelling and Grammar There were at least two spelling or
grammar errors in the text on the
brochure.
There were less than two spelling or
grammar errors in the text on the
brochure.