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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$: