Culminating Project: Integrating Technology
Anthont Rotella
May 17, 2015
TIP Model
Lesson “Biotechnology Clone Zone”
Focus Group: Average Students- These students are normally motivated to learn
and enjoy exploring new things. They also enjoy learning and using hands-on and
kinesthetic methods. To fully understand new or complex material, these students
will need practice to grasp a concept. This lesson will benefit lower functioning
students because there is hands-on learning and time to practice the new concepts
taught.
Phase 1: Analysis of Learning and Teaching Needs
Determine Relative Advantage: The relative advantage of this lesson is that the
students will be learning about biotechnology through visual displays and on-line
activities. They will also take part in explorations that will clarify concepts and
support problem solving. Students will also work collaboratively with each other on
activities.
Assess the Tech-Pack: For the lesson “Clone Zone”, my content, pedagogical, and
technological knowledge is high. I have also practiced using the resources that the
students will be using (no problems have been found).
Phase 2: Planning and Integration
Objectives and Assessments: Lesson objectives are listed in the Learning Objectives
part of the NTeQ lesson. In addition, it is my expectation that at least 85% of
students will meet or exceed expectations on the unit assessment. The assessment
about biotechnology will take place at the end of the unit, after all concepts have
been taught. For the assessment with this lesson, students will be presenting their
projects while the class will have to answer comprehension questions created by
the presenters.
Integration Strategies: To allow for multiple and distributed intelligences, students
will be using a variety of multiple intelligences as they go through the activities.
Throughout the lesson, they will use the following intelligences: linguistic, logicalmathematical, spatial, and bodily-kinesthetic. Students will also take part in creative
problem solving and metacognition.
Instructional Environment: This lesson and activity will take place in the classroom.
At times, students may go outside or in the hall to film as needed. Students will also
work at their desks while using a laptop computer, both independently and in
collaborative small groups.
Phase 3: Post-Instruction Analysis and Revisions
Analyze Results: The lesson will be analyzed once it is taught. While analyzing the
lesson, I will be reviewing what worked well and the next steps needed for
improvement.
Make revisions: The lesson will be revised to make any needed adjustments based
on analyze results.
NTeQ Lesson Plan
Biotechnology The Clone Zone
Anthony Rotella
SUBJECT AREA: SCIENCE
GRADE LEVEL: 8
LESSON SUMMARY
The purpose of this lesson is to have students learn all about biotechnology. By the
end of this unit, students will know key terms associated with biotechnology and
decide if they are for or against cloning. Students will understand and describe why
biotechnology had advantages and disadvantages. The students will utilize the
Internet to watch videos about cloning. Students will utilize the computer to do
research on claims they have found and format edit and create a multi media
presentation of their choice. Lastly, students will complete an on-line exploration
activity followed up by constructed response question.
________________________________________________________________________LEARNING
OBJECTIVES
By the end of this lesson, the students will:
 Watch a video about resurrecting the Wolly Mammoth
 https://www.youtube.com/watch?v=xmlpSOHc5A4
 Watch a video clip explaining the basics of cloning
https://www.youtube.com/watch?v=q0B9Bn1WW_4
 Take part in a collaborative exploration activity:
http://learn.genetics.utah.edu/content/cloning/
 Create a constructed response question about the basics of cloning: Submit to
teacher through Google docs. arotella@harnettstudents.org
STANDARDS
8.L.2.1 - Biotechnology (What it is, careers, economic benefit to NC,
ethical issues, uses/implications)
● Many industries are finding uses for the new tools provided by
biotechnology
● Biotechnology is not just one technology, but many. Biotechnology is
a toolbox filled with many different kinds of living cells and their component
molecules, and different ways to use them.
_________________________________________________________________________________________________
MATERIALS
*Laptop computers that have Internet accessibility with Imovie app
*Reference material on cloning
COMPUTER FUNCTIONS AND DATA MANIPULATION
Computer Function
 Video Clips
Computer Application
 YouTube
 Interactive
 University of Utah
website
Learn Genetics
Data Manipulation
 Watch 2 video clips on cloning
 Create a multimedia newscast or PSA on cloning
Interactive,
 Constructed
Response

 Answer constructed response created by
classmates
SPECIFY PROBLEM:
Pretend you are a politician on the bioethics board to determine if cloning
should be allowed to take place you must investigate and report on the
benefits and possible problems associated with cloning.
RESULTS PRESENTATION
Students share their findings with the class. While presenting, students will identify,
describe pros and cons associated with cloning and explain why it is a continuous
debate on to clone or not to clone. These are all pieces of information they will have
learned from completing the online activities.
COMPUTER ACTIVITIES:
Students will watch two online videos about cloning.
Students will participate in an interactive online activity where they will learn how
to clone a mouse.
Students will answer their constructed response question and submit to teacher on
Google docs.
Activities to be completed prior to students going onto their computer:
Teacher will model how to complete the interactive online activity to help with
understanding how cloning works.
Teacher will have an informal debate with the class to bring out pros and cons of
cloning.
Activities to be completed after going to the computer/Supporting Activities:
Class will be divided up into those who supported cloning and those who opposed
cloning and a formal debate will take place for one whole class period.
ASSESSMENT:
*Students will complete an online quiz on the water cycle.
Objective or
Performance
1.
Students
will
complete a
constructed
response
question on
cloning.
Beginning
1
Task not completed
with successful
results. Received a
score of 3/12 or
lower.
Developing
2
Task is generally
complete, with a
few minor flaws.
Received a score
of 4/12-6/12.
Accomplished
3
Successfully
completes task.
Received a score
of 7/12-10/12.
Exemplary
4
Successfully
completes task
and receives a
score of 11/1212/12.
Score