Students will be presented with directions from the teacher regarding what to do. Students will obtain two coins, one marked male, the other marked female. Each coin will have a "dominant" (heads) side and a "recessive" (tails) side. Upon the flip of the coin, characteristics for a "smiley face" graphic will be decided and recorded. Students will be able to present their findings to the class for reflection and discussion. Findings by students encourage the discovery of various genetic combinations of "inherited characteristics."

TA TEKS
Solving Problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems.

a. The student will be able to differentiate between and demonstrate the appropriate use of a variety of graphic tools found in draw and paint applications.

b. The student will be able to integrate two or more productivity tools into a document including, but not limited to, tables, charts and graphics from paint or draw programs.

Students will be given directions from the teacher regarding what to do and how to do it. Students will be directed to open a "Word" document and how to get to the "Draw" toolbar. Depending on the genetic characteristics decided by the flip of the coin, students will draw a "smiley" face," giving it a name, using the productivity tools in Microsoft Word to create a unique character. Students will then be able to present their graphic for demonstration of their skills acquired and for discussion purposes.

Content and Cognitive Goals

1. At the completion of the session, the mentor will be able to:

&Mac183; Use cognitive coaching skills to facilitate teacher thought processes to focus on student objectives, student learning, and student outcomes (Psychomotor-Perception, set, and adaptation).

&Mac183; To create a working relationship with my mentee assuring technology integration in all phases of her lessons designed for her Science class (Cognitive-Application and synthesis).

&Mac183; To gauge my mentee’s attitude, enthusiasm, and desire through growth in incorporating more technology into her classroom (Psychomotor-Generation, Cognitive-Analysis, Synthesis).

2. At the completion of the session, the teacher will be able to:

&Mac183; Apply strategies that meet the needs of the diverse learners in the class. (Cognitive, Affective, Psychomotor)

&Mac183; Design methods to assess students’ understanding of genetics and computer-based productivity tools. (Complex Thinking, Psychomotor)

&Mac183; To improve classroom management strategies while working with a variety of skills of individuals. (Psychomotor, Cognitive)

Learning Connections:

Students in this 8th grade Science class will have received knowledge of genetics prior to this lesson. Based on this knowledge students will then receive direction from the teacher in ways to complete “Genetics with a Smile.” The Microsoft Word “Tools” part of the lesson will required students to know how to open a Word document and save it to a student-named folder located on the server. The tools part of the lesson will be gone over prior to attending the computer lab.

Math connections and Social Studies connections will be made from this lesson. Math will incorporate spreadsheets and Social Studies will teach of the diverse persons in the world and how they interact with one another and their environment.

Potential concepts that may cause confusion in this lesson would be lack of understanding of the terminology used in the content, inability to understand the directions of the work sheet, and unfamiliarity with computer and its software.

Motivation for learning, competitiveness, and attitude toward subject matter could affect the learning of the students.

Learning Activities and/or tasks

Students will begin this lesson using prior knowledge of genetics and the terminology received earlier in the school year. Independently, each student will receive an activity worksheet and two coins to complete the first part of this unit. One coin represents a male coin; the other coin represents a female. Each coin has a heads or dominant side and a tails or a recessive side. Students will flip coins making note of the genotype or phenotype decided for each characteristic on their sheet. Before going to the computer lab, students will have hand drawn a “Smiley Face” in order to have some working knowledge of how their head/face will look. This sheet must be completed prior to attending the computer lab.

Students ready to create their face will work independently at the computers. Each student will open a Word Document and learn how to save it on the server in their folder. Students will use the draw tools in Word to create teacher-designed shapes for their faces. After the students have completed drawing their faces, students will print the faces in black and white. Each student will then have the opportunity to either color in their faces at school or at home, as long as they are completed the next day.

This lesson was challenging in that students had to re-create a face from the genes of their random choosing. Students were to demonstrate this understanding of randomness by using their activity worksheet and the various tools available to them by creating a face to match the dominant/recessive gene code.

Blooms’ Taxonomy
This lesson is written in such a way as to ask students to work beyond the knowledge and comprehension levels of Bloom’s taxonomy in that students were able to use their own imagination in other creative ways while designing this face. Straight hair meant many different things to many different students. Skin color, hair bow color, etc. were chosen by each student in a way to compliment the already designed face.

Accessibility and Diverse Learners

Screen magnifiers, larger pictures to color, and peer tutoring can assist those students with physical and learning disabilities.

The collaboration that was made with campus personnel and assistive-technology was made in the IEPs of the students.

Teaching/Instructional Strategies

Instructional group management strategies, personnel involved with diverse learners, and team group strategies involved on campus and within the district. Technology is used in this lesson as a tool to create a face. Using the draw tools is needed. Peer tutoring and the ability of the student to view magnify the screen graphics is essential for success.

Mentor created work samples

Students who will work independently from one another will create a “smiley” face. This face does relate directly to the lesson and goals of this lesson.

Technology Connections
Students will use Microsoft Word Tools to complete the second portion of this lesson. A printer is available in the room. Paper and ink are provided.

Colored markers will also be provided for the students in the computer lab.

Technology Management Strategy

Students will begin this lesson in the classroom. On the second day students will move to the computer lab to complete the second part. All students will work independently.

After students have completed drawing their smiley faces, students will print their face in black and white. A separate area will be designated as the “color” area. Students will begin coloring their faces while others are still working on the computers. There are 30 computers in the computer lab, enough to accommodate every student. Students are only given 50 minutes to complete the lesson. Those who are unable to complete the lesson during school will be allowed to take their printed photo home to complete the coloring there and then to bring back the next day.

Peer tutoring can be given to students who are unable to understand and demonstrate the computer and content portions of this lesson.

Materials
Microsoft Word Tools and a printer are the technology tools needed for this class. Two pennies, a teacher-designed worksheet/instructions, and markers are needed to complete the other portion of this lesson. There is no need for assistive technology for this class.

Assessment
The teacher will know if the students have achieved the content/cognitive goals of this lesson by how closely their smiley face matches the activity sheet containing the dominant and recessive genes that were randomly chosen.

The students will know if they achieved the goals of the lesson by how closely they matched the activity sheet containing the dominant and recessive genes that were randomly chosen.

A teacher-designed rubric was given to all students prior to the lesson in order to prepare them for the expectations of their product.

Monitoring students and their involvement with one another, the computer, and themselves was a way of assessing students in their progress.

Students were able to self-assess their products. Assessment of this unit is a one-time thing.

Teacher Reflection
Natascha Cox was very pleased with the outcome of this lesson. Students were engaged, involved, and motivated to complete the goals set before them. She had one improvement goal and that was to help some students stay motivated and interested in staying involved in learning.

Teacher's Signature

Mentor's Signature