Wall Wisher: Genetics & MendelLesson Plan

Instructional Goal:

Students will activate prior knowledge of genetics and heredity.

Students will create a classroom resource for learning about genetics.

Students will demonstrate mastery of unit terms and concepts.

Instructional Objectives:

Technology Objectives:

1. Students will use Google search engines to find and share resources.

2. Using WallWisher, students will:• create a sticky.• embed a link.• embed a video.• embed audio.• manipulate sticky notes.

Content Objectives:

Students will:

1. Search for information about genetics and Mendel.

2. Match definitions with appropriate terms • Allele• Phenotype• Genotype• Heterozygous• homozygous

3. Match examples of images, audio, or videos to illustrate definitions.

Materials:

Access to the InternetWallWisher Rubric & ChecklistMatching answer sheets

WallWisher for matchingOptional: projector and screen

Procedure:

Activity 1

1. Create a class wall that is open for everyone to see and add to. Introduce class to WallWisher and demonstrated how to add a sticky, embed links, move, and delete.

2. Ask students to find one interesting piece of information to share about genetics or Mendel. Each student should post a minimum of two stickies, one of which must be a link, audio, or video.

3. Review Internet search guidelines as needed, and evaluate students’ ease with WallWisher.

4. After all students have posted their stickies, ask students to informally evaluate the information that has been gathered and shared.

Activity 2

1. Revisit the wall.

2. Ask students to use the wall as a forum. Students should post questions and answer their classmates’ questions, in turn.

3. Discuss expectations for grammar and decorum with class.

Activity 3

1. Create a new wall that is public, but not open for comments.

2. Create stickies with terms, definitions, illustrations and examples.

3. Ask students to drag and drop stickies to match terms and definitions and to organize illustrations / examples according to the term and / or definition they match.

4. Spot check answers to gauge student comprehension.

For students with IEPs:

• Modifications: require fewer stickies; allow students to work in pairs; provide paper stickies, tape recorders, or other devices for students to create questions and answer; provide a physical matching game for students to replace the virtual matching.

• Adaptations: allow extra development time outside of class; make technology cheat sheets or tutorial videos available; schedule one-on-one

time to work on technology skills; group students with classmates who can help accomplish the tasks.

For students with ILPs:

• Modifications: require fewer stickies; allow students to work in pairs; provide paper stickies, tape recorders, or other devices for students to create questions and answer; provide a physical matching game for students to replace the virtual matching; allow responses in L1.

• Adaptations: Provide the assignment’s directions in L1; allow extra development time outside of class; make technology cheat sheets or tutorial videos available in L1 / L2; schedule one-on-one time to work on technology skills; group students with classmates who can help accomplish the tasks.

Extension activities:

Create a wall for a specific topic (i.e., biography of Mendel, current research in genetics)Embed the wall in the class wiki / electronic portfolio

Time:Activity 130-45 minutes

Activity 210-20 minutes outside class

Activity 310-20 minutes

Assessment:

• Use rubric to assess students’ ability to use Wallwisher.

• Use checklist to verify that students are completing tasks as requested.

• Provide “answer sheets” that students can check to verify that their answers are correct or spot check students’ answers.