Audrey Woelper

ITEC - 3300
Lesson Idea - Multimedia

Lesson Title Genetic Cinema: Stop Motion Animation of Crossing Over and Nondisjunction
Content Area 9th Grade Honor Biology

Content Standards SB2. Obtain, evaluate, and communicate information to analyze how
genetic information is expressed in cells.
 Construct an argument based on evidence to support the claim that
inheritable genetic variation may result from:
o New genetic combinations through meiosis (crossing over,
nondisjunction).
Technology Standards 1.1 Empowered Learner – students leverage technology to take an active
role in choosing, achieving and demonstrating competency in their
learning goals, informed by the learning sciences.
 1.1a Learning Goals - students articulate and set personal learning
goals, develop strategies leveraging technology to achieve them and
reflect on the learning process itself to improve outcomes.
 1.1b Customize Learning Environments – Students build networks
and customize their learning environments in ways that support the
learning process.
 1.1c Feedback to Improve Practice – students use technology to
seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.
 1.1d Technology Operations – students understand the fundamental
concepts of technology operations; demonstrate the ability to choose,
use and troubleshoot current technologies; and are ale to transfer
their knowledge to explore emerging technologies.
1.2 Digital Citizen – students recognize the rights, responsibilities and
opportunities of living, learning and working in an interconnect digital
world, and they act and model digital citizenship in ways that are safe,
legal and ethical.
 1.2.b Online Behavior – Students engage in positive, safe, legal and
ethical behavior when using technology, including in social
interactions online or when using networked devices.
 1.2.c Intellectual Property – students demonstrate an understanding
of and respect for the rights and obligations of using and sharing
intellectual property.
 1.2.d Digital Privacy – students manage their personal data to
maintain digital privacy and security and are aware of data-collection
technology used to track their navigation online.
1.3 Knowledge Constructor – students critically curate a variety of
resources using digital tools to construct knowledge, produce creative
artifacts and make meaningful learning experiences for themselves and
others.
 1.3.d Explore Real-World Issues – students build knowledge by
actively exploring real-world issues and problems, developing ideas
and theories, and pursuing answers and solutions.
1.4 Innovative Designer – students use a variety of technologies with a
design process to identify and solve problems by creating new, useful or
imaginative solutions.
  1.4.a Design Process – students know and use a deliberate design
process for generating ideas, testing theories, creating innovative
artifacts or solving authentic problems.
 1.4.b Design Constraints – students select and use digital tools to
plan and manage a design process that considers design constraints
and calculated risks.
 1.3.c Prototypes – students develop, test and refine prototypes as
part of a cylical design process.
1.6 Creative Communicator – students communicate clearly and express
themselves creatively for a variety of purposes using the platforms, tools,
styles, formats and digital media appropriate to their goals.
 1.6.a Choose Platforms or Tools - Students choose the appropriate
platforms and tools for meeting their desired objectives of their
creation or communication.
 1.6.b Original and Remixed Works – students create original works or
responsibly repurpose or remix digital resources into new creations.
 1.6.c Models and Visualizations – students communicate complex
ideas clearly and effectively by creating or using a variety of digital
objects such as visualizations, models or simulations.
 1.6.d Customize the Message – students publish or present content
that customizes the message and medium for their intended
audiences.
1.7 Global Collaborator – students use digital tools to broaden their
perspectives and enrich their learning by collaborating with others and
working effectively in teams locally and globally.
 1.7.c Project Teams – students contribute constructively to project
teams, assuming various roles and responsibilities to work effectively
toward a common goal.

Integrated Technology Camera and stop motion software technology

Reference or This lesson was created with the help of ChatGPT.
Supporting Resources

Bloom’s Taxonomy Remembering, Understanding, Applying, Analyzing, Evaluating, Creating.

Levels
Integration Level LoTi Level 6: Refinement

Importance of Students will be creating a stop motion animation to depict crossing over or
Technology nondisjunction during meiosis. Students would not be able to complete the
project without the use to technology, specifically a digital camera and stop
motion software.
Internet Safety and Some possible issues that are relevant to this learning experience are
Student Privacy internet safety, student privacy and copyright compliance. Internet safety
issues could be minimized and alleviate parent and/or administrators
concerns would be to ensure that the project is adhering to district polices on
positing student work and pictures, and ensuring parental consent is acquired
and the administrators have been consulted. Terms of use will be researched,
with particular attention paid to age requirements. Studeny privacy will be
maintained by reminding students to never place personal contact information
on the internet and by ensuring that any and all comments are previewed and
approved by the educator before being posted on the internet. Copyright
compliance can be ensured by educating students on how to find high-quality
royalty free images, sound and video and helping students to create their own
images, or video files.
Universal Design UDL Principle I: Provide Multiple Means of Representation: Activate prior
Rationale knowledge and pre-teaching critical prerequisites, highlight patterns,
critical features, big ideas and relationships. Emphasize key elements
in text, graphics, diagrams, formulas. Chunk information into smaller
elements. Pre-teach vocabulary and symbols especially in ways that
promote connection to the learners experience and prior knowledge.
Principle II: Provide Multiple Means of Expression: Use prompts and scaffold
to estimate effort, difficulty and models or examples of the process
and product of goal setting. Use prompts that embed “stop and think”
before acting. Compose in multimedia. Provide alternatives in the
requirements for rate, timing, amplitude and range of motor action
necessary to interact with instructional materials, physical
manipulatives and technologies. Provide alternatives for physically
interacting with materials.
Principle III: Provide Multiple Means of Engagement: Use differential models,
scaffolds and feedback for managing frustration. Design activities in
which learners get feedback and have access to alternative scaffolds
that support them in understanding their progress. Provide
opportunities for collaboration, peer tutoring and support. Vary the
degree of freedom for acceptable performance. Emphasize process,
effort, improvement in meeting standards. Use cooperative learning
groups with scaffolded roles and responsibilities. Prompt learners on
when and how to ask peers and/or teachers for help. Construct
communities of learners engaged in common interests or activities.
Differentiate the degree of difficulty or complexity within which core
activities can be completed. Provide learners with as much discretion
and autonomy as possible by providing choices in the level of
challenge, type of tools uses, color, design, and lay out. Involve
learners in setting their own personal and academic goals. Design
activities so that outcomes are authentic, communicate to real
audiences and are purposeful. Provide tasks that allow for active
participation, exploration, and experimentation. Invite personal
response, evaluation, and self-reflection to content and activities.
Lesson Idea Students will enter the classroom and complete an opener that is a review of
meiosis. Students will then be told that they will be creating a stop motion
video demonstrating the processes of crossing over and nondisjunction.

Once the stop motion activity has been discussed students will be introduced
to the concept of crossing over. Students will then work in groups of four to
complete the stop motion video demonstrating crossing over. Students will
choose what media they will use to demonstrate the process. After students
are done with the stop motions, they will publish their videos to the class
website.

Once the first stop motion videos are completed the class will move on to a
discussion and introduction of nondisjunction. After the introduction to the
concept of nondisjunction students will work in groups of four to complete the
stop motion video demonstrating nondisjunction. Students will again publish
their videos to the class websites.

Students will be given 25 minutes to complete each stop motion video. During
the independent work on the stop motion videos the teacher will be circulating
around the room to ensure that students receive productive and timely
feedback and that any misconceptions are addressed. The circulation will
also provide the educator with formative assessment.
 Students will then be assigned a group to watch the video and provide
constructive feedback to their peers about their video of crossing over and
nondisjunction. The lesson will be concluded by students completing a closer
to demonstrate that they have succeeded in learning the concepts for the
day. Students will be graded on their videos, their feedback on their peers’
products as well as the closer completed at the end of the lesson.

Design Reflection This lesson allows students to engage with abstract genetic concepts as well
as physically represent crossing over and nondisjunction to deepen
understanding and apply their knowledge to a practical application which
helps students to retain what they have learned. The activity encourages
creativity and collaboration in small groups of their peers which encourages
teamwork and developing communication skills. The stop motion activity also
encourages critical thinking of the sequencing of events during crossing over
and nondisjunction. This allows students to problem-solve to accurately
represent the complex process.

This lesson could be further extended by having students collaborate with

students in other schools and/or districts and provide feedback on those
students stop motion videos. The teacher could also incorporate interactive
quizzing platforms that would add a gaming element to the lesson as well as
providing instant feedback.