CEP Lesson Plan Form

Teacher: Sarah Groenwald

School:
Genetics

FCHS

Date: 4/13/16
Grade Level: 11-12

Content Area:

Title: Chromosomes
#:_1_ of _2_

Lesson

Content Standard(s) addressed by this lesson:

(HS-LS3-1)- Each chromosome consists of a single very long DNA molecule, and each gene on the
chromosome is a particular segment of that DNA. The instructions for forming species characteristics are
carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed)
by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA
are involved in regulatory or structural functions, and some have no as-yet known function.
(HS-LS3-2)- In sexual reproduction, chromosomes can sometimes swap sections during the process of
meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation.
Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in
mutations, which are also a source of genetic variation. Environmental factors can also cause mutations
in genes, and viable mutations are inherited.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)
How do chromosal mutations differ from DNA mutations? How do they produce
genetic variation? How can we map a chromosome and describe chromosomal
mutations?
Concepts and skills students master: (Understandings, Big Ideas, Unit
objectives)
Use of drawings to model that which we cannot see with
the naked eye
Chromosome structure helps us identify mutations and unerstand diseases
Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)
Every student will be able to:
Diagram 4 different types of chromosomes, identify their parts, and demonstrate
translocation
Explain what 22q11.2 means (chromosome, arm, location)
Distinguish between heterochromatin and euchromatin

Colorado State University College of Health and Human Sciences

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CEP Lesson Plan Form

Assessment of Evidence Outcomes: (How will you assess the selected lesson
objectives (general explanation, you will go into more detail at the end of the lesson
plan)
Students will turn in labelled drawing of different types of chromosomes.

Planned Lesson Activities

Activity Name
Approx. Time
Anticipatory Set

Chromosome Drawing
40 min
Talk about chromosome disease 22q11.2 and what it means; ask students who
what it means and what symptoms are; tie this to importance of chromosome st

Teaching/
Presentation:

Includes: Input, Modeling and Checking for Understanding

1. Input: Explain terms and chromosome structure via powerpoint (dir
2. Modeling: Go through the location of 22q11.2 (chromosome, arm, l
3. Checking for Understanding: chromosome drawing and labelling
4. Questioning Strategies: Review previous days material. Use studen
studied 22q11.2
Apply knowledge of terms to diagram, and synthesize different diagrams a
one diagram.

(Select the most

appropriate teaching
model.)
-direct instruction
-presentation
model
-concept teaching
-cooperative
learning
-inquiry
Teaching Strategy:
Guided Practice
&
Differentiation

Chromosome diagrams; students will use diagrams from books to generate their
of the 4 different types of chromosomes, labelling parts and demonstrating trans
This is self-paced

Closure

at end of class, bring students together and ask about the differenc
heterochromatin and euchromatin, and to discuss what translocation sh
(talk with a partner)
Class set of textbooks, paper, colored pencils powerpoint/computer/smartboard
Work is self-paced. Certain students will need me to check in because they tend
struggle with following directions and/or content. Students who finish early can
upcomiung test.

Materials
Accommodations
&
Modifications
Assessment

Completion of chromosome drawing containging 4 different types of chromosom

p/q arm, centrosomes, heterochromatin, euchromatin, telomeres, and shows tra
(demonstrates the difference between translocation and crossing over).

Colorado State University College of Health and Human Sciences

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
Based on the drawings that I saw, the majority of students got the idea.
Many people struggled with the idea of translocation, especially recognizing
that it occurs between non-homologous chromosomes.
2. What changes, omissions, or additions to the lesson
would you make if you were to teach again?
This lesson was primarily designed by my cooperating teacher. I felt like I
could have done a better job explaining all of the terms if Id designed the
lesson myself. I also would not have had them use the book diagrams for
students to base things off of. They are advanced students and most of them
could stand to be challenged further. Several students who struggle could
still use the book diagrams. This would provide more distinct differentiation. I
would also focus more on the diferences between translocation and crossing
over initially, reducing my need to answer questions during the activity.
3. What do you envision for the next lesson? (Continued
practice, reteach content, etc.)
Next lesson, we would talk about translocation again, probably tying it to
chromosomal diseases. Beyond that, we coulc move on to sorting
chromosomes into a karyotype based on similarities in heterochromatin
patterns and chromosome shapes, essentially applying chromosme structure
further.

Colorado State University College of Health and Human Sciences

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CEP Lesson Plan Form

Direct Instruction
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.
Demonstrate or list
the task analysis of
the skill or procedure
(i.e., define precisely
what the learners
need to do)
Describe or
demonstrate your
modeling of the skill
or procedure.
Describe or
demonstrate guided
practice including the
second (or third)
example and then
address your method
to check for
understanding (i.e.,
how you assess
student learning
before moving to the
next stage). Include
examples of
feedback you provide
for correct and
incorrect student
responses.
Describe or
demonstrate your
method of
independent
practice.

Presentation
Model
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.

Concept Teaching

Describe or
demonstrate an
advance organizer.

Describe or
demonstrate all of
the critical attributes
of the concept,
identify the class or
category to which the
concept belongs.

Describe, picture or
demonstrate learning
materials and
activities specific to
the options of this
model (e.g.,
explaining links and
examples; ruleexample-rule;
signposts and
transitions). Two or
more of the teaching
and learning
activities are rich and
engaging.
Describe, list or
demonstrate one or
more questions, or a
discussion structure
you provide to
extend your
students thinking on
the content.
Describe or
demonstrate how
your students
demonstrate their
learning. Address
assessment methods

Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.

Describe or
demonstrate a clear
progression of
examples and nonexamples; deduction
is illustrated through
the early definition of
the concept;
induction is
illustrated through
definition of the
concept late in the
activities.
Describe or
demonstrate the
assessment
processes you use to
test for acquisition of
the concept at key
points during the
presentation of
examples and nonexamples.
Describe, list or
demonstrate one or

Colorado State University College of Health and Human Sciences

Cooperative
Learning
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.
Describe or
demonstrate the
assessment methods
you use to determine
the academic
progress of EACH
student in the class
(i.e., make each
student individually
accountable) and
how you assess the
social and/or
interpersonal skills
identified for
acquisition or
practice during the
lesson.
Describe or
demonstrate the
grouping
arrangement and
the ways in which
you promote positive
interdependence
between group
members.
Describe or
demonstrate the
instructional
materials and
resources; address
resource
interdependence as
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CEP Lesson Plan Form

Two or more of the
teaching and learning
activities during
guided and
independent practice
are rich and
engaging.
Describe or
demonstrate how
your students
demonstrate their
learning after
instruction (e.g., a
quiz, ticket-to-leave,
etc.).

during instruction
(i.e., checking for
understanding), and
after instruction (e.g.,
a quiz, ticket-toleave, etc.).

more questions, or a
discussion structure
you provide to
extend your
students thinking on
the concept.
Two or more of the
teaching and learning
activities are rich and
engaging.
Describe or
demonstrate how
your students
demonstrate their
learning after
instruction (e.g.,
students summarize
their definition of the
concept orally or in
writing, etc.).

necessary.
Describe or
demonstrate your
directions for group
formation,
rearranging furniture
(If necessary) and
how
materials/resources
are distributed.
Describe or
demonstrate the
expectations for
demonstration of
interpersonal and
small group skills
Two or more of the
teaching and learning
activities are rich and
engaging.
Describe or
demonstrate your
method to check for
understanding (i.e.,
a description of how
you will assess
student learning
academically and
socially) as you
circulate among the
groups as well as the
feedback you
provide.

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Colorado State University College of Health and Human Sciences

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CEP Lesson Plan Form

Colorado State University College of Health and Human Sciences

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