Lesson Planning Template

Isaac Steffes Lesson Title:____ Genetics and Inheritance_ _ Grade:__6__

Goals or Objectives: Students will understand what genetics and inheritance are. Students will be able to explain the difference between an atom, molecule, element, and compound. Students will be able to describe what a cell, and now about different parts of it . Student will be able understand what traits are. Students will able to explain !"#, $"#, and proteins. Students will be able to state what a mutation is, and now that the% can be beneficial or harmful. Students will be able to describe the difference between sexual and asexual reproduction. Students will be able to answer &uestions about technologies that ha'e changed the wa% humans influence the inheritance of desired traits in organisms. Students will be able to draw and sol'e a basic punnet s&uare. The purpose of the acti'ities is for students to be able to gain a better understanding of genetics and inheritance. Grade Level Guide: Content Standards (ontent (urriculum )ocal *oints (ommon (ore State Interdisciplinar% (onnections +"GSS, Standards -S.LS/.0. 1se argument based $ST.6.6./ (ite specific "o connections on empirical e'idence and textual e'idence to support scientific reasoning to support an anal%sis of science and explanation for how technical texts. characteristic animal beha'iors $ST.6.6.5 !etermine the and speciali2ed plant structures central ideas or conclusions affect the probabilit% of of a text7 pro'ide an accurate successful reproduction of summar% of the text distinct animals and plants respecti'el%. from prior nowledge or -S.LS/.3. (onstruct a scientific opinions. explanation based on e'idence $ST.6.6.0 !etermine the for how en'ironmental and meaning of s%mbols, e% genetic factors influence the terms, and other domain. growth of organisms. specific words and phrases as -S.LS4./. !e'elop and use a the% are used in a specific model to describe wh% structural scientific or technical context changes to genes +mutations, rele'ant to grades 6.6 texts located on chromosomes ma% and topics. affect proteins and ma% result in $ST.6.6.8 Integrate harmful, beneficial, or neutral &uantitati'e or technical effects to the structure and information expressed in function of the organism. words in a text with a 'ersion -S.LS4.5. !e'elop and use a of that information expressed

model to describe wh% asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic 'ariation. -S.LS0.3. Gather and s%nthesi2e information about the technologies that ha'e changed the wa% humans influence the inheritance of desired traits in organisms.

'isuall% +e.g., in a flowchart, diagram, graph, or table,. $I.6.6 Trace and e'aluate the argument and specific claims in a text, distinguishing claims that are supported b% reasons and e'idence from claims that are not. 9:ST.6.6.5 9rite informati'e;explanator% texts to examine a topic and con'e% ideas, concepts, and information through the selection, organi2ation, and anal%sis of rele'ant content. 9:ST.6.6.6 Gather rele'ant information from multiple print and digital sources7 asses the credibilit% of each source7 and &uote or paraphrase the data and conclusions of others while a'oiding plagiarism and pro'iding basic bibliographic information for sources. 9:ST.6.6.< !raw e'idence from informational texts to support anal%sis, reflection, and research. SL.6.3 Include multimedia components and 'isual displa%s in presentations to clarif% claims and findings and emphasi2e salient points.

Academic Language: Genetics, Inheritance, (ell, *rotein, #tom, -olecule, =lement, (ompound, >rganelle, (%toplasm, $ibosomes, (hromosome, Genes, -itochondria, #mino #cids, Trait, !"#, $"#, !ouble.:elix, -utation, #sexual $eproduction, Sexual $eproduction, *unnet S&uare, Genot%pe, *henot%pe Students Needs: Students should ha'e a basic understanding of the genetics. The% should ha'e a general understanding that traits are passed down in their famil%. =nglish Language Learners Special "eeds +can be a group such as ?struggling readers@ or indi'iduals,

=nglish Language Learners will greatl% benefit from the pictures that I ha'e included to go along with the material that will be learned in this class session. The tactile learning from the acti'ities will also help the =nglish language learner. If the person that is learning is ha'ing difficulties I will pro'ide a papers for them that are in the language that best suits their needs. I can also pro'ide captions for the 'ideo clip that I show if I it is a'ailable.

If a student has difficulties understanding and reading the material presented in class, then I will pair students with them to help them learn to the best of their abilities. I will also ma e sure the% are sta%ing on tas and understanding what I am teaching to the class. If students ha'e #!:!, then the acti'ities in class will help them to use their extra energ% in an educational wa%.

Materials: Lab aprons, protecti'e glasses, licorice, toothpic s, marshmallow minis, mar ers. Aideo clip, 'ocabular% sheet, and *re2i. Language unction: Students will be &uestioned about genetics. This lesson will be an in&uir% about genetics. I will facilitate the studentBs learning b% as ing them &uestions, such as, ?(an an%one thin of another trait not in the acti'it%C@ ?(an an%one thin of another trait not in the acti'it%C@ ?!oes an%one now what this molecule isC Is this an element or a compoundC@ Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize Lesson Plan !e"ore: I will introduce this acti'it% b% sa%ing that ?we will be learning about genetics toda%. 9e will do fun acti'ities toda% that will gi'e us a deeper understanding of 'arious elements of genetics and inheritance.@ #uring: I expect the students to pa% attention in class and to be engaged in the acti'ities. I also expect the students to answer the &uestions that are as ed in class to the best of their abilities so that the% ma% gain a deeper understanding of genetics and inheritance. I will ma e sure each child is help accountable b% grouping the students for the acti'ities so that the% are acti'el% engaged and learning. I will as the students to ma e obser'ations during the experiments. If students finish earl% I will ma e sure that the% are helping their classmates if the% need it, otherwise I will ma e sure that the% read ahead. I will re &uestion students in the class if the% do not full% understand the material. A"ter: I will as the class man% &uestions about what we are learning so that I ma e sure the% are following along, and so that the% ma% gain a deeper understanding of the material. Some &uestions that I will as include: I will as the class &uestions, and if the% are not sure on the answer I will ha'e them as one of their classmates for assistance.

Assessment: I will determine who nows which obDecti'es b% seeing how the% respond to the &uestions that I as them, and from the sheets that I gi'e them during the class period. I will also test the students later on so I now how well the% understand the information. T%pe of assessment +formal or informal, !escription of assessment -odifications to the assessment so that all students could demonstrate learning Students should be able to do the acti'ities because the% are wor ing together on them with a partner. The% can as &uestions about the acti'it% if the% are ha'ing trouble. I thin that the students should do the &uestion sheet and acti'ities. If a student is ha'ing difficulties I will help them. ='aluation (riteria. 9hat e'idence of student learning +related to the learning obDecti'es and central focus, does the assessment pro'ideC Students should be able to show that the% understand genetics, inheritance, The assessment gi'es the students the opportunit% to their nowledge about . The% will be able to connect the assessments performed to their understanding of the world.

Informal. Group experiments, &uestion sheet, and notes sheet.

Students must fill in the 'ocabular% sheet as the material is being presented and &uestioned to the class. StudentBs will wor in groups of two to perform the acti'ities.

$esources: http:;;www.nextgenscience.org;msls.gdro.growth.de'elopment.reproduction.organisms http:;;www.nclar .net;traitsin'entor%.pdf http:;;www.li'escience.com;48508.dna.html http:;;learn.genetics.utah.edu;content;inheritance;traits; http:;;teach.genetics.utah.edu;content;begin;traits;traitsbingo.pdf http:;;www.bifidosoft.com;en;tutorials;genetics;what.is.punnett.s&uare.practice.and.examples.html http:;;www.google.com;urlCsaEtFrctEDF&EFesrcEsFsourceEwebFcdE/F'edEG((HH)D##FurlEhttp I4#I5)I5)www.einstruction.comI5)filesI5)defaultI5)filesI5)downloadsI5)6. 6_*unnett_S&.pptFeiEmJ0J10S>!8ThG#:6GoGw(gFusgE#)HD("=K5(%n3$:'rpox"b=1Ge_8 0!6LgFb'mEb'.6/34356G,d.dmH http:;;sciencepar .etacude.com;chemistr%;basic/.php http:;;www.agscientific.com;cell.biolog%;amino.acid.html https:;;www.google.com;searchC&EproteinFieEutf.6FoeEutf.6Fa&EtFrlsEorg.mo2illa:en. 1S:officialFclientEfirefox. aFchannelEfflbMchannelEfflbF&EwhatNdoNproteinsNdoFrlsEorg.mo2illa:en.1S:official http:;;www.biolog%Dunction.com;cell_functions.htm https:;;www.google.com;M&EchromosomeNdefinition http:;;www.thefreedictionar%.com;gene http:;;www.diffen.com;difference;(ompound_'s_=lement https:;;www.google.com;M&EmutationsNdefinition

http:;;www.nextgenscience.org;sites;ngss;files;-SI5GG!$>I5G3.50./4withI5Gfooter.pdf Anal%&ing Teac'ing: To be completed after the lesson has been taught 9hat wor edC 9hat didnOtC )or whomC #dDustments
9hat instructional changes do %ou need to ma e as %ou prepare for %our next lessonC

*roposed (hanges
If %ou could teach this lesson again to this group of students what changes would %ou ma e to %our instructionC

Whole class: Groups of students: Individual students:

Pustification
9h% will these changes impro'e student learningC 9hat research;theor% supports these changesC