Teacher Candidate:

Ryan Fessette

Unit Topic:

Genetics

Essential Question(s):What determines the way that you look and why do you have features that very often resemble your parents or siblings features? Lesson Number: One Approximate Time: Four 40 minute class periods Objectives
(Label Blooms)

State Standards
(performance indicators, key ideas, strands, etc.)

Acceptable Evidence and Type of Assessment 1. Bell Ringer drawing turned in for teacher evaluation (Formative).

CCR 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

1. Students will be able to define heredity and recognize different steps involved in passing on genetic material (meiosis).

Reading Standards for Literacy in Science and Technical Subjects 612. 5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

2. Students will be able to identify terms like dominant/recessive traits, homozygous/heterozygous, genotype, and phenotype, while examining how these terms function in heredity and gene expression.

2. Students will complete Punnett Square exercises and Dragon simulation to understand how these concepts function in gene expression (Summative). 2. Graded handouts completed in class or at home (Summative).

CCR 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas

3. Students will be able to comprehend the end products of this division, where it happens and why this is important to occur.

3. When students see the end products of the different types of cell division, they are able to identify the type of cell division that the cell has undergone (Formative).

Reading Standards for Literacy in Science and Technical Subjects 612. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

4. Students will be able to discover the sources to genetic variation and determine why this variation is essential to individuals and populations.

4. Students will discuss in groups the advantages/disadvantages of variation and then share with the class their thoughts in a teacher mediated discussion forum (Formative). 4. Quick write on discussion topic to be collected by instructor for evaluation (formative).

Teacher Candidate: Lesson Plan Template

Ryan Fessette

Date: November 2nd, 2011

Unit Title: Genetics Subject: Living Environment Grade Level: 10th Essential Question(s): What determines the way that you look and why do you have features that very often resemble your parents or siblings features? (*****You may not use every box everyday during field experience.) Lesson Title/Number State Standards and Performance Indicators

#1 - Introduction to Genetics with Mitosis and Meiosis

Performance Indicator 2.1 - Explain how the structure and replication of genetic material result in offspring that resemble their parents. 2.1a Genes are inherited, but their expression can be modified by interactions with the environment. 2.1b Every organism requires a set of coded instructions for specifying its traits. For offspring to resemble their parents, there must be a reliable way to transfer information from one generation to the next. Heredity is the passage of these instructions from one generation to another. 2.1c - Hereditary information is contained in genes, located in the chromosomes of each cell. An inherited trait of an individual can be determined by one or by many genes, and a single gene can influence more than one trait. A human cell contains many thousands of different genes in its nucleus. 2.1d - In asexually reproducing organisms, all the genes come from a single parent. Asexually produced offspring are normally genetically identical to the parent. 2.1e - In sexually reproducing organisms, the new individual receives half of the genetic information from its mother (via the egg) and half from its father (via the sperm). Sexually produced offspring often resemble, but are not identical to, either of their parents.

Lesson Objectives (Blooms Taxonomy)

1. Students will be able to define heredity and recognize different steps involved in passing on genetic material (meiosis). 2. Students will be able to comprehend the end products of this division, where it happens and why this is important to occur. 3. Students will be able to identify terms like dominant/recessive traits, homozygous/heterozygous, genotype, and phenotype, while examining how these terms function in heredity and gene expression. 4. Students will be able to discover the sources to genetic variation and determine why this variation is essential to individuals and populations. 1. Bell Ringer drawing turned in for teacher evaluation. 2. Graded handouts completed in class or at home. 2. Students will complete Punnett Square exercises and Dragon simulation to understand how these concepts function in gene expression. 3. When students see the end products of the different types of cell division, they are able to identify the type of cell division that the cell has undergone through questioning. 4. Students will discuss in groups the advantages/disadvantages of variation and then share with the class their thoughts in a teacher mediated discussion forum. 4. Quick write on discussion topic to be collected by instructor for evaluation.

Acceptable Evidence
*Could be collected for accountability/auditing purposes.

Bell Ringer and Prior Knowledge Tap

This can be together or separate. Also may be called: set induction, anticipatory set, introduction/review

Day 1: 10 minutes - Students will engage in an instructor controlled forum discussion to ascertain current understandings of the terms: heredity, inheritance, genetics, DNA, cloning, and mutations. Day 2: 5 minutes Bell ringer will be written on the board prior to class, asking students describe their understanding of mitosis and meiosis. Day 3: 10 minutes Bell ringer written on board prior to class asking students to draw and label one phase of cell division. 5 minutes allotted for drawings and an additional 5 minutes of collaboration time with neighbors. Day 4: 10 minutes Draw a compare and contrast chart between the process of mitosis and meiosis.

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Procedure Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

Day 1: 10 minutes Introduction to genetics in an instructor controlled forum discussion to ascertain current understandings of the terms: heredity, inheritance, genetics, DNA, cloning, and mutations. This forum will focus on providing students with a basic knowledge base and for the instructor to have a better grasp of students current understandings of genetics. 10 minutes Direct instruction lesson using smartboard or powerpoint slides with guided notes (visual/auditory). What is genetics? Role of genetics in heredity. What are genes and their connection to traits relating to genotype and phenotype? Use examples to relate traits to specific personal attributes (ex. genes code for traits like hair color or eye color.) The instructor will engage students in a direct instruction component to give students a general knowledge about heredity. This instruction will utilize questioning of students to better understand their comprehension of the material (CFU). 15 minutes Students will work in pairs to complete a worksheet involving basic genetic terminology, concepts, and practice. This worksheet will be completed in class and will be graded as a homework assignment. Students will be grouped using famous biology pairs and a group of three can be accounted for by using a famous triplet, if needed (kinesthetic). The instructor will circulate the room during this time asking for clarification on topics and supplying correctives (CFU). 5 minutes Students will be asked to think about how differing traits can be selected from generation to generation (auditory). These five minutes will be used as closure for the lesson, touching upon key ideas from the worksheet like alleles, traits, genotype, phenotype, dominant, and recessive (CFU). Collection of papers as an exit slip, students with an IEP will be permitted to bring handout home for completion if needed. Day 2: 5 minutes Bell ringer will be written on the board prior to class, asking students describe their understanding of mitosis and meiosis. Students will write down these entries on their bell ringer sheets and these sheets will be collected at the end of the

*Accommodations for learning modalities are required. Labelvisual, auditory, and kinesthetic

period to be perused by the instructor as a form of pre-test for the following days class on Mitosis and Meiosis. 15 minutes Direct instruction lesson on dominant/recessive traits, homozygous and heterozygous, genotype, phenotype, and Punnett Square explanation with examples. The instructor will write the terms on the board or using the airliner (kinesthetic) with smartboard and have individual students write down their definitions from their vocabulary sheets. The instructor will then explain the use of Punnett Squares to students, explaining how they are set up and the role of dominant and recessive traits when using them. Examples will be used to allow daring students the opportunity to attempt to complete these examples. 15 minutes Students will work individually to complete Punnett square exercise handout on genetic inheritance (visual). This exercise will better enable student to gain individual experience and practice when setting up and using Punnett squares (RBIS). The instructor will circulate the room questioning specific students and assisting those that are in need of assistance (CFU). 5 minutes Students will be asked to consider how characteristics are passed from parent to offspring (auditory). The instructor will elicit responses from students regarding this question for the remainder of the period as a form of closure (CFU). Students will complete handout as homework due during next class time. Day 3: 10 minutes Bell ringer written on board prior to class asking students to draw and label one phase of cell division. 5 minutes allotted for drawings and an additional 5 minutes of collaboration time with neighbors. 10 minutes Short video clip to identify the processes of Mitosis and Meiosis, using the PBS.org website animation that highlights the important events of Mitosis and Meiosis (visual/auditory). Students will be given a handout that shows the differing stages and must draw the representation of the cell at each stage and the write down key occurrences. Use of the NOVA web flash resource on Mitosis/Meiosis for an additional visual representation of the process and enforcement of inherent differences between processes (visual). 10 minutes Group students by 4 or 5 by counting off and ask

them to discuss the differences between Mitosis and Meiosis, the role of variation in inheritance, and the positive/negative effects this variation can have on an individual and/or population (auditory). The instructor will circulate the classroom to stimulate conversation and to check that each group understands the material in question (CFU). 10 minutes Class discussion instructor will ask students to share some results of their discussions, while writing down points on the board in an attempt summarize group discussions and reinforce student learning (visual/auditory) (CFU) (RBIS). 5 minutes Quick write about how student understandings about asexual and sexual reproduction were enhanced by todays class. How genetic variation can affect individuals and populations. (Students should use information from group discussions and summarized material on the board). Quick write will be collected as students leave class as a form of exit slip. Day 4: 10 minutes Draw a compare and contrast chart between the process of mitosis and meiosis. This may be done in any way students deem useful. Can be completed as simple lists, a Venn diagram, in chart form, ect(visual). 5 minutes Brief instruction on how to complete the Genetics Exercise simulation. Instruction for this exercise will be read aloud for the benefit of all students and to ensure understanding by visual and auditory learners. The instructor will question individual students about what they will be doing in the class today at the conclusion of giving directions (CFU). Students will be grouped into pairs and asked to complete the simulation. 25 minutes Students will work to complete the simulation by the end of the period. The instructor will circle the room to ask questions and answer student concerns. Questions posed to students should require them to investigate and generalize how genes and chromosomes translate to specific phenotypic traits. Also, students should be predicting possible rationales for the accordance of genetic diseases (visual/auditory). Near the end of the period, the instructor will inform students that unfinished handouts will be for homework and to quietly discuss the differences and similarities of their organism with a neighboring group.

Checks for Understanding Label: directions, procedures, routines, and/or content (formative).

Day 1: - Routine use of thumbs up/thumbs down - Procedural hand out of guided notes to be filled out with slideshows. Can be checked for completeness. Day 2: - Routine use of thumbs up/thumbs down - Printing and oral reading of directions to students to benefit auditory and visual learners for all handouts/worksheets. - Teacher Circulation to provide feedback and correctives (informal). Day 3: - Procedural hand out of guided notes to be filled out with slideshows. Can be checked for completeness. - Teacher Circulation to provide feedback and correctives (informal). Day 4: - Questioning students in regard to instructions given. - Printing and oral reading of directions to students to benefit auditory and visual learners for all handouts/worksheets.

Assessment Type and purpose

(sometimes called evaluation)

Day 1: - Worksheet Basic Genetics (Formative). Day 2: - Punnett Square worksheet completed in class (Formative). - Bell ringer diagram of one phase of cell division (Formative). Day 3: - Participation grade for discussion forums (Summative). Day 4: - Dragon simulation exercise to be completed in class or as homework (Summative). Day 1: Students will be asked to think about how differing traits can be selected from generation to generation (auditory). These five minutes will be used as closure for the lesson, touching upon key ideas from the worksheet like alleles, traits, genotype, phenotype, dominant, and recessive (CFU). Collection of papers as an exit slip, students with an IEP will be permitted to bring handout home for completion if needed.

Closure

Day 2: Students will be asked to consider how characteristics are passed from parent to offspring (auditory). The instructor will elicit responses from students regarding this question for the remainder of the period as a form of closure (CFU). Students will complete handout as homework due during next class time. Day 3: Quick write about how student understandings about asexual and sexual reproduction were enhanced by todays class. How genetic variation can affect individuals and populations. (Students should use information from group discussions and summarized material on the board). Quick write will be collected as students leave class as a form of exit slip. Day 4: Near the end of the period, the instructor will inform students that unfinished handouts will be for homework and to quietly discuss the differences and similarities of their organism with a neighboring group.

Accommodations and/or Interactions with Support Staff

Bell ringer for tactile learners Guided notes for visual learners Group discussions for auditory learners. Extended time to complete assignments for students with IEPs.

Resources/Materials

NOVA mitosis/meiosis web resource Colored pencils, pens, pencils, ruled/blank paper Guided notes for presentations Handout/worksheet exercises

Time Required

Four forty minute class periods.