8th Grade Science Lesson Plan: Reproduction & Heredity

GREENWOOD-LEFLORE CONSOLIDATED SCHOOL DISTRICT

CATCH the 20 / 20 VISION!

2019 – 2020 Lesson Plan (EDI-7-12)

Teacher:

Hemphill/Beamon

Course:

8 th Grade Science

Date:

Monday, November 4, 2019

Unit / Lesson:

Reproduction & Heredity

Learning Objective: CFU & Relevance/Importance

L.8.2B.4: Debate the ethics of artificial selection (selective breeding, genetic engineering) and the societal impacts of humans changing the inheritance of desired traits in organisms.

L.8.2C.2: Construct scientific arguments from evidence to support claims about the potentially harmful, beneficial, or neutral effects

of genetic mutations on organisms.

Unpacked Objectives/Skills: (I can……)

-

Define artificial selection.

-

Identify pros and cons related to artificial selection process.

-

Examine selective breeding process in domestic organisms (e.g. dogs, cats, roses).

Academic Vocabulary:

Artificial Selection

Selective Breeding

Genetic Engineering

Traits

Mutations

Activating Prior

Knowledge

Concept & Skill

Development

Guided Practice

(Teacher Monitoring

& Assistance)

Describe how the teacher will connect objective to prior knowledge.

The teacher will use the “Do Now” to re-visit the concept of mitosis.

Do NOW: TSW complete the “Fact or Fiction” quiz (via Plickers or

Canvas)

Check for Understanding:

Non-volunteers will be selected to analyze the question using the rubies process.

“I Do” (

Describe strategies/activities the teacher will use to Explain, Model, and

Demonstrate concepts/skills.)

TTW show students the narrated slide show Artificial vs. Natural Selection from the Genetic Science Learning Center: Learn. Genetics site. https://learn.genetics.utah.edu/content/evolution/artificialnatural/

Check for Understanding: After viewing video, TSW pair share responses to the following questions:

-

What are the benefits to artificial selection?

-

Can you identify any potential negative impacts?

“WE Do/You Do”

Describe activities the students will use to practice concept/skill with the teacher

.

TT & TSW will discuss the fact and fiction quiz after reading and

discussing The Domestication History of Dogs article.

Check for Understanding: Q & A

Active Closure

Independent

Practice

Describe how the teacher will wrap-up direct instruction and check for understanding before students practice independently?

TTW reiterate the day’s objective.

“You Do”

Describe activities the students will use to practice concept/skill independently.

TSW group up in to 4 & complete the activity described in Strategy #2 of

TKG C3D Document.

Assignment: Students will be asked to research and create a list of organisms whose genetics have been influenced using selective breeding

Check for Understanding: Teacher will assist as needed to approve or disapprove chosen topics.

Lesson Summary At the end of the day’s lesson, how will students demonstrate they understand the concept and learned the skill?

TSW complete a short Quick Write on how the domestication of dogs is a form of selective breeding.

Formative Assessments: Observation, Q & A, Quick Write

Summative Assessment: None

MS Practice Test Items Used: (

High School & Middle School Only)

(PT. #_) Items: ________, _________, _______,

Materials:

Chromebooks/iPads

Article

Resources:

Promethean Board

TKG C3D Document

Tier Students:

Inclusion: N. Williams (4

T. Hill (4 th

Johnson (6

), J. Taylor (4 th ), J. Hall (4

McGlothin (4

Henderson (4

(4 th ) th th

), S. th th th

), & J. Payne

),

), J.

), E.


CATCH the 20/20 VISION!

2019 – 2020 Lesson Plan (EDI-7-12)

Teacher:

Hemphill/Beamon

Course:


Date:

Tuesday, November 5, 2019

Unit / Lesson:




L.8.2C.2: Construct scientific arguments from evidence to support claims about the potentially harmful, beneficial, or neutral effects of

genetic mutations on organisms.


-

Examine genetic engineering process being used to produce organisms with

specific traits (tomatoes, mice, chicken)

-

Differentiate between the process of selective breeding and genetic

engineering

-

Examine rational for artificial selection

and debate the ethical implication.





Traits

Mutations


The teacher will use the “Do Now” to re-visit the concept of mitosis. TSW underline the key words, answer the question and justify their answer to the following questions:

Do NOW:

1) In a cross between two heterozygous individuals (e.g. Rr X Rr), the expected phenotypic ratio of the offspring would be

A) 1:2:2:1. C) 1:1. B) 1:2:1. D) 3:1.


Knowledge

2)

Check for Understanding: Using the RUBIES technique non-volunteers will be called to share their answers.

Concept & Skill

Development

Guided Practice


& Assistance)

“I Do” (



TTW show The Story of Dolly the Cloned Sheep | Retro Report | The New York

Times. https://www.youtube.com/watch?v=tELZEPcgKkE&feature=youtu.be

Check for Understanding: Q & A; open discussion

“WE Do/You Do”


.

TT & TSW read different cases studies about artificial selection and look at

the ethical implications of each one.

Check for Understanding: Q & A; Non-volunteers will be used.

Active Closure

Independent

Practice


Restatement of Objective

“You Do”


TSW complete the Click and Clone Activity on https://learn.genetics.utah.edu/content/cloning/clickandclone/

as well as respond to the following questions:

1) What is the first step in cloning?

2) How are the blunt and sharp pipettes used in the cloning process?

3) How many cell divisions does the modified embryo go through before it is implanted in the surrogate mother?

4)

What step did scientists determine was crucial to the success of this process?

Check for Understanding: Teacher will assist as needed.

Lesson Summary At the end of the day’s lesson, how will students demonstrate they understand the concept and learned the skill?

TSW complete an Exit Ticket on Plickers

Formative Assessments: Observation, Q & A,




(PT. #1st Nine Weeks Assessment) Items: 13, 16, _______,

Materials:

2018-2019 1 st Nine Weeks

Assessment

Chromebooks/iPads

Plickers cards

Resources:

Promethean Board

Tier Students

Inclusion: N. Williams (4 th ),

T. Hill (4 th ), J. Taylor (4 th ), J.

Johnson (6 th ), J. Hall (4 th ), E.

McGlothin (4

(4 th th ), S. Henderson

), & J. Payne (4 th )



2019 – 2020 Lesson Plan (EDI-7-12)

Teacher:

Hemphill/Beamon

Course:


Date:

Wednesday, November 6, 2019

Unit / Lesson:



-

Understand that mutations are created during meiosis and/or mitosis and can be beneficial, neutral, or detrimental to the survival of an organism.









Traits

Mutations

-

Understand that how mutations affect an organism is dependent on the structure and function of the

protein they code for.

-

Differentiate between the types of mutations that can occur in organisms.


Knowledge

Concept & Skill

Development

Guided Practice


& Assistance)


The teacher will use the “Do Now” to reinforce prior knowledge. TSW underline the key words, answer the question and justify their answer to the following questions:

Do NOW:

Transcribe and translate the following sequence to produce the amino acids: GTC-CCC-CGG-ATT

Check for Understanding: Non-volunteers will be called to share their

responses.

“I Do” (



TTW present a PPT on mutations can be harmful, neutral or benefits.

Check for Understanding: Q & A using whiteboards

“WE Do/You Do”


.

TT & TSW work through several examples of mutations to show how

different mutations can be harmful, neutral or benefits.

Active Closure

Independent

Practice

Check for Understanding: Random non-volunteers will be called to

“teach” the questions.


TTW restate the objective for today and discuss with the students how

they have achieved their goal for the day.

“You Do”


Working in pairs or groups of 3 (based on KOATS 9 weeks data), TSW begin working on the Modeling Mighty Mutations PBL activity.

Lesson Summary

Check for Understanding: TTW assist as needed.

At the end of the day’s lesson, how will students demonstrate they understand the concept and learned the skill?

3-2-1 Mutations Exit Ticket





(PT. #) Items: #

Materials:

Writing utensils

Composition notebook

Chromebooks

Resources:

Promethean Board

Tier Students

Inclusion: N. Williams (4 th ),

T. Hill (4 th ), J. Taylor (4 th ), J.


McGlothin (4 th ), S.

Henderson (4 th ), & J. Payne

(4 th )



2019 – 2020 Lesson Plan (EDI-7-12)

Teacher:

Hemphill/Beamon

Course:

8 th Grade Science

Date:

Thursday, November 7, 2019

Unit / Lesson:

Reproduction &

Heredity



L.8.2C.2: Construct scientific arguments from evidence to support claims about the potentially harmful, beneficial, or neutral effects of genetic

mutations on organisms.


-

Understand that mutations are created during meiosis and/or mitosis and can be beneficial, neutral, or detrimental to the survival of an organism.

-

Understand that how mutations affect an organism is dependent on the structure and function of the

protein they code for.

-

Differentiate between the types of mutations that can occur in

organisms.





Traits

Mutations

Activating

Prior

Knowledge


TSW underline the key words, answer the question and justify their answer to the following question: Explain what a mutation is and explain what type of evidence can be used to determine if the mutation an organism undergoes is neutral, harmful or beneficial.


A non-volunteer will be selected to analyze the question using the rubies process.

Concept &

Skill

Developme

nt

Guided

Practice

(Teacher

Monitoring

“I Do” (

Describe strategies/activities the teacher will use to Explain, Model, and Demonstrate concepts/skills.)

TTW show Khan’s Academy video on Mutation https://www.youtube.com/watch?v=xYOK-yzUWSI

Check for Understanding: Q & A using whiteboards

“WE Do/You Do”


. TS & TTW complete the Mutation Telephone Activity https://www.teachengineering.org/activities/view/uoh_mutations_lesson01_acti vity1.

& Assistance)

Active

Closure

Independen

t Practice

Check for Understanding: Each question will be broken down using the RUBIES technique.


TTW restate the objective for today and discuss with the students how they have

achieved their goal for the day.

“You Do”


Working in pairs or groups of 3 (based on KOATS 9 weeks data), TSW finish up working on the Modeling Mighty Mutations PBL activity by creating posters for their characters which will be presented.


Observations, presentations

Lesson

Summary


Exit Ticket





(PT. #) Items: #

Materials:

Writing utensils

Posters

Crayon/Markers

Resources:

Promethean Board

Tier Students

Inclusion: N. Williams (4 th ), T.

Hill (4 th ), J. Taylor (4 th ), J.


McGlothin (4 th ), S. Henderson

(4 th ), & J. Payne (4 th )



2019 – 2020 Lesson Plan (EDI-7-12)

Teacher:

Hemphill/Beamon

Course:

8 th Grade Science

Date:

Friday, November 8, 2019

Unit / Lesson:






Unpacked Objectives/Skills: (I

can……)

-

Complete a short quiz on mutations and artificial

selection

-

Create a brochure which identifies a beneficial, neutral,

and negative mutation





Traits

Mutations


Knowledge


The teacher will use the “Do Now” to review reproduction and heredity

vocabulary words using a worksheet.


A non-volunteer will be selected to give their response to certain

questions.

Concept & Skill

Development

Guided Practice


& Assistance)

“I Do” (



TTW do a quick review of mutations and artificial selection

Check for Understanding: observation, Q &A

“WE Do/You Do”


.

Assign students the task of researching genetic mutations. Students should create a tri-fold graphic organizer that identifies three (3) different mutations. Students should identify one mutation that has a beneficial, neutral and negative result.

Note:

1) Allows students to study Science in the news.

2) Allows students to report out and discuss research-based conclusions.

Check for Understanding: Q & A

Active Closure


Teacher will reiterate expected performance.

“You Do”


TSW will complete a quiz on mutations and artificial selection.

Independent

Practice

Lesson Summary

Check for Understanding: Article Analysis Questions


Quiz

Formative Assessments: Brochure

Summative Assessment: Quiz



(PT. # ) Items:

Materials:

Writing utensils

Quiz

Markers

Typing paper

Resources:

Promethean Board

Tier Students

Inclusion: N. Williams (4

T. Hill (4

Johnson (6

McGlothin (4

Henderson (4

(4 th ) th ), J. Taylor (4 th ), J. Hall (4 th th

), S. th th th ),

), J.

), E.

), & J. Payne

8th Grade Science Lesson Plan: Reproduction & Heredity

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