Part B: Your Lesson Plan B 1. Identify intended goals, objectives and enduring understandings or essential questions for your lesson. Use your pre-assessment data to inform your intended student learning outcomes. How do genes contribute to the similarities and differences between parents and their children? LS1.A: Structure and Function –"All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins." LS3.A: Inheritance of Traits – "The instructions for forming species' characteristics are carried in DNA." LS3.B: Variation of Traits – In sexual reproduction, meiosis can create new genetic combinations and thus more genetic variation. B 2. Identify the New York State Learning Standard(s) and/or Common Core Standards addressed in this lesson plan. HS-LS3-1, "Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring." o HS-LS3-2, "Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis…" B 3. Describe the function of language in this lesson, identify key academic vocabulary, and describe strategies that will be used to support the development of academic language. Alleles Meiosis Fertilization Punnett Squares Inherited alleles Precursors Genotypes Codominance Heterozygous Homozygous Recessive B 4. Identify informal and formal assessments used to monitor student learning of the intended student learning goals/objectives. List the evaluation criteria (or attach rubric) you will use to evaluate and analyze student performance on these assessments. Do-Now: Practice the Punnett Square on the Board Worksheet Diagrams and Punnett Squares Formal Write-up and Conclusions based on lab results Reflection—Acts as a replacement to an exit ticket * The diagrams and Punnett Squares will be completed on the worksheet and the write up and reflection will be written into their science journals** B 5. Identify the instructional resources, materials, and/or technologies that will be used during the lesson, and explain how they are culturally, age and linguistically appropriate. Checkers (1 per students) Paper Cup White board if necessary- helps them to draw out Punnett Square before writing on final worksheet B 6. Describe procedures (e.g., teacher actions, student actions, grouping procedures, monitoring procedures) you will follow during the entire lesson. Explain how provision is made for effective accommodation of the needs of students with exceptionalities. Include introduction, active engagement, and closure; provide a time frame for each section. The lesson should be scripted and detailed in such a way that a substitute would be able to execute your plan without any issue. 1. Students will complete Do-Now about Punnett Squares 2. Students will get into their pre-assigned groups and begin working together on the worksheet, specifically questions 1-5. After everyone has completed or almost has completed the first 5 questions, take 10 minutes to review the concepts and address any misconceptions 3. Next the students will do the coin flip genetics activity 4. Students will complete the worksheet provided and may take additional notes in their science journals if need be. 5. Once they have completed the activity, come together as a class to review concepts such as heterozygous, homozygous, and passing on of genes to offspring B 7. Describe how the lesson uses a range of instructional strategies to promote higher-order thinking, student collaboration, and/or interdisciplinary connections. The instructional strategy that is most prevalent in this lesson is class discussion and individual group discussion. With a topic such as heredity and passing on of genes, students tend to get confused about who passes on the gene and who the recipient is. It is important that prior to beginning the coin toss lesson, we review key concepts and Punnett Squares. Also, I will stop either the whole class or individual groups throughout the lesson if I feel that they are stating the same misconceptions. In addition to class discussions, I will rely heavily on is effective questioning. Prior to the lesson beginning, I will write two detailed questions up on the board that will act as our guiding questions for the next two days worth of lessons. The two questions are How do genes influence our characteristics? How are genes inherited by children from their parents? Guiding questions and inquiry are two components of this lesson and without the guiding questions; the students would just view the lesson as a coin flipping game. B 8. Describe how the lesson incorporates literacy instruction (reading, writing, listening and/or speaking) and language development. This lesson will use all components of literacy throughout the two days. Day one will focus its attention on speaking since we will be reviewing and discussion concepts relating to heredity. Also students will be expected to participate in classroom discussions and individual group discussions. Additionally, student’s will be reading the assignment and writing their observations based on the activity. In addition to their observations, students will make a conclusion about inheritance and Punnett Squares. The students will also reflect on inheritance and how that may or may not affect our ability to have certain genetic disorders. The final literacy instructional piece is speaking. Both my students and myself will complete the speaking. The students will need to speak nicely and respectfully to each other during the activities as well as respect each other’s ideas or suggestions. I on the other hand will use speaking to address concepts and correct misconceptions that may be floating around the classroom during the activity. B 9. Describe how this lesson includes differentiation (Content, Process, Product, and/or Environment) to address the strength(s) and/or need(s) of one or more individuals or groups of students in your class. The differentiation that I will use in my classroom is limited for this lesson as all of my students will receive the same handout and will be asked to complete it in a timely manner. If my special education students express difficulty with complete the coin task and writing down their answers, my teaching assistant will create one worksheet that may be handed in for the entire group. In addition, the students may choose to draw what they are observing instead of formally writing their observations. In regards to their conclusions and reflections, I will ask the students to write or draw what they think happens when genes are passed down from parents to offspring. Finally, they will complete the reflection just like the general education students, however they do not need to write in complete sentences and may choose to usual visual aids if necessary. B 10. Identify, describe, and implement a post-assessment strategy. Use post-assessment data to evaluate student attainment of the intended student learning outcomes. Provide specific feedback to students based on your evaluation. The post-assessment strategy for this lesson is their one-paragraph conclusion and reflection. The students are instructed to write a one-paragraph summary describing their data and results. The students will need to use key vocabulary words and will need to use scientific evidence to support their claims. The students will rely on the two guiding questions to help them with their summaries. For my special education students they may choose to write the one paragraph, bullet point their ideas or pick one Punnett Square that they completed that shows their understanding of the topic of inheritance. In addition to their summary, the students will also reflect on the lesson and how inheritance may directly relate to them. Also students may choose to reflect about how inheritance can relate to the idea of genetic disorders. The students will be graded on all components of the lab and will be graded on their science journal rubric. Do Now: Complete the Punnett Square provided below Worksheet How do genes influence our characteristics? Genotype Protein Phenotype (Characteristic) AA Normal enzyme that makes melanin, the pigment that gives color to the skin Normal Skin and hair color Aa Normal enzyme that makes melanin and defective enzyme that does not make melanin Normal Skin and hair color aa Defective enzyme that does not make melanin Very pale skin and hair color (albino) 1. Why does each genotype have two letters? What do these two letters represent? • A person is homozygous for a gene if both alleles for that gene are the same. • A person is heterozygous for a gene if the two alleles are different. 2. Circle the genotypes in the chart that are homozygous and put a square around the genotype that is heterozygous. 3. For a person who is heterozygous Aa, the phenotype is: a. the same as the phenotype of a homozygous AA person. b. the same as the phenotype of a homozygous aa person. c. Intermediate – halfway between the phenotypes of the two homozygous individuals. 4. Explain why a person with the AA or Aa genotype has normal skin and hair color, but a person with the aa genotype is albino. 5. Based on the example on the previous page, fill in each blank with dominant or recessive. • A heterozygous person has the same phenotype as a person who is homozygous for the _______________________ allele. • A _______________________ allele does not affect the phenotype of a heterozygous person. • A _______________________ allele is represented by a capital letter. Coin Flip Genetics The way genes behave during meiosis and fertilization can be modeled by flipping coins. You and a partner will be heterozygous Aa parents. When you flip your coins, heads will represent the A allele and tails will represent the a allele. This table explains how you will model meiosis and fertilization. Biological Process How will you model this? Meiosis in an Aa parent produces gametes. Each gamete has an equal probability of having an A allele or an a allele. Flip your coin and check for heads up vs. tails up. This represents the equal probability that a Fertilization of an egg by a sperm produces a zygote. Each gamete contributes one allele to the genotype of the child that develops from the zygote. You and your partner each flip a coin to determine the alleles that the egg and sperm contribute to the zygote that develops into a child. gamete will have an A allele or an a allele. When you flip a coin, half the time you will get heads and half the time you will get tails. If you and your partner each flip a coin, the probability of getting two tails is ½ x ½ = ¼. 14a. What is the probability that a child of two heterozygous parents will be albino? _____ 14b. Explain your reasoning. 15. If two Aa parents have a family of 4 children, on average, the predicted number of children with each genotype is ____ AA, ____ Aa, and ____ aa. A a Aa AA Aa Aa aa Work with a partner to make a family of four coin flip children. Each of you should flip your coin to determine the genotype of the first child. Record the genotype in the box for the first child in the first family in the table below. Make three more pairs of coin flips and record the genotypes for the second, third and fourth children in this family. Genotypes of coin flip children produced by two heterozygous (Aa) parents Genotype for each child Number with each genotype First family of 4 children Next family of 4 children Next family of 4 children Next family of 4 children Totals Repeat this procedure three times to determine the genotypes for three more families of four children each. Record your results in the table. Complete the last three columns for each family of coin flip children. Calculate the totals for each genotype, and give these totals to your teacher. 16. How many of your coin flip families had exactly the predicted numbers of AA, Aa and aa coin flip children? 0 ___ 1 ___ 2 ___ 3 ___ 4 ___ 17. Why didn’t all of your coin flip families have exactly the predicted number of children with each genotype? 18. In your coin flip families, did the genotype produced by the first pair of coin flips have any effect on the genotype produced by the second pair of coin flips? yes ___ no ___ In real families the genotype of each child depends on which specific sperm fertilized which specific egg. This is not influenced by what happened during the fertilizations that resulted in any previous children. Therefore, the genotype of each child is independent of the genotype of any previous children. 19a. Think about real families where both parents are heterozygous Aa. If the first child is albino, what is the probability that the second child will be albino? 0% ___ 25% ___ 50% ___ 75% ___ 19b. Explain your reasoning.
