Grade/Subject: 7th Grade Life Science
Teacher(s): Ms. Johnson
Week of: 11/9/2015
Unit : Genetics
Dates: 11/09/15 –
11/20/15
Florida Standard(s): SC.7.L.16.1 (AA): Understand and explain that every organism requires a set of
Benchmarks,
instructions that specifies its traits that this hereditary information (DNA)
descriptions, DOK levels, contains genes located in the chromosomes of each cell, and that heredity is the passage
standards unpacked
of these instructions from one generation to another.
(know/do) highlighted
SC.7.L.16.2: Determine the probabilities for genotype and phenotype combinations using
Punnett Squares and pedigrees.
SC.7.L.16.4: Recognize and explore the impact of biotechnology (cloning, genetic
engineering, artificial selection) on the individual, society and the
environment.
H. E. 7.C.1.7 Describe how heredity can affect personal health.
Complete a Punnett Square and interpret a pedigree and use it to
Learning Goal: predict a genetic outcome and health of an individual.
Explain the impact of genetic biotechnology on the individual,
society and the environment
Essential Question How does the Punnett Square help to predict the traits of offspring?
How to dominant and recessive factors interact?
How does heredity affect health?
Assessments
Pre Assessment: Genetics Pretest
Formative Assessment: Lesson Quizzes
Summative Assessment: Unit Test
Progress Monitoring/ Detailed feedback from pretests, quizzes, assignments and tests throughout the unit as well as on
Feedback Loop the final day of unit. Also, review as needed throughout the year through bell ringers, tickets out
Higher Order
Question(s)
Key Vocabulary
and floating questions into subsequent unit tests of the most missed questions.
Discuss observed inheritance patterns caused by various
modes of inheritance, including dominate, recessive, co-dominant, sexlinked,
polygenic and multiple alleles.
Heredity, dominant trait, recessive trait, gene, allele, phenotype, genotype, heterozygous,
homozygous
Monday
Unit : Genetics
Rigor Level 1-2
Daily Agenda
Daily Objective
BELL RINGER
( 5 minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
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PENDA
Tuesday 9/1
Daily
Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
Unit : Genetics

Daily Agenda
Students will understand concepts of inheritance.
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How do dominant and recessive traits interact?
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Present notes
Discussion
Cornell notes, summary and student activity
Lesson review pg. 181
What is codominance?
Wednesday 9/2
Daily Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
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Veteran’s Day
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Unit: Genetics
Daily Agenda
Dragon Genetics Lab
Distinguish between homozygous and heterozygous
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Discuss lab
Discuss questions
Dragon genetics lab
None
How many alleles does each parent provide to its offspring
Friday 9/4
Daily Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
You DO:
Rigor Level 1
Unit: Genetics
Daily Agenda
Thursday 9/3
Daily Objective
BELL RINGER
(5 Minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
Rigor Level 2
Unit: Genetics
Daily Agenda
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Dragon Genetics
Complete the punnet square on the board
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Provide materials for lab
Discuss previous day
Finish lab
Rigor Level 2
Rigor Level 2
Homework 
EXIT TICKET: 
(5 minutes)
none
who is considered the father of genetics?
Learning Scales and Accommodations:
Genetics
Grade 7
Score 4.0
In addition to score 3.0 performance, I can apply these concepts to determine the traits of an offspring.
Score 3.0
In addition to 2.0:
I can explain that every organisms has a set of instructions that specifies its traits (DNA) and that these instructions
are passed from one generation to another.
I can determine the probabilities for genotypes and phenotype combinations using a Punnett Square and
pedigrees.
Score 2.0
The student understands that every organisms has a set of DNA for specific traits but need help using Punnett
Squares and pedigrees to determine those traits.
Score 1.0
The student cannot explain that every organisms has a set of DNA for specific traits.
Score 0.0
Even with help, no success
WICR Strategies used during each unit.
Writing
Writing activities that help
students understand the
content
Inquiry
Questioning strategies
that help students
understand the content
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in
class within a set amount of
time
• grade is evaluated using a
rubric
Cornell Notes
• taking notes on the most
important information
• summarizing
• using the notes to study
Reflective writing
• students write about what
they have learned and what
they still need
Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project
Think Pair Share
Sharing ideas with a
partner or in a group
Carousel/Gallery Walk
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create.
Problem solving in groups
Reading
Any strategies in reading
that help students
understand
Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During reading activities
• marking the text
• Cornell notes
• graphic organizers
Projects in groups
After reading strategies
• summarizing
• group projects
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
 Read directions for the
student
 Check for understanding
 Allow to leave class for
assistance
 Extra time for exams
 Daily agenda
 Allow student time to step
out to de-escalate
 Testing in small groups
 Use of a planner/binder for
organization
 English Language Dictionary
 Extended time on
assignments =1 day
 Preferential seating
 Written direction given
 Break directions into
chunks
 Read Aloud to Students
 Visual manipulatives
 Cooperative Learning,
 Vocabulary, Description,
Introduction,
.