Unit Title: Genetics & Bioengineering
10 Days
Science
Lesson Plan
Teacher:
th
7 Grade Science Teacher
Grade:
7th Grade Science
Lesson Title:
“Genetics & Bioengineering” – Reproduction of Flowers and Bioengineering
“Genetics and Bioengineering” – Heredity & Punnett Squares
STRANDS
Embedded Inquiry
Engineering & Technology
Heredity
LESSON OVERVIEW
Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
Week 1:
Students will begin their study of genetics and bioengineering. The scientific focus of this unit will be the principal mechanisms by which living things reproduce and transmit
information between parents and offspring. This week we will learn about plant anatomy and the relationship between agriculture, bioengineering, and genetics. Students will
compare and contrast asexual and sexual reproduction, investigate the anatomy and physiology of plants, and determine the different types of pollination. Students will also prepare to
work with a local gardener at the end of the week to reinforce the reproductive anatomy and physiology of flowers and the breeding practices used in gardening. The students will begin
formulating questions for the gardener’s visit to our school during class time this week.
Week 2:
Students will continue their study of Genetics and Bioengineering. Students will learn to differentiate between codominance, incomplete dominance, and sex-linked inheritance.
Students will also study selective breeding and the impact of selective breeding on daily life. The students will work with hands-on projects to practice successfully modeling genetic
crosses utilizing punnett squares. The students will also focus on pedigrees and the patterns of inheritance. Students will participate in a small group learning activity based on the
Kentucky Derby to better understand the role of genetics and pedigrees.
Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
MOTIVATOR
Week 1:
Students will work in small groups of three to complete the following PBL Scenario:
You are a local grocer who owns a small business. The customers at your store are requesting more organic locally grown fruits and vegetables. As you are preparing to negotiate
purchasing agreements for the upcoming business quarter you are researching ways to meet your customer’s requests and maintain your profit margin. To best communicate with the
local gardeners and large gardening operations you are completing research to compare costs of organically grown produce and commercially grown produce. You will need to prepare
a chart that illustrates the difference in customer cost for organically grown produce and commercially grown produce. This chart will also need the source information, such as location,
growing conditions, pesticides used, fertilizer used, and if any genetic engineering or modifications have been made for these produce. Your chart must contain 5 most commonly sold
fruits and the 5 most commonly sold vegetables. This chart must also be created in a way that is easy for the customers to read and understand.
Week 2:
The motivator for this week will be a Skype interview with a local alpaca farmer. This farmer will discuss the relationship between genetics, breeding, and agriculture. The Skype
interview will introduce many of the important terms and concepts that will be included in this week’s lessons and allow students to learn about the local impact of genetics.
DAY
Objectives
(I can….)
1
Materials
&
Resources
Embedded Inquiry
Materials:
Embedded
Technology /
Engineering
1. Video Clip
2. Pre-Test
(Heredity)
3. PPT –
Bioengineering
and
Agriculture
4. Poster
Supplies –
poster board,
markers,
rulers,
scissors,
crayons, and
pencils.
5. iPads
6. Exit Ticket
I can research
bioengineering
technologies that
advance health and
contribute to
improvements in
our daily lives
Instructional Procedures
Essential Question(s):
1. What are the principal mechanisms by which living things reproduce and
transmit information between parents and offspring?
Modified Project Day – Refer to Unit Plan
Set
Bell Work – 10 minutes
Video Clip on the Bioengineering and Technology used in the study of genetics and
heredity.
Pre-Test
Pre-Test – 5 minutes
Plant Reproduction
Heredity and Genetics
Direct Instruction
Bioengineering and Agriculture PPT – 20 minutes
Focus:
a. What is agriculture?
b. How is bioengineering related to agriculture?
c. What tools and technology are used in the bioengineering and agriculture?
d. How does this relationship affect our daily life?
Research – Posters
Differentiated
Instruction
Differentiated
Instruction:
- Remediation:
Peer Tutoring,
Guided Notes,
Visual Aids,
Prompting, and
Reduced
assignment
- Enrichment:
Peer Tutoring
Assessment
Formative
Assessment for
lesson effectiveness:
- Pre-Test and Exit
Ticket
- “Wanted” Poster
Job Posting – “Wanted” advertisement – 15 minutes
Students will work in pairs to create an advertisement for a job related to
bioengineering and agriculture
The poster must be colored and include details such as education requirements, job
responsibilities and tasks, work environment, and salary.
Closure
Exit Ticket – 5 minutes
Students will provide a list of two careers related to bioengineering that they are
interested in pursing. This list will also contain the reason for their interest.
Homework – Complete “Wanted” Advertisement
2
I can classify plants.
Materials:
I can identify the
reproductive
anatomy of a
flowering plant.
1. Entrance
Ticket with
questions
2. PPT – Plant
Anatomy and
Types of
Reproduction
3. Information
Text – Types of
Pollination.
4.
Diagramming
the
Reproductive
Parts of a
Flower –
construction
paper,
markers,
colored
pencils, and
crayon.
5. iPads
6. Exit Ticket
with
questions.
I can describe the
reproductive
physiology of a
flowering plant.
I can compare and
contrast the
fundamental
features of sexual
and asexual
reproduction.
I can classify
methods of
reproduction as
sexual or asexual.
I can classify
organisms according
to whether they
reproduce sexually
or asexually.
I can compare and
Essential Question(s):
1. What are the principal mechanisms by which living things reproduce and
transmit information between parents and offspring?
Topic – “Genetics & Bioengineering” – Plant Anatomy and Types of Reproduction
Set
Entrance Ticket – 15 minutes
- Compare and Contrast the sepal and the pistil.
- Name the locations of the flower’s egg and sperm.
- How are the reproductive parts of a flower different from the reproductive
system of other organisms?
Direct Instruction
Plant Anatomy & Types of Reproduction PPT – 25 minutes
Focus:
a. What are plants?
b. How are plants classified?
c. Describe the anatomy and physiology of plants, with a focus on reproductive
structures.
d. Compare and Contrast asexual and sexual reproduction.
e. Classify methods of reproduction as sexual or asexual.
f. Classify organisms according to whether they reproduce sexually or asexually.
Reading Activity
Types of Pollination – 10 minutes
Students will complete independent read utilizing an information text regarding the
different types of pollination.
Students will then complete a think-pair-share activity to discuss what they have
learned from the informational text.
Individual Practice
Diagraming the Reproductive Parts of a Flower – 15 minutes
Differentiated
Instruction:
- Remediation:
Creation Activity,
Modified Notes,
Prompting, Leveled
Reading
- Enrichment: Peer
Tutoring and
Creation Activity
Formative
Assessment for
lesson effectiveness:
Entrance & Exit
Ticket
Think-Pair-Share
Diagramming the
Reproductive Parts
of a Flower
contrast types of
pollination.
-
Students will work individual to create a model of a flower.
The students will research a flower (their choice) and then diagram and label the
reproductive parts of this flower.
This diagram must also include the function of each labeled anatomical part.
Closure
Exit Ticket – 5 minutes
- Compare and Contrast the sepal and the pistil.
- Name the locations of the flower’s egg and sperm.
Homework – Complete Diagraming the Reproductive Parts of a Flower
3
I can identify the
reproductive
anatomy of a
flowering plant.
I can describe the
reproductive
physiology of a
flowering plant.
Materials:
1. Bell Work
question
(chart)
incorporated
into PPT
2. Video Clip –
Reproductive
Parts of
Flowers
3. Flower
Dissection Lab
Procedures
4. Flower
Dissection Lab
Materials –
Dissection
Pans and
Tools, Variety
of Flowers
(Roses,
Peonies, Tulip,
etc.)
5. Exit Ticket –
Post-Test (10
Multiple
Choice
Questions)
Essential Question(s):
1. What are the principal mechanisms by which living things reproduce and
transmit information between parents and offspring?
Topic – “Genetics & Bioengineering” – Plant Anatomy
Set
Bell Work – 5 minutes
- Students will complete a chart that provides either the name of the reproductive
part of a flower or its function.
Direct Instruction
Reproductive Parts of Flowers Video Clip – 10 minutes
- Students will take notes in their science notebook.
- Students will learn about the lesson’s objectives:
- I can identify the reproductive anatomy of a flowering plant.
- I can describe the reproductive physiology of a flowering plant.
Laboratory Activity – Flower Dissection
Hands-on lab (Partners) – 30 minutes
- Students will work in pairs to dissect a flower.
- This lab experience will allow student to have hands-on experience with locating
the reproductive anatomy of a flower.
- The students will answer the accompanying lab questions that focus on the
function and physiology of the reproductive parts of flowers.
Closure
Exit Ticket – 5 minutes
- Students will complete a 10 question multiple choice post-test regarding the
reproductive parts of flowers and their function.
Differentiated
Instruction:
- Remediation:
Peer Tutoring,
Heterogeneous
Grouping, Visual,
Hands-on, and
Verbal learning
activities
- Enrichment: Peer
Tutoring,
Heterogeneous
Grouping, Visual,
Hands-on, and
Verbal learning
activities
Formative
Assessment for
lesson effectiveness:
Set & Closure
- Bell Work and Exit
Ticket
Flower Dissection
Lab and
Accompanying
Questions
4
I can compare and
contrast types of
pollination.
I can explain the
relationship among
genes,
chromosomes, and
inherited traits.
I can describe a
gene.
I can describe a
chromosome.
I can describe how
traits are inherited.
Materials:
1. Bell Work
question
incorporated
into PPT
2. iPads
3.
Construction
Paper, Colored
Paper, Colored
Pencils,
Markers, and
Scissors
4. PPT –
Mendel and
the Pea Plants
5. Exit Ticket –
printed for
students to
complete
Essential Question(s):
1. What are the principal mechanisms by which living things reproduce and
transmit information between parents and offspring?
Topic – “Genetics & Bioengineering” – Types of Pollination & Mendalian Genetics
Set
Bell Work – 5 minutes
- What are the different types of pollination?
- How does one differentiate between the types of pollination?
Student Research Project
Independent Research Project – 25 minutes
- Student will work independently to research Gregor Mendal.
- Each student will create a book cover sleeve for a hypothetical upcoming
biographical book to be written about Gregor Mendal.
- These cover sleeves must neat, colored, and include a title, cover art, and
summary used for the back portion of the cover.
- All of the information must be accurate with sources recorded on the inside of
the cover sleeve.
Direct Instruction
Relationship between Mendalian Genetics and Flowers – 20 minutes
- Students will take notes in their science notebook.
- Students will learn about the lesson’s essential questions.
Closure
Exit Ticket – 10 minutes
- Students will prepare to work with a local gardener during class tomorrow to
reinforce the reproductive anatomy and physiology of flowers and the breeding
practices used in gardening.
- The students will formulate questions for the gardener’s visit to our school
during class time this week. (A minimum of 5 questions.)
5
Project Day – Refer to Unit Plan
Differentiated
Instruction:
- Remediation:
Peer Tutoring,
Heterogeneous
Grouping, Visual,
and Verbal learning
activities
- Enrichment: Peer
Tutoring,
Heterogeneous
Grouping, Visual,
Hands-on, and
Verbal learning
activities
Formative
Assessment for
lesson effectiveness:
Student Research
Project
6
I can compare and
contrast
heterozygous and
homozygous.
I can compare and
contrast dominant
alleles and recessive
alleles.
I can compare and
contrast genotype
and phenotype.
I can describe each
of the laws of
inheritance?
I can explain how
punnett squares are
used as a prediction
tool?
Materials:
1. Bell Work –
questions
incorporated
into PPT
2. Heredity
and Genetics
PPT
3. Punnett
Square
Manipulatives
– charts and
colored tokens
4. Punnett
Square
Practice
Review Sheets
5. Exit Ticket –
10 multiple
choice
questions on
Heredity and
Genetics
6. Heredity
Vocabulary
Review
Essential Question(s):
1. Compare and contrast heterozygous and homozygous.
2. Compare and contrast dominant alleles and recessive alleles.
3. Compare and contrast genotype and phenotype.
4. What are the laws of inheritance?
5. How are punnett squares used as a prediction tool?
Topic – “Genetics and Bioengineering” – Heredity and Punnett Squares
Set
Bell Work – 5 minutes
Students will respond the following questions:
- Compare and contrast heterozygous and homozygous.
- Compare and contrast dominant alleles and recessive alleles.
- Compare and contrast genotype and phenotype.
Think-Pair-Share
Direct Instruction and Whole Class Discussion
Heredity and Genetics – 20 minutes
- Students will take notes in their science notebook.
- Students will learn about the lesson’s essential questions.
- Homozygous and Heterozygous
- Dominant alleles and Recessive alleles
- Genotypes and Phenotypes
- Laws of Inheritance
- Punnett Squares
Punnett Square Manipulatives
Hands-On Activity – 20 minutes
Students will work in pairs to complete this hands-on activity.
Students will utilize manipulates that include punnet squares, shapes, and tokens.
Students will complete a Punnett Square practice review sheet using manipulates.
Closure
Exit Ticket – 5 minutes
Students will complete a 10 multiple choice questions on Heredity and Genetics.
Homework – Complete Heredity Vocabulary Review (Independent Practice)
Differentiated
Instruction:
- Remediation:
Peer Tutoring,
Guided Notes,
Visual Aids,
Prompting, Handon activity, and
Reduced
Assignment
- Enrichment:
Peer Tutoring and
Hand-on activity
Formative
Assessment for
lesson effectiveness:
- Bell Work and Exit
Ticket
- Punnett Square
Practice with
Manipulates
7
I can define
codominance.
I can describe
incomplete
dominance.
I can explain the
difference between
codominance,
incomplete
dominance, and
“regular”
monohybrid
crosses.
I can describe each
of the laws of
inheritance?
I can explain how
punnett squares are
used as a prediction
tool?
Materials:
1. Bell Work –
sheet for
questions
2. Sharing
Activity –
white board
and expo
markers
3. Types of
Inheritance
Video Clip
4. Types of
Inheritance
PPT
5. Heredity
Vocabulary
Review
6. Expo Boards
7. Expo
Markers
8. Exit Ticket
Essential Question(s):
1. What is codominance?
2. What is incomplete dominance?
3. How are codominance and incomplete dominance different than “regular”
monohybrid crosses?
4. What are the laws of inheritance?
5. How are punnett squares used as a prediction tool?
Topic – “Genetics and Bioengineering” – Types of Inheritance
Set
Bell Work – 5 minutes
- Students will respond to the following questions:
- What is codominance?
2. What is incomplete dominance?
3. How are codominance and incomplete dominance different than “regular”
monohybrid crosses?
- Share and Discuss – 10 minutes
Direct Instruction
Types of Inheritance Video Clip – 20 minutes
Direct Instruction and Class Discussion
Types of Inheritance PPT – 20 minutes
- Students will take notes in their science notebook.
- Students will learn about the lesson’s essential questions.
- What is codominance?
- What is incomplete dominance?
- How are codominance and incomplete dominance different than “regular”
monohybrid crosses?
- What are the laws of inheritance?
- How are punnett squares used as a prediction tool?
Whole Class Review
Heredity Vocabulary Review (Independent Practice)– 10 minutes
- Students will review the vocabulary independent practice.
- Students will utilize expo boards and markers to create concept maps that utilize
the review terms.
- The class will discuss any misconceptions.
Closure
Exit Ticket – 5 minutes
- Students will create a Venn diagram to compare and contrast codominance and
incomplete dominance.
Differentiated
Instruction:
- Remediation:
Peer Tutoring,
Guided Notes,
Visual, Hands-on,
and Verbal learning
activities
- Enrichment: Peer
Tutoring, Visual,
Hands-on, Link to
High School
Content Subjects,
and Verbal learning
activities
Formative
Assessment for
lesson effectiveness:
Bell Work and Exit
Ticket
Class Review of the
Heredity Vocabulary
Review (concept
maps and discussion)
8
I can define
codominance.
I can describe
incomplete
dominance.
I can explain the
difference between
codominance,
incomplete
dominance, and
“regular”
monohybrid
crosses.
I can describe each
of the laws of
inheritance?
I can explain how
punnett squares are
used as a prediction
tool?
I can define an
inherited disorder.
I can describe how
inherited disorders
are passed from
parents to offspring.
I can create a
pedigree to
illustrate patterns of
inheritance,
Materials:
1. Bell Work –
sheet for
questions
2. Sharing
Activity –
white board
and expo
markers
3. Pedigrees
and Patterns
of Inheritance
PPT
4. Types of
Inheritance
Practice
5.
Whiteboards
6. Expo
Markers
7. Closure
8. Exit Ticket
Family History
for Pedigree
Construction
9. Pedigree
Practice #1
Essential Question(s):
1. What is codominance?
2. What is incomplete dominance?
3. How are codominance and incomplete dominance different than “regular”
monohybrid crosses?
4. What are the laws of inheritance?
5. How are punnett squares used as a prediction tool?
6. What are pedigrees?
7. How can a pedigree illustrate patterns of inheritance?
Topic – “Genetics and Bioengineering” – Pedigrees and Patterns of Inheritance
Set
Bell Work – 5 minutes
- Students will complete a set of questions (5 multiple choice) based on the state
standards associated with pedigrees.
- Share and Discuss – 10 minutes
Partners Practice – Codominance, Incomplete Dominance, and Sex-Linked Inheritance
Types of Inheritance Partner Practice – 30 minutes
- Students will work with a partner to begin practicing punnett squares that focus
on a variety of inheritance.
- The following method will be used to introduce this practice activity.
- The teacher will model how to correctly complete a practice problem.
- The students will help the teacher correctly complete a practice problem.
- The teacher will help the students correctly complete a practice problem.
- The students will model how to correctly complete a practice problem.
- The students will then practice with a partner to complete their review work.
Direct Instruction & Class Discussion
Pedigrees and Patterns of Inheritance PPT – 20 minutes
- Students will take notes in their science notebook.
- Students will learn about the lesson’s essential questions.
- What are pedigrees?
- How can a pedigree illustrate patterns of inheritance?
Closure
Exit Ticket – 5 minutes
- Students will construct a pedigree given family history information.
Homework – Complete “Pedigree Practice #1”
9
Project Day – Refer to Unit Plan
Differentiated
Instruction:
- Remediation:
Peer Tutoring,
Guided Practice,
Visual, Authentic
Learning Activities,
Guided Notes, and
Verbal learning
activities
Formative
Assessment for
lesson effectiveness:
Bell Work and Exit
Ticket
Guided Practice –
Types of Inheritance
Practice
Pedigree Practice #1
- Enrichment: Peer
Tutoring, Guided
Practice, Visual,
Hands-on,
Authentic Learning
Activities, and
Verbal learning
activities
10
I can define
codominance.
I can describe
incomplete
dominance.
I can explain the
difference between
codominance,
incomplete
dominance, and
“regular”
monohybrid
crosses.
I can describe each
of the laws of
inheritance?
I can explain how
punnett squares are
used as a prediction
tool?
I can define an
inherited disorder.
I can describe how
inherited disorders
are passed from
parents to offspring.
I can create a
pedigree to
illustrate patterns of
inheritance,
Materials:
1. Bell Work –
sheet for
questions
2. Sharing
Activity –
white board
and expo
markers
3. iPads
4. Brochure –
construction
paper, colored
paper,
markers,
colored
pencils, rulers,
scissors, and
pencils.
5. Exit Ticket
Essential Question(s):
1. What is codominance?
2. What is incomplete dominance?
3. How are codominance and incomplete dominance different than “regular”
monohybrid crosses?
What are the laws of inheritance?
How are punnett squares used as a prediction tool?
What are pedigrees?
How can a pedigree illustrate patterns of inheritance?
Topic – “Genetics and Bioengineering” – Pedigrees and Patterns of Inheritance
4.
5.
6.
7.
Set
Bell Work – 5 minutes
- Students will respond to the following questions:
- What are the laws of inheritance?
- How are punnett squares used as a prediction tool?
- Share and Discuss – 10 minutes
Class Discussion
The Kentucky Derby Project – 15 minutes
- Students will discuss what they have learned from this project.
- Students will also discuss the science requirements of this project.
Whole Class Review
Independent Practice “Pedigree Practice #1” – 10 minutes
Direct Instruction –
Utilizing Pedigrees and Punnett Squares for Prediction & Genetic Engineering – 15
minutes
- Students will take notes in their science notebook.
- Students will learn about the lesson’s essential questions.
- Pedigrees
- Family History and Patterns of Inheritance
- Genetic Engineering and Technology
Research Project
Utilizing Pedigrees and Punnett Squares for Prediction & Genetic Engineering – 10
minutes
- Students will research how engineering and technology is related to the study of
genetics and heredity.
- Students will create a brochure that includes five technological or engineering
advances that are related to the study of genetics and heredity.
- Students will work in groups of two.
- Students will complete this assignment for homework.
Closure
Differentiated
Instruction:
- Remediation:
Peer Tutoring,
Practice Review,
Visual Learning,
Guided Notes and
Authentic Learning
Activities
- Enrichment: Peer
Tutoring, Visual,
Learning, and
Authentic Learning
Activities
Formative
Assessment for
lesson effectiveness:
Bell Work and Exit
Ticket
Class Discussion –
Kentucky Derby
Project
Whole Class Review
– Pedigree Practice
#1
“Utilizing Pedigrees
and Punnett Squares
for Prediction &
Genetic Engineering”
(Research Project)
Exit Ticket – 5 minutes
- Students will reflect and respond to the following questions:
- How is bioengineering related to genetics and heredity?
- Provide a minimum of two specific examples with a description of its
relationship to bioengineering.
Homework – Complete “Utilizing Pedigrees and Punnett Squares for Prediction &
Genetic Engineering” (Research Project)
STANDARDS
Embedded Inquiry
Grade Level Expectations:
GLE 0707.Inq.1
GLE 0707.Inq.2
GLE 0707.Inq.3
GLE 0707.Inq.4
GLE 0707.Inq.5
State Performance Indicators
SPI 0707.Inq.1
SPI 0707.Inq.2
SPI 0707.Inq.3
SPI 0707.Inq.4
SPI 0707.Inq.5
Identify what you want to teach. Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies.
Design and conduct open-ended scientific investigations.
Use appropriate tools and techniques to gather, organize, analyze, and interpret data.
Synthesize information to determine cause and effect relationships between evidence and explanations.
Recognize possible sources of bias and error, alternative explanations, and questions for further exploration.
Communicate scientific understanding using descriptions, explanations, and models.
Design a simple experimental procedure with an identified control and appropriate variables.
Select tools and procedures needed to conduct a moderately complex experiment.
Interpret and translate data in a table, graph, or diagram.
Draw a conclusion that establishes a cause and effect relationship supported by evidence.
Identify a faulty interpretation of data that is due to bias or experimental error.
Embedded Technology & Engineering
Grade Level Expectations:
GLE 0707.T/E.1
Explore how technology responds to social, political, and economic needs.
GLE 0707.T/E.2
Know that the engineering design process involves an ongoing series of events that incorporate design constraints, model building, testing,
evaluating, modifying, and retesting.
GLE 0707.T/E.3
Compare the intended benefits with the unintended consequences of a new technology.
GLE 0707.T/E.4
Describe and explain adaptive and assistive bioengineered products.
State Performance Indicators
SPI 0707.T/E.1
SPI 0707.T/E.2
SPI 0707.T/E.3
Identify the tools and procedures needed to test the design features of a prototype.
Evaluate a protocol to determine if the engineering design process was successfully applied.
Distinguish between the intended benefits and the unintended consequences of a new technology.
SPI 0707.T/E.4
Standard 4 – Heredity
GLE 0707.4.1
GLE 0707.4.2
GLE 0707.4.3
GLE 0707.4.4
State Performance Indicators
SPI 0707.4.1
SPI 0707.4.2
SPI 0707.4.3
SPI 0707.4.4
Differentiate between adaptive and assistive engineered products (e.g., food, biofuels, medicines, integrated pest management).
Compare and contrast the fundamental features of sexual and asexual reproduction.
Demonstrate an understanding of sexual reproduction in flowering plants.
Explain the relationship among genes, chromosomes, and inherited traits.
Predict the probable appearance of offspring based on the genetic characteristics of the parents.
Classify methods of reproduction as sexual or asexual.
Match flower parts with their reproductive functions.
Describe the relationship among genes, chromosomes, and inherited traits.
Interpret a Punnett square to predict possible genetic combinations passed from parents to offspring during sexual reproduction.