RUNNING HEAD: LESSON PLAN 2
Lesson Plan 2
Corinne Blake
Liberty University
EDUC630
Technology Practices for Instructional Improvement
June 6, 2013
1
LESSON PLAN 2
Topic
Genetics - Pedigrees
Grade
7
Standards of Learning
“7Sb.5: Summarize how genetic information is passed from parent to offspring.
7Sc.4: Explain the effects of disease on the major organs and body systems (DoD Education
Activity, 2012).
“The Living Environment: Heredity In many species, including humans, females produce eggs
and males produce sperm. Plants also reproduce sexually--the egg and sperm are produced in the
flowers of flowering plants. An egg and sperm unite to begin the development of a new
individual. That new individual receives genetic information from its mother (via the egg) and its
father (via the sperm). Sexually produced offspring never are identical to either of their
parents” (NSES, 1996, p. 108).
“Structure and function in living systems Disease is a breakdown in structures or functions of
an organism. Some diseases are the result of intrinsic failures of the system. Others are the result
of damage by infection by other organisms” (NSES, 1996, p. 158).
“Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
LESSON PLAN 2
a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies” (NTES, 2007)
Objectives
Students will be able to demonstrate how genetic information is passed down from generation to
generation using an Ipad application. Students will be able to determine how a genetic disease
runs through a family and determine how it affects a body system. Students will be able to
transfer their knowledge about genetic inherited traits to the Idea Sketch Ipad application.
List of materials

One Ipad for each student

SmartBoard

Family history envelope

Ipads should have the following capabilities:
o Wifi connection
o Idea Sketch app
o Packet of instructions/rubrics
Class Diversity
Though I teach four seventh grade science classes, this lesson is designed to hold the engagement
and speak to the diversity of my first period class. This class is composed of 21 students. This is
LESSON PLAN 2
a seventh grade science class that takes place at an American school overseas in Germany. The
students are children of US military personnel from both the Army and Air Force branches.
Their parents are of various ranks and therefore different socio-economic situations ranging from
enlisted personnel to Generals. There are currently 12 females and 9 males in this class. There
is a diverse range of ethnicity in the class. There are 13 Caucasian, 4 African American, 2
Hispanic and 2 Asian students. One student is on record with an IEPs for ADD and 5 are
enrolled in the AVID college prep program at the school. The students were evaluated by their
learning styles at the beginning of the year and were assessed to be mainly visual and kinesthetic
learners with only three students testing for learning the best by auditory means.
Technology Inclusion
The lesson uses the integration of technology through direct instruction, guided practice and
independent practice. During direct instruction, the teacher will be utilizing a desktop computer
with the SmartBoard. This will allow the teacher to demonstrate information to the students as
well as have them interact with the application being used to gain familiarity. During the guided
and independent practice, the students will be using a school provided Ipad complete with the
above-mentioned capabilities. This allows students to work their assignment and be in charge of
their own learning. Having a 1:1 student to Ipad ratio will allow students to stay engaged and
demonstrate their understanding of the standards through their digital project. This 1:1 ratio is
best for the class chosen because the grade level of the students shows that they need a more
focused experience in class. Group work would not be conducive for this type of assignment.
For instance if a student is having difficulty with this topic students can be paired up to provide
peer tutoring however each student will need to create their own final pedigree as well as
LESSON PLAN 2
participate in presentations. The application being used is Idea Sketch. This application is a
digital graphic organizer that allows the user to create a flow chart of ideas. In addition, using
the Ipad to complete this assignment will allow students to apply their previous knowledge to the
project in a way that allows them to successfully utilize an Ipad application.
Lesson Overview
This particular lesson is a two-part assignment. During the first part, students will receive a
family history envelope that will give them a scenario about a disease that has been in a family
for generations. The students job will be to create a pedigree to track the disease for the past
and future generations of the family. In order for students to create their pedigrees, they will need
to research the disease identified in their family history envelope, the likelihood of the
inheritance of the disease, and how this disease affects the body. They will complete the
pedigree using the free application Idea Sketch on the Ipad. This will help students transfer their
previous knowledge of how genetic information is passed into a digital format. Students will
present their pedigrees to the class while explaining the effects the disease has on the body.
Procedures
Anticipatory Set
(Day 1, first 15 minutes)
Computer Use:

Most students will have already used an Ipad before however, it is necessary to remind
students the proper use and handling of the school issued Ipad.
LESSON PLAN 2

Students that have not used an Ipad before may have had some experience using a tablet
and can transfer their previous knowledge to the Ipad application. The teacher will make
a few connections on how the devices are similar to ease the transition.
Genetics:

Ask students to recall how genetic information is passed down from generation to
generation.

Recall the tools that are used such as the Punnett square and pedigree trees to predict the
possible genetic outcomes.

The teacher will randomly pass out the envelopes and give students time to read their
scenarios and become familiar with the situation.
Direct Instruction
(Day 1, 15 minutes)

Teacher will demonstrate using the SmartBoard how to use the Idea Sketch application.
The teacher will show the students how to add, connect, write in, move, and change the
colors of boxes.

A completed example will be shown for student reference. The example will not be like
any of the scenarios given to the students so that original thought and creativity can be
shown.
Guided Practice
(Day 1, last 15 minutes)
LESSON PLAN 2

During this time, students will practice using the Idea Sketch application creating a
graphic organizer on whatever topic they want in order to familiarize themselves with all
the tools. The teacher will walk around the room and answer any questions that students
might have during this time.
Independent Practice
(Days 2-4)

Students will research their disease and complete their Idea Sketch pedigrees during this
time. The teacher will be around for student assistance if needed.
Evaluation/ Assessment
(Day 5)

Each student will present their Idea Sketch pedigrees and describe how the disease affects
the body. The students will be assessed by a point valued rubric system worth a total of
50 points. The rubric will assess the accuracy of the information provided in the
pedigree, the organization of the information in the Idea Sketch application, appropriate
use of the Ipad throughout the project, knowledge of information while presenting, and
quality of the information researched. Informal assessments will be done throughout the
entire assignment as students work to create their assignments. This will allow the
teacher to determine what did and did not work as far as the technology used, programs
chosen, and the scientific content being evaluated for the upcoming years.

The rubric is as follows:
LESSON PLAN 2
Criteria/Points
10
9-8
ACCURACY of
the information
provided in the
pedigree
The pedigree
has ALL
information
correct
The pedigree
has MOST
information
correct
ORGANIZATION
of the information
in the Idea Sketch
application
The pedigree
can EASILY
be read and
understood
The pedigree
can MOSTLY
partly be read
and
understood
APPROPRIATE
use of the Ipad
throughout the
project
KNOWLEDGE of
information while
presenting
QUALITY of the
information
researched
7-5
4-3
2-1
The
pedigree
has SOME
information
correct
The
pedigree
has
LITTLE
information
correct
The
pedigree
can
HARDLY
be read and
understood
The Ipad
was
handled
with care
and used
properly
40-30% of
the time
Student
knew
SOME of
the
information
and used
aids with
LITTLE
eye contact
The
pedigree
has NO
information
correct
The
pedigree
can only
PARTLY
be read and
understood
The Ipad was The Ipad was
The Ipad
handled with handled with
was
care and
care and used
handled
used
properly 90with care
properly
80% of the
and used
100% of the time
properly
time
70-50% of
the time
Student
Student knew
Student
knew ALL
MOST of the
knew
of the
information
SOME of
information
without use of the
without use
aids and had
information
of aids and
CONSISTENT and used
had
eye contact
aids with
CONSTANT
SOME eye
eye contact
contact
ALL of the
information
is correct
MOST of the
information is
correct
SOME of
the
information
is correct
LITTLE of
the
information
is correct
The
pedigree
can NOT be
read and
understood
The Ipad
was
handled
with care
and used
properly
20% or less
of the time
Student
knew
NONE of
the
information
and used
aids the
entire time
with NO
eye contact
NONE of
the
information
is correct
LESSON PLAN 2
Risk Analysis

There is a risk of student absences and time restraints. Allowing students time to come in
at lunch and after school to make up work will help to alleviate some of the problems
associated with those risks.

Battery life can become an issue for back-to-back classes if the Ipads do not have enough
time to charge. Having some extra Ipads on hand can help to make sure there is one Ipad
for everyone.

There is always a chance for technology malfunction.
o As a backup, students can also create hand drawn pedigrees to complete their
assignments.
o Students can also use traditional means of research such as the library or the class
set of encyclopedias.
o Students can email their projects to the teacher/themselves or save them to the
camera roll on the Ipad in order to backup projects.

Another risk could be students being locked out of the system because they forgot their
network password. This is a rare case this late in the school year; however, I am trained
to be able to unlock student accounts if this were to occur.
LESSON PLAN 2
References
DoD Education Activity. (2012). 7th grade science standards. Retrieved from
http://www.dodea.edu/Curriculum/Science/upload/stn_sci_grd7.pdf
NETS for Students. (2007). Iste.nets. Retrieved from http://www.iste.org/docs/pdfs/nets-sstandards.pdf?sfvrsn=2
NSES. (1996). National science education standards. Retrieved from
http://www.nap.edu/openbook.php?record_id=496