Janet Mardis Lesson Plan I.

PLANNING PROCESS Objective: Learners will be able to predict the outcomes or genetic combinations involving two traits using a practice sheet. Rationale: (Learner Centered): Student will be able to complete dihybrid genetic problems. (Professional): Students will be able to understand concepts that build from knowing how to complete dihyrbrid crosses. State Requirements: (112.34) (6) Science concepts. The student knows the mechanisms of genetics, including the role of nucleic acids and the principles of Mendelian Genetics. The student is expected to: (A) identify components of DNA, and describe how information for specifying the traits of an organism is carried in the DNA; (B) recognize that components that make up the genetic code are common to all organisms; (C) explain the purpose and process of transcription and translation using models of DNA and RNA; (D) recognize that gene expression is a regulated process; (E) identify and illustrate changes in DNA and evaluate the significance of these changes; (F) predict possible outcomes of various genetic combinations such as monohybrid crosses, dihybrid crosses and non-Mendelian inheritance; (G) recognize the significance of meiosis to sexual reproduction; and (H) describe how techniques such as DNA fingerprinting, genetic modifications, and chromosomal analysis are used to study the genomes of organisms. Prerequisite Skills: Students will need to have understanding of monohybrid crosses and knowledge of vocabulary.

Special Needs Student Accommodations/Modifications/Extensions: For English Language Learners, a Spanish/English dictionary will be provided. For students with learning disabilities, group work and visuals will be provided. Description of the Learning Environment: The class will work on the worksheet as a whole. Connections: 1) Genetics- Students will be able to understand why humans have certain traits. 2) Personal interest- Students interested in gardening will be able to understand why flowers have different phenotypes. 3) History- Students will be able to understand the discoveries of the scientist, Mendel. Evaluation of Learning: Students will work on some practice problems individually and then the class will discuss it as a whole. Possible Sponge: The students will work on a warm-up going over information from the last class session. Transitional Activities: The students will watch a computer clip regarding dihybrid crosses on how to complete them. Materials/Set-up: Book, practice sheet

II. TEACHING PHASE A. Sponge Students will take 5 minutes on warm-up regarding information on monohybrid crosses and genotypes from the last class period. B. Focus: A computer clip will be shown for 6 minutes The students will practice dihybrid cross problems on their sheet both individually and with the class as a whole for 30 minutes. C. Objective: Learners will be able to predict the outcomes or genetic combinations involving two traits using a practice sheet. D. Rationale: The students will be given the history of Mendels discoveries to understand monohybrid crosses, to understand dihybrid crosses. The students will then have a better understanding of Genetics. E. Teach/Active Engagement: Teacher will go over practice problems and then alternate and let students think on their own to work on the rest of the practice problems. Then the class will discuss as a whole. F. Closure: Students will have homework. It will be a very similar sheet to the one that was worked on in class. Students will be able to answer the question What is the phenotype for a heterozygous organism?