Teacher Candidate: Michael Van Etten Date: 10/19/2011 Unit Title: Genetics and Heredity Subject: Inheritance Grade

Level: 10th Essential Question(s): Why do you look different from other students in the class? Lesson Title/Number Lesson Number 1

State Standards and STANDARD 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living Performance environment and recognize the historical development of ideas in Indicators science. Performance Indicator 2.1: Explain how the structure and replication of genetic material result in offspring that resemble their parents. Major Understanding: 2.1b Every organism requires a set of coded instructions for specifying its traits. For offspring to resemble their parents, there must be a reliable way to transfer information from one generation to the next. Heredity is the passage of these instructions from one generation to another. 2.1c Heredity information is contained in genes, located in the chromosomes of each cell. An inherited trait of an individual can be determined by one or by many genes, and a single gene can influence more than one trait. A human cell contains many thousands of different genes in its nucleus.

Lesson Objectives
(Blooms Taxonomy)

1. Students will be able to define inheritance, phenotype, genotype, traits, genetics, genome, dominant, recessive, monohybrid crosses and the first law of Medellin Genetics Knowledge 2. The students will be able to set up a punnett square demonstrating the monohybrid heredity of an offspring, considering the individuals parents. In addition, the students will be able to construct a dihybrid punnett square. Application 3. The students will be able to determine the populations phenotypic outcome based on their results from using a punnett square. Synthesis

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Acceptable Evidence
*Could be collected for accountability/auditing purposes.

1. Ask certain students for definition of terms. Then, cross check with other students using thumbs up/thumbs down (formative). 2. Creating and completing a punnet square showing the heritance of a particular trait. 3. Using punnett squares to determine the probability of a particular outcome. Using the outcome, students will determine the future generations probable outcome of a homozygous dominant, homozygous recessive, or heterozygous (summative).

Bell Ringer and Prior Knowledge Tap

This can be together or separate. Also may be called: set induction, anticipatory set, introduction/review

Introduce the new unit along with the essential question.

Why do you look different from other students from other students in the class?

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________________________________________________________ The teacher will introduce inheritance referring to genetics. The teacher will provide a PowerPoint containing important terms on inheritance and Mendel Genetics (Visual and Auditory). During this time, the students will be using guided notes to copy down the terms. The teacher will check for understanding throughout PowerPoint. After the PowerPoint, the teacher will give an example of a punnet square on the board. Following, the teacher will give another example on the board that the students and the teacher complete together. The teacher will check for understanding of how to complete a punnett square. If students are having trouble, the teacher will do another example with the students. Finally, the teacher will hand out an example of a punnet square for the students to complete in class (Kinesthetic). The teacher will walk around and help students having difficulty. Once the students have completed the punnet square, the teacher will check for understanding by going over the example on the board. The teacher will then go over any complications. Once students understand how to complete a monohybrid, the teacher will give an example of a dihybrid punnett square. The students will copy down the example. Then, the students and the teacher will complete an example of a dihybrid on the board together. Finally, the students will be given another worksheet to work on containing examples of dihybrid punnett squares. If students do not finish the independent assessment worksheets looking at monohybrid

Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

*Accommodations for learning modalities are required. Labelvisual, auditory, and kinesthetic

and dihybrid punnett squares, it will be assigned for homework. The sheets will be collected for a check in homework/assignment category. The day after students complete the worksheets, students will take a quiz assessing their understanding of how to construct a punnett square and use that information to determine the future outcome of offspring. For students that are blind in the class, I would have brail sheets. For students have slight visual impairments, I will make the material on the worksheets larger for them to see. For students with hearing impairments a power point will be given to them, with all the information that I discuss on it.

Checks for Understanding Label: directions, procedures, routines, and/or content (formative)

The teacher will call on particular students to explain a term in the PowerPoint. The other students will agree or disagree using thumbs up/thumbs down. This will continue for all terms asking different students to explain (Content). Students will be given worksheets containing different types of punnett squares. The students will demonstrate what they have learned in the class. When the students receive their sheets, the teacher will go over the directions. After, the teacher will ask a student or two what the directions were. (Content and Directions).

In class worksheet (Formative) Assessment Type and purpose

(sometimes called evaluation)

Homework for todays work (Formative) At the end of the unit, there will be a test given to check for understanding of the material and the connections made between each lesson (Summative)

Closure

Review the process of heredity by going over the punnett squares and doing a final formative assessment by asking certain students for the answers. If the student does not know, I will ask another student for the answer. After, I will go back to the original student and him or her again.

None Accommodations and/or Interactions with Support Staff

White Board, Markers, Pencils, and Paper Resources/Materials

Time Required

1-1.5 Periods