Lesson 3

Phase I

I. RATIONALE:

Please describe the research article that you found that supports this lesson AND provide a link.

II. OVERVIEW

Grade Level: 9-12

Subject(s): Biology

Topic of Study: Heredity Traits

Time Allotment: 55 minutes

Standards:

Concept 2: Molecular Basis of Heredity:

Understand the molecular basis of heredity and resulting genetic diversity

PO 3. Explain how genotypic variation occurs and results in phenotypic diversity.

Objectives:

Student will demonstrate understanding of basics of heredity and genetic diversity through completion of punnett squares and hereditary lab.

• Students will be able to relate classical genetics to their own body. Students will be able to comprehend the role of dominant and recessive traits.

Reflection: Assessing Prior Knowledge and Planning Instruction What do the students need to know prior to the lesson? Students needed to know the difference between Dominate and Recessive traits  How will prior knowledge and experience be assessed? Morning Warm-up: students will answer their warm-up questions on a separate sheet of paper and the teacher will collect them.  How will you use this information in the planning process? This will give me an overview of what the students know and I can make my adjustments for specific student needs. Why should the content of this lesson be taught at this grade level? Most of the students in this class has taken this Biology class before so there are mixed grades 9-12, We are discussing traits and genes which is part of high school standards. How do the objectives that you have for the lesson align with the standards? These are high school Biology standards so they meet the requirement for grades 9-12 to know and understand. When will the lesson be taught in the course of the school year? Why? 1st semester, after they have learned about plant cells the move into human cells and genes.

III. IMPLEMENTATION

Procedure:

Grabber/Review: Warm up questions will be put on the board before class. Heredity Lab packet: Students will be given a list of Character Traits, Dominate, Recessive and Alleles. Students will circle the dominant or recessive trait that occurs in them. Grabber: Video will introduce punnett squares. Teacher will show a sample punnett square of character trait-my own family and genes. Students will create a punnett square and pick on character trait to determine the percentage of the dominant gene and/or recessive gene. Students will share with a partner punnett square then with the class. Diversity: Whole group discussion about diversity in the classroom. Closure: Students will answer the work-up questions

Technology Integration: Video (youtube clip/slide show)/Over-head projector(student and teacher)

Differentiated Instruction: Describe how you will differentiate the instruction for each of the following:

• Cognitive delay: Students has different packets with less traits and short answer questions because they need more time and repeated work.
• ELL: Images that correspond with text.

Reflection: Designing Instruction (InTask Standards 7 and 8): Why are you using the instructional methods you have described? Students do not get to work in partners very often so allowing them to work together and compare with each others traits. How do the instructional methods align with what you know about best practices (think about your methods classes)? Creating the Heredity Lab was a multiple step Lab that measured the students knowledge in different ways. We were looking at their own traits and traits their parents gave to them. How are you engaging students in creative and higher order thinking? I allowed the students to express their knowledge in multiple way. Example, punnett squares, physical traits, short answer questions and drawing their offspring.

IV. ASSESSMENT

Instruments: Lab Packet/Short answer: The short answer were questions have already been given to the student during a morning warm-up so I ask to answer them in detail after to our activity. I will also use the Lab packets to express their understanding.

Reflection: Planning Assessment (InTask Standard 6): How does the assessment align with the standards and objectives of this lesson? Through their knowledge of dominate and recessive genes students can further their knowledge about their own traits that they inherited from their parents.  How does the assessment demonstrate that the students have been successful in learning the content? The assessment was broken up in to 5 different parts to break up student learning and see where they understand the content. This allows the teacher to adjust future lesson based on what the student understand and don't. How does the assessment demonstrate student engagement in higher order thinking? Students expressed their understand through multiple means of representation. How does the assessment demonstrate that individual student needs were met? Lab packets were adjusted based on student needs. For example, one student needs longer wait time to answer questions so that student was given less question in their Lab packet.

IIV. MATERIALS AND RESOURCES

In this section include any examples you have created for the students, resources (software, weblinks, books, crafting items, etc.) and other necessary items

Reflection: How does your lesson meet each of the ISTE NETs Standards? How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ? This allowed students to learn about their own dominate and recessive traits that and based on their traits determine what might their child look like.  How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments? Powerpoint slide was used to display images of specific traits (ex: dimples) and students compare their traits with a celebrity that was displayed in the slide. Students used the overhead projector to share their punnett squares.  How does your lesson meet Standard 3: Model Digital-Age Work & Learning? Youtube video was shown to the class to review punnett squares and what they are used for. How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by:  advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information. developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

Jaclyn Ryan

10/28/14

Genetics/ Heredity Lesson Plan

Pre-planning	My Notes
Connection to standards (Focus state standards, content (optional language), as well as unit “big ideas”) What specific part of the standard will be the focus for the lesson?	Concept 2: Molecular Basis of Heredity: Understand the molecular basis of heredity and resulting genetic diversity PO 3. Explain how genotypic variation occurs and results in phenotypic diversity.
Prior learning assessment (Summary of data, including individual strengths/needs, from probe or other informal assessment related to focus concepts/skills) How will relevant student data impact my plan?  What, if any, review is required?	Warm-Up Questions: 10/28/14 What does it mean to be a dominant gene? What does it mean to be a recessive gene? What are alleles? Follow Up Review: 11/3/14 Jeopardy Game
Instructional objective(s) (What students will be able to DO to show they understand the concept and/or skill) Student-friendly version of objective (Short, in student-friendly language, focus on what the student will be able to do) What is the direct connection to the selected standards?	Student will demonstrate understanding of basics of heredity and genetic diversity through completion of punnett squares and hereditary lab. Students will be able to relate classical genetics to their own body. Students will be able to comprehend the role of dominant and recessive traits.
Cultural, family, developmental considerations (Summary of student language, culture, family or developmental differences) How will my instruction be adapted to accommodate for cultural, family and developmental differences?	Students will compare their punnet squares with their classmates. Students will find similarities and differences they have. Students will be asked to bring in a picture of their parents and we will discuss as a class about diversity within the classroom. Some students may not live with biological parents but we can still discuss as a class about what their parents may look/looked like.
Evidence-based teaching strategies, including PBIS (Best practice methods to meet the academic and developmental needs of students) What strategies and methods will I use so all students can learn, including positive, specific feedback and/or Positive Behavioral Supports? How will I strategically integrate technology? How will I consider student motivation when selecting strategies?	Video- Students will have visual instructions describing Punnett Squares. Worksheet- Definitions: dominate/recessive genes Eamples of different character traits Whole Group Discussion- Allow students to share their punnetts squares. Overhead projector- Teacher will use the projector to display pictures and images for students to follow along.
Adaptations for student access (Be specific with a focus on UDL principles and relevant technology tools/supports) What are the possible barriers to accessing learning for my students with disabilities and for students who are English Language Learners? What methods and/or resources will reduce or eliminate these barriers?	(Still collaborating with Mr. Linck) This class is a resource biology class so every student has an IEP. Tony: Life skills class Efrain- ELL
Type of Lesson  (Structure, grouping – more than one option may be used) How will I group my students during the lesson and guide effective transitions from one activity to another?	Students will have partner time to compare punnett squares. Then we will share as a group and have a discussion about diversity in the classroom.
Assessment (Formative) How will I check during the lesson to see how well each student understands the new concept/skill? How can I design formative assessments to include all students? How will I adapt instruction during the lesson if one or more students do not understand?	Heredity Lab worksheet Punnett Squares: in journal Group Discussion: List of name and teachers will check off when student’s comments of shows understanding through group discussion.
Materials What specific materials (quantity, type) will I need for this lesson? ·	Heredity Lab packets Video/Computer Picture: Parents Student Journals: Punnett square
Procedures (Include pacing/time for each part of the lesson.)
Anticipatory set /“grabber” (Focus students’ attention on the lesson, motivate) What is the purpose of the lesson – focus and outcome(s)? How can I peak student curiosity, establish relevance, and get them excited to learn?	Grabber: Video Punnett Squares Purpose: Character traits, Heredity genes, Alleles Focus: Genes Connection: Students will make connections to their own genes and why they inherit specific traits.
Step-by-Step Plan How will I teach the concepts and skills that students need to meet the lesson objective?  How will I teach in a way that will be engaging for my students? How will I integrate formative assessments into my lesson and how will I record student progress? How will students actively participate in relevant task(s) requiring them to use content and academic vocabulary? How will my students practice the new skill and how can I offer varied ways to practice (with possible choice of options) How can I design practice opportunities that may extend beyond the lesson itself for students who need more repetition? What will students who already “get it” do to deepen their understanding of the concept/skill?	Grabber/Review: Warm up questions will be put on the board before class. Heredity Lab packet: Students will be given a list of Character Traits, Dominate, Recessive and Alleles. Students will circle the dominant or recessive trait that occurs in them. Grabber: Video will introduce punnett squares. Teacher will show a sample punnett square of character trait-my own family and genes. Students will create a punnett square and pick on character trait to determine the percentage of the dominant gene and/or recessive gene. Students will share with a partner punnett square then with the class. Diversity: Whole group discussion about diversity in the classroom. Closure: Students will answer the work-up questions
Closure (Formative assessment) At the end of the lesson, how will I know what individual students understand about the focus concept(s)/ skill(s) that were taught today? How will my students summarize what they have learned, all students participating, with individual evidence of understanding?	Students will re-answer the warm up question they had on 10/28, after the lesson.

Phase II

1. Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe
• What went well and what didn't go well during the implementation of your lesson?
• Since I needed access to the internet I was unable to use my own computer so I had to use my teachers (Dell) computer. I had to quick learn how to use a DELL since I use a MAC. When the computer when to sleep mode cause it sat for awhile I had to keep asking my teacher to enter his password.
• How well was the alignment to objectives and standards maintained?
•  Understand the molecular basis of heredity and resulting genetic diversity. Students will be able to relate classical genetics to their own body. Students will be able to comprehend the role of dominant and recessive traits.
• Describe any modifications made during the implementation of the lesson
• Certain students were given different Lab packets due to their learning needs.
2. Mechanics:
   • What technologies did I use (for the teacher and the learner)?
   • Computer/Smart board and Overhead projector
   • How were the technologies used (by whom and in what manner)?
   • Teacher-computer, smartboard, overhead projector
   • Student- overhead projector 
   • My lesson was within the correct time frame
     • The lesson was within the correct time frame because because I made sure that even if we finished early the students had a video to watch or if the class didn't get to a certain point the next lesson could be adjusted.
3. Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning
• Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson
• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment
• After collecting students Lab packets the average grades were about 30 out of 40 
• Describe the level of success you had in teaching the lesson
  • How do your individual reflections support this?
  • I feell my lesson went well because adjustments were made for both 1st and 2nd period based on class size and individual students. 
  • How do the comments from your classmates support this?
  • Bailey H.- One advance my classmate gave me was to work on student engagement. Gather my students attention when I feel I have lost them.