LESSON

PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY

Name: Dana Horton ___________________ Date: March 5, 2015_________________
Unit Essential Question: Why dont we look like our parents? How do we get and preserve
genetic diversity?______________________________________________________
Lesson Topic: Inheritance quiz and intro to genetic engineering__ Class: Biology
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission the 4-Part
Agenda for Education in a Democracy
EQUAL ACCESS ENCULTURATION NURTURING PEDAGOGY STEWARDSHIP
To Knowledge In Democratic Society Safe and Caring for All of the Mission
Students will experience NURTURING PEDAGOGY by having a chance to ask questions and
review before taking the quiz. The quiz will also have a range of questions that focus on
application of the concepts in addition to strictly knowledge-based questions. Students will
have an opportunity to share what they understand.

STANDARDS (www.cde.state.co)
Content:
Colorado State Science
Standard 2.7d: Evaluate data
showing that offspring are not
clones of their parents or
siblings due to the meiotic
processes of independent
assortment of chromosomes,
crossing over, and mutations.

Literacy and Numeracy:

CCSS.MATH.PRACTICE.MP4:
Model with mathematics.
This standard includes that
students can analyze
[quantitative] relationships
mathematically to draw
conclusions.

NCTE Core Content English
Standard 3: Students apply a
wide range of strategies to
comprehend, interpret,
evaluate, and appreciate
texts.

Democracy and
21st Century Skills:
Critical Thinking and Problem
Solving: apply logical
reasoning and analytical skills.

Follow instruction

Literacy and Numeracy:

SWBAT express probability as
a percent by completing a

Democracy and
21st Century Skills:
SWBAT use critical and logical

OBJECTIVES
Content:
SWBAT demonstrate their
understanding of genetic

inheritance by completing the punnett square and

Genetics Inheritance Quiz.
determining the probability of
a given phenotype.

SWBAT evaluate the meaning
of test questions by reading
and answering each quiz
question.

thinking skills by applying

inheritance concepts to new
problems and explaining their
thinking for the purpose of
being creative problem
solvers.

SWBAT follow instructions on
the quiz by answering all parts
of the question and including
complete sentences were
instructed to do so for the
purpose of having a strong
work ethic.

ASSESSMENTS What is your evidence of achieving each objective? How will students know
and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
Students will be assessed on
all the unit objectives based
on their answers to the quiz
questions.

Literacy and Numeracy:

Students will have met the
numeracy objective if they
correctly assign a percentage
in the sex-linked traits
practice problems.

Students will meet the literacy
objective if they read each
question and answer it
correctly, as indicated by their
score on the quiz.

Democracy and
21st Century Skills:
Students will have met the
objective if they can correctly
read a pedigree and draw
conclusions from it as
indicated by their answers to
the pedigree notes questions.

Students will have met the
second objective if they
answer all parts of the
constructed response
questions.

Literacy and Numeracy

Percent
Probability

Democracy and
21st Century Skills
analytical

KEY VOCABULARY
Content
Genotype
Phenotype
Homozygous
Heterozygous
Allele
Gene
Trait

Heredity
Dominant
Recessive

HIGHER ORDER QUESTIONS for this lesson
Content
Why is it important to have
genetic diversity?

Why do genes have multiple
versions (alleles)?

Literacy and Numeracy

When are some other
situations where you might
want to know the probability
of something happening?

Why is it useful to express
probability as a percent?

Democracy and
21st Century Skills
Why is it important to think
analytically?

What kinds of problems
benefit from analytical
thinking?

Why is it important to follow
directions?

LESSON FLOW
This is the actual planning of the lesson activities.
Time

Anticipatory Set Purpose and Relevance

Notebook Question: Give an example of each of the following terms: genotype,
phenotype, codominance, incomplete dominance, heterozygous, homozygous.

Roll Question: Would you want to get genetic testing done on yourself?

Time

Pre-Assessment
None

Time

Time

Building Background
The roll question will help students connect to the new topic of genetic
engineering.

Activity Name
Genetic Engineering Notes students will take notes on some different lab
techniques involved with genetic engineering.

Anticipatory Set
Students will complete a sheet titled Genetic Engineering Equalizer in which
they will gage how they feel about genetic engineering and what they think is ok
to do and what is not ok to do. Student will pick up this sheet after completing
the quiz.

Time

Time

Instructional Input Includes:

Students will ask questions while reviewing for the quiz. They can refer to specific
questions in the review packet.

Direct instruction and videos will be used for the genetic engineering portion of
the lesson.

Models of Teaching:
Direct instruction, discussion

SIOP Techniques: graphic organizer

Guided Practice:
This lesson includes a summative assessment and an introduction to a new topic.
Guided practice will be in the following lesson.

Reading , Writing, Listening, Speaking
Students will read the questions on their quiz, write answers to constructed
response questions, and listen to direct instruction.

Checking for Understanding:
The quiz will be checking for understanding of the previous two weeks of
material.

Questioning Strategies:
The quiz questions range from recalling the meaning of different terms to
applying concepts and skill-based questions.

Independent Practice:
The quiz is independent practice for students to prepare for the summative unit
assessment and the cumulative final at the end of the year.
Accommodations, Modifications, and Student Adjustments
If students need some extra time to finish the quiz, they will be allowed to finish
and then given a note for their next class excusing their tardy.

Students who typically take assessments with their study skills teacher will be
encouraged to do so.


Time

Review and Assessments of All Objectives

Content:
Students will be assessed on all of the objectives based on their answers to the
quiz questions.

Literacy and Numeracy:
Students will have met the numeracy objective if they correctly assign a
percentage in the sex-linked traits practice problems.

Students will meet the literacy objective if they read each question and answer it
correctly, as indicated by their score on the quiz.

Democracy and 21st Century Skills:
Students will have met the objective if they can correctly read a pedigree and
draw conclusions from it as indicated by their answers to the pedigree notes
questions.

Students will have met the second objective if they answer all parts of the
constructed response questions.

Time

Closure
Ticket out the door: what lab technique discussed in class are you the most
interested in learning more about?

Time

Next Step
In the next class, students will begin a lab in which they will investigate the uses
of gel electrophoresis and its applications in genetics studies.