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Teacher Candidate:
Abby Olsen
Cooperating Teacher:
Group Size:
24
Date: 4/11/16
Coop. Initials
12pm
STANDARD:
3.1.3.B1. Heredity Understand that plants and animals closely resemble their parents.
3.1.4.B1 Describe features that are observable in both parents and their offspring.
3.1.4.B5. PATTERNS
Identify
observable
patterns
in
the
physical
characteristics
of
plants
or
groups
of
animals.
S.4.B.2.2.1: Identify physical characteristics that appear in both parents and could be
passed on to offspring.
I. Performance Objectives (Learning Outcomes):
A. Students will display knowledge of why offspring often resemble their parents
by completing the student booklet.
B. Students will be able to distinguish between inherited and acquired traits by
sorting traits based on whether it is learned or inherited.
C. Students
will
explore
how
dominant
and
recessive
traits
are
expressed
by
observing
the
physical
characteristics
of
themselves
and
classmates.
D. Students will be able to determine the probability that offspring will possess
certain traits by using Punnett Squares.
E. Students will simulate the inheritance of alleles for physical traits and use
those traits to create monster offspring.
F. Students will be able to construct multiple Punnett Squares and determine the
probability that offspring will possess certain traits by creating a monster
offspring.
G. Students will be able to interpret the results of Punnett Squares by creating a
monster family.
H. Students will review for the unit test by creating questions and playing a
jeopardy review game.
II. Instructional Materials:
A. Jeopardy music: https://www.youtube.com/watch?v=IkdmOVejUlI
B. Index cards
C. Timer
D. Whiteboard/chalkboard
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills:
1. General understanding of content specific vocabulary learned in
previous lessons in this unit.
2. This lesson will conclude the unit on heredity and genetics.
B. Key Vocabulary:
1. Heredity the passing of physical characteristics from parents to
offspring
2. Trait distinguishing characteristics or qualities that are part of an
organisms physical appearance
3. Genetics the scientific study of heredity; explains why we look the
way we do
4. Gene the factors that control each trait
5. Allele the different forms of a gene; the gene that controls height has
one tall allele and one short allele
6. Inherited traits: the observable characteristics that pass from parents to
offspring.
7. Acquired traits: the observable characteristics that result from ones
behavior or environment.
8. Dominant
gene:
a
gene
that
can
hide
the
effect
of
a
recessive
gene.
9. Recessive
gene:
a
gene
whose
expression
can
be
hidden.
10. Cross mating between two parents
11. Punnett Square tool used to predict the possible offspring from a
cross
12. Genotype The genetic makeup of an individual.
13. Phenotype The physical expression of a trait determined by the
individuals genotype.
14. Probability The possibility of an event occurring usually expressed
as a percentage or ratio
C. Big Idea: Use this lesson to help students review for a summative assessment
of key concepts from the heredity unit. The summative test will be given
tomorrow.
D. Content:
1. History of heredity
2. Gregor Mendel
3. Gregor Mendels pea plant experiment
4. Gregor Mendels 3 laws of genetics
5.
6.
7.
8.
IV. Implementation
A. Introduction:
1. As the students come into the classroom, jeopardy music will be
playing. The following link plays the jeopardy music:
https://www.youtube.com/watch?v=IkdmOVejUlI
2. Tell the students that today they will be reviewing for their unit test
tomorrow by playing jeopardy.
B. Development:
1. Break the class up into four different groups.
2. Assign student teams to write questions of varying difficulty for four
different categories on index cards. The following four categories are:
Gregor Mendel, inherited vs. acquired traits, dominant and recessive
genes, and Punnett Squares. Each group will be assigned one category.
3. Allow students ten minutes to write the questions together as a group.
Each group will write five questions for their category.
4. Have students write the answer to each question on the back of each
card. When all of the questions and answers have been written, assign
a $ amount depending on the difficulty of the questions.
a. For example:
$100very easy questions
$200easy
$300somewhat difficult
$400difficult
$500very difficult
5. Draw the following grid on the board.
Gregor Mendel
$100
$200
$300
$400
$500
Inherited vs.
acquired traits
$100
$200
$300
$400
$500
Dominant and
recessive genes
$100
$200
$300
$400
$500
Punnett Squares
$100
$200
$300
$400
$500
6. Attach the index cards to the board in the correct categories and
sequence with the answer side showing.
7. Divide the class into three teams.
8. Have students draw numbers to determine the order of the teams.
9. Have the first team pick a category and a dollar amount.
10. Give students the answer and ask them to come up with the correct
question.
11. They will have 20-30 seconds to discuss and come up with the correct
question. Set a timer to ensure fairness.
12. At the end of the time, the spokesperson will give the team answer.
13. If the team answers correctly, add the dollar amount of the question to
their score. Post the scores visibly.
14. If the team answers incorrectly, subtract the dollar amount from their
score.
15. Then, give the other two teams (in order) an opportunity to correctly
answer and earn the dollar amount.
16. Now give the 2nd team a chance to choose a category and question.
Repeat steps 8-14 with this team.
C. Closure:
1. When all the questions have been given, calculate their final score
depending on whether they were correct (adding) or incorrect
(subtracting).
2. The team with the highest score wins.
3. Allow the students to write down any of the questions they may have
had trouble answering. This will help them to study for tomorrows
test.
D. Accommodations/Differentiation:
1. Accommodations: A, who is identified with ADHD will not need any
accommodations for this lesson. However, she will be given extra time
to complete the unit test tomorrow.
2. Differentiation: Instead of having the students come up with the
questions for the jeopardy game, the teacher could have the questions
written prior to the students coming into the classroom.
E. Assessment/Evaluation Plan
1. Formative: there will be no formative assessment for this lesson.
2. Summative: the unit test will be given tomorrow. (Attached)
V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
Remediation Plan
B. Personal Reflection:
1. Was it beneficial, to the students, to write the questions for the game?
2. How was my time management during this lesson?
3. How
could
this
lesson
be
improved?
Name: ___________________
Unit Test: Heredity
I.
Vocabulary Matching: match the vocab word with its definition. Write the
matching letter next to the vocabulary word, on the line provided.
Vocab Words:
1. _____ Heredity
2. _____ Trait
3. _____ Genes
4. _____ Alleles
5. _____ Inherited traits
6. _____ Acquired traits
7. _____ Cross
8. _____ Punnett Square
9. _____ Genotype
10. _____ Phenotype
II.
Definitions:
a. The different forms of a gene
b. The observable characteristics that result from ones
behavior or environment
c. The passing of physical characteristics from parents to
offspring
d. Mating between two parents
e. The genetic makeup of an individual
f. Instructions
for
our
body
that
determine
the
traits
you
will
display
g. Distinguishing characteristics or qualities that are part
of an organisms physical appearance
h. Tool used to predict the possible offspring from a cross
i. The observable characteristics that pass from parents to
offspring
j. The physical expression of a trait
13. When Mendel crossed a short plant with a tall plant what happened?
A. The offspring plants were tall.
B. The offspring plants were short.
C. The offspring plants were medium height.
D. There were no offspring plants.
14. A trait whose expression can be hidden
A. Dominant
B. Recessive
C. Phenotype
D. Genotype
III.
True or False: Circle the word True or False for each statement
15. True/False: We all have inherited and acquired traits.
16. True/False: You are not born with inherited traits because inherited traits
develop during life.
17. True/False: Gregor Mendel was considered the Father of Genetics.
18. True/False: A capital letter represents the dominant form of a trait.
19. True/False: Someone with the genotype, Ff, will express the recessive form of
the trait.
20. True/False: Having the dominant form of a trait is better than having the
recessive form.
IV.
__________%