Lesson Plan Template (ITE 604) Name Katie Lutz #ub$e"t %#"ien"e !ra&e Le'el (% I. #ETTIN! T/E #T0!

E /1P# III #T0N)0R)# Benchmark SC. 7.5.1 IN#TR21TI3N0L 3B4E1TI5E#

Lesson Title: ReBoot Babies: Explorin !eneti"s

)ate #eptember *4+ *0,-

Benchmark SC 7.5.2

Benchmark SC 7.5.3

By analyzing genotypes and phenotypes, SWBA e!plain ho" an inherited trait can #e determined #y one or more gene. By sim$lating independent assortment and meiosis, SWBA disting$ish the di%%erence #et"een se!$al and ase!$al reprod$ction. By e!amining the phenotype and genotypes o% 2 generations, SWBA model ho" small di%%erences #et"een parents and o%%spring co$ld prod$ce descendants that look &ery di%%erent %rom their ancestors. 0NTI1IP0T3R6 #ET 'Warm()p or Bell Work* 0!EN)0 ITE8# P3#TE) 3N 9R3NT B30R) )a7 ,: 'Time 15 min$tes* )a7 , +o$rnal ,ntry '"rite on #oard* 1. +o$rnal '15 min$tes* -.o yo$ look more like yo$r mom or yo$r dad/ Why do yo$ think this 2. 6eBoot Ba#ies7 ,!ploring 9enes '23 min$tes* is/ 0% yo$ ha&e si#lings, do yo$ look like him1her/2 3. he :aking o% 6eBoot Ba#ies; '<3 min$tes* 13 min$tes %or 4o$rnal 5 min$tes %or oral disc$ssion )a7 * Ask st$dents "hy they #elie&e they share some traits '#$t not all* "ith 1. +o$rnal '13 min$tes* their parents. 2. =ainting 6eBoot Ba#ies '23 min$tes* 56 co$ld post pict$res o% lots o% di%%erent looking people and ask 3. 6eBoot Ba#y =resentations '25(33 min$tes* st$dents "hy these people all look di%%erent. <. 6e%lection7 Written Con&ersation '15 min$tes* )a7 *: 'Time 13 min$tes* +o$rnal ,ntry7 -8o" does yo$r genotype a%%ect %or phenotype/ Can t"o indi&id$als "ith the same phenotype ha&e di%%erent genotypes/2 II. 01:2I#ITI3N )a7 , #EE ':odeling* )3 'Str$ct$red =ractice* ,. #06 ',!planation* 'Time 23 min* St$dents "ill #egin lesson #y picking alleles to 6eal li%e e!amples7 .emonstrate to st$dents ho" to sort alleles #y determine genotypes. Why do some st$dents ha&e #ro"n hair/ Some size and then pick alleles to determine their he data collected sho$ld #e recorded on the #londe/ 6eBoot #a#ies genotype. date sheet. Why do indi&id$als ha&e di%%erent eye color/ 6elate this process to haploid sperm1egg and )sing the key pro&ided, st$dents "ill determine C$rly or straight hair/ se!$al1ase!$al reprod$ction. the phenotype o% their 6eBoot #a#y.

Bring these e!amples #ack to the disc$ssion o% alleles, genes, phenotype, genotype etc. 9o o&er $se%$l &oca#$lary sheet and la# proced$re together. 1;e"<in =or 2n&erstan&in : %ormati&e7 th$m#s $p1do"n checking %or $nderstanding.

1;e"<in =or 2n&erstan&in : Speci%ic >$estions7 What is the di%%erence #et"een phenotype and genotype/ What are alleles/ Why do "e all look di%%erent/

1;e"<in =or 2n&erstan&in : Clari%y the di%%erence #et"een genotype and phenotype, heterozygo$s &s homozygo$s, dominant &s recessi&e Ask st$dents7 -Can 2 parents "ho are heterozygo$s %or a partic$lar trait ha&e a #a#y "ho is homozygo$s recessi&e %or the same trait/2

)a7 , *. #06 ',!planation* 'Time <3 min$tes* Working in pairs, st$dents are no" responsi#le %or creating their o"n 6eBoot #a#y o$t o% clay. 6eBoot #a#ies m$st e!hi#it the phenotypic characteristics determined %rom the data sheet. 1;e"<in =or 2n&erstan&in : ?ormati&e7 Ask st$dents i% they ha&e any >$estions. )a7 * -. #06 ',!planation* 'Time 23 min$tes* ,!plain to st$dents that they can paint their 6eBoot #a#y ho"e&er they choose #$t they can not change the phenotypic traits determined on day 1 o% the lesson. 1;e"<in =or 2n&erstan&in : ?ormati&e7 th$m#s $p1do"n

#EE ':odeling* .emonstrate to st$dents ho" to "ork "ith clay to create a 6e#oot #a#y $sing the data sheet as a g$ide %or physical characteristics. 'sa&e painting o% the 6eBoot #a#ies %or day 2 "hen the air dry clay has dried* 1;e"<in =or 2n&erstan&in : ?ormati&e7 33 seconds7 e!plain to yo$r neigh#or "hat "e are going to make in class and "hat in%ormation is needed. #EE ':odeling* .emonstrate .emonstrate ho" to care%$lly paint 6eBoot #a#y, sho" "here paints, #r$shes, "ater c$ps etc. are located 1;e"<in =or 2n&erstan&in : Check to make s$re st$dents $nderstand "hat is e!pected o% them and "here s$pplies are.

)3 'Str$ct$red =ractice* ,ach pair o% st$dents "ill recei&e #ase#all size piece o% clay. St$dents "ill $se &ario$s techni>$es to create a 6eBoot #a#y that is phenotypically acc$rate according to the data sheet o$t o% clay. 1;e"<in =or 2n&erstan&in : ?ormati&e7 asking >$estions to indi&id$als1entire class )3 'Str$ct$red =ractice* Working in pairs st$dents "ill paint their 6eBoot #a#ies 1;e"<in =or 2n&erstan&in : Check in "ith st$dents to ens$re paints are #eing $sed responsi#ly and $se this time to ask other genetics related >$estions a#o$t 6eBoot #a#ies.

III. 13N#3LI)0TI3N )a7 * !2I)E) PR01TI1E i% applica#le 'Time 5 min$tes*

,!plain to st$dents that they are responsi#le %or gi&ing a short 1(2 min$te presentation "ith their gro$p e!plaining the %eat$res o% their 6eBoot #a#y. 0n%orm st$dents they "ill #e responsi#le %or ans"ering >$estions regarding their 6eBoot #a#y. 9i&e >$ick presentation to demonstrate "hat is e!pected. #2880TI5E 0##E##8ENT 'Assessment o% @earning* i% applica#le 'Time 25(33 min$tes* )a7 *: ,>* minute stu&ent presentation o= ReBoot bab7 Ask presenting gro$p >$estions7 0s 6eBoot #a#y homozygo$s recessi&e %or any traits/ 8eterzygo$s/ 0% yo$r 6eBoot #a#y is heterozygo$s %or a partic$lar trait, "hat physical characteristic is sho"n/ .id yo$ notice any patterns "hile making yo$r 6eBoot #a#y/ .oes yo$r 6eBoot #a#y sho" codomance %or any traits/ 0% so, "hich one's*/ 1L3#2RE i% applica#le 'Time 15 min$tes* 6e%lection7 Written Con&ersation in gro$ps o% 2 '13 min$tes* -What did yo$ learn a#o$t genes and ho" they are e!pressed in di%%erent indi&id$als/ What "as the most interesting aspect o% the creation o% 6eBoot #a#ies to yo$/ hese >$estions are 4$st a starting place, %eel %ree to e!plore1disc$ss "hat "as most interesting to yo$.2 Aer#al class disc$ssion '5 min$tes* 80TERI0L# 0ir>&r7 "la7 tempera paints &i==erent "olor bea&s =or e7es paint brus;es ?ater "ups (to ?as; brus;es) ne?spaper =or stu&ents to "o'er ?or< sur=a"e ?;ile usin "la7 IN)EPEN)ENT PR01TI1E i% applica#le

Ea"; stu&ent re"ei'es laminate& strips o= paper t;at measure (* o= ea"; size) ,x, (label one E an& t;e ot;er e) ,x* (label one T an& t;e ot;er t) ,x- (label one N an& t;e ot;er n) ,x4 (label one B an& t;e ot;er b) ,x@ (label one L an& t;e ot;er l) ,x6 (label one 0 an& t;e ot;er a) ,x( (label one R an& t;e ot;er r)

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