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Secondary Science

Task 1: Planning Commentary

TASK 1: PLANNING COMMENTARY


Respond to the prompts below (no more than 9 single-spaced pages, including prompts) by typing your responses within the
brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

1. Central Focus
a. Describe the central focus and purpose of the content you will teach in the learning
segment.
[The central focus of this learning segment is to introduce the concept of genetics and the many
vocabulary terms that will be vital to their understanding of the concepts that follow. The students
must be able to use information that is given to them in order to make inferences about how genes
could be passed down from one generation to the next. Students will be required to construct
Punnett squares in order to help them predict the genotype and phenotype of offspring. Students
will analyze data in order to make inferences about dominance and heredity.]
b. Given the central focus, describe how the standards and learning objectives within your
learning segment address
the use of science concepts,
the application of scientific practices through inquiry, and
the development and evaluation of evidence-based explanations of or reasonable predictions about
a real-world phenomenon based on patterns of evidence and/or data.
[During this genetics unit the students will be required to analyze data and make predictions. The
students will be exploring the real world topic of heredity and analyze the class data that they collect
in order to determine the laws of heredity. In the final lesson students will combine their knowledge
of heredity and the laws of dominance to create an organism and determine the types of
dominance that the traits display.

The following New York State Regents Living Environment Standards will be covered in my learning
segment: Key idea 2: Organisms inherit genetic information in a variety of ways that result in
continuity of structure and function between parents and offspring.
2.1 Explain how the structure and replication of genetic material result in offspring that resemble
their parents:
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 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.
2.1h Genes are segments of DNA molecules.
2.1f In all organisms, the coded instructions for specifying the characteristics of the organism
are carried in DNA.
2.2 Explain how the technology of genetic engineering allows humans to alter genetic makeup
of organisms.
2.2a For thousands of years new varieties of cultivated plants and domestic animals have
resulted from selective breeding for particular traits.
Use of science concepts: The lessons I have planned will give my students the ability to
understand how genes are passed down from one generation to the next. They will be able to
understand why they do or do not look like their parents, grandparents and siblings. In order to
understand this students need to understand how genes are passed down and that all traits are not

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Task 1: Planning Commentary

inherited equally or mixed equally. In this unit students will also learn to make predictions about how
traits will be passed down. My students will be able to use these skills in order to better understand
how traits will be passed in the future if they choose to have their own children. This is a very
important concept to understand because there are many genetic diseases that run in families and
with these skills my students will be able to determine the risks of passing these down to future
generations.
Ability to apply scientific practices through inquiry: In lesson one of my unit students will be
using a simulation that allows them to cross two mice and make predictions and observations
about their offspring. Students will see that a black mouse and a white mouse when crossed make
only black mice, and will be asked to make inferences as to why this occurs. Students will then take
the offspring of the cross and cross them together which will produce 75% black mice and 25%
white mice. Students will again make inferences as to why this occurs. Students will be
investigating the law of segregating during this simulation. In the following simulation students will
be investigating how two different traits are inherited, students will be able to make observations
about how the two traits are inherited and make inferences as to why it occurs this way. In lesson
two students will be conducting a lab where they will work in groups to collect data about their
visible traits. The students will combine all of the class data and calculate the frequency of each
trait. The students will then compare these frequencies to the national data. Students will use this
data to make inferences about if the traits that they have observed are dominant or recessive.
Students will then collect data about dominant and recessive traits in males and females and graph
these results. Using these graphs students will make predictions about sex linked traits. Students
will also be asked to take a look at their own traits and the traits of their siblings and make
inferences about the genotypes of their parents. In lesson three students will be creating creatures
using parent chromosomes where the students will perform meiosis to create gametes that they
will combine to create an organisms DNA which will determine its traits. Students will look at all of
the rebops traits and make inferences as to the types of dominance that they are displaying.
Develop evidence-based explanations for a real-world phenomenon: Through these
exploration activities students will collect evidence about the real world phenomena of genetics.
Students will be able to use the laws that they have learned to rationalize the data that they find.
Students will combine the observations that they collect during the labs to explain the inferences
that they have made. By the end of this unit students will be asked to explain how alleles separate
and how genotypes create phenotypes using Punnett squares that they will be able to create
themselves.]
c. Explain how your plans build on each other to help students understand relationships
between scientific concepts, scientific practices through inquiry, and the phenomenon in the
learning segment.
[ In lesson one the students will be introduced to the concept of dominance through an inquiry
activity. First the students will be engaged with a bell work sheet that will ask them questions to
spark their interest about genetics and how they work, the point of this is to get the students
engaged and ready to learn. Following this the students will begin the simulation by observing the
process of meiosis and the formation of gametes, then the process of fertilization. This will help the
students to build off of the previous unit of reproduction as they enter this new unit and will also
serve as a refresher for the students who did not perform well on the reproduction exam. The
relationship between meiosis and genetics is vital to the understanding of this unit. Students will
investigate through the simulation and be able to observe the laws of genetics at work before they
are explained how they work. The sequencing of the explore and then explain is key to engaging
the students according to the creators of the 5E model. My unit is planned entirely around this
model. Students will first get a change to explore the topic and learn through inquiry and then they
are explained the content that goes along with the activity, by doing this the students can have that
aha moment where everything suddenly makes sense. After the students are finished with the

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Secondary Science
Task 1: Planning Commentary

simulation they will define some key words that came up throughout their simulation. This
simulation also serves as a common experience that all of my students will be able to relate to and
so during the notes that follow I will relate directly back to it in my explanation of each topic.
Through my explanation of how the versions of the genes separate during meiosis and then
recombine during fertilization students will hopefully get that aha moment where everything clicks.
The students will then be evaluated using a homework worksheet that serves as a check for
understanding and will drive my future lesson plans.
Lesson two builds upon lesson one in that it delves further into the concept of dominant
traits. The students will have learned that dominance exists and they have seen it in action through
the simulation but during this second lesson the students will be able to see it in their own personal
traits. This human inheritance lab will help the students to understand that the laws of dominance
are at work not only in the simulation but also in their own traits. This lab will help students to make
connections between the laws of dominance and the pattern of traits that exists in their own family.
The students will then be engaged in an explanation about why some of their traits display
dominance and why others do not. This should help the students to make more connections
between their traits and the laws of dominance.
In lesson three the concepts are all tied together in a lab where the students will create a
creature of their own using the information that they have learned. Students will use chromosomes
from parent creatures and preform meiosis to create gametes. Using the gametes from the two
parents the students will determine the phenotype of each trait and build their creature. This will tie
together meiosis phenotype and genotype and also introduce the concept of environmental
influence. The students will compare and contrast the offspring and the parents and will also figure
out what type of dominance each trait displays. Students will also create Punnett squares to
calculate the probability of their creature getting two specific traits. This third lesson should tie
together meiosis genotype and phenotype and help the students begin to understand the
phenomena of heredity.]
2. Knowledge of Students to Inform Teaching
For each of the prompts below (2ab), describe what you know about your students with
respect to the central focus of the learning segment.

Consider the variety of learners in your class who may require different strategies/support (e.g.,
students with IEPs or 504 plans, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted students).
a. Prior academic learning and prerequisite skills related to the central focusCite evidence
of what students know, what they can do, and what they are still learning to do.
[Before starting this unit the students will need to be confident with the concepts of sexual
reproduction and meiosis in order to understand how alleles separate and recombine during
fertilization. I know the students are fairly strong in this concept because they performed well on the
last exam. There are many opportunities in this unit to review reproduction and meiosis so the
students who struggled on the last exam should have plenty of opportunities to catch up. Students
who struggle with the steps of meiosis will be refreshed both during lesson one in the gizmo and in
lesson three during the rebop lab. The bell work for each of my lessons should help the students to
activate their prior knowledge, review key concepts that will be necessary to the understanding of
the new content and engage them in the learning. The bell work is completed by the students
individually and is then discussed as a class. The bell work activities also allow a before and after
comparison of how each student improves throughout each lesson. Students will also need to know
basic computer skills and how to use a smart board in order to record their data.]

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Secondary Science
Task 1: Planning Commentary

b. Personal, cultural, and community assets related to the central focusWhat do you know
about your students everyday experiences, cultural and language backgrounds and
practices, and interests?
[A majority of my students come from well off families who can provide them with internet cell
phones and any school materials that they may need, some students however have families that
struggle to get by. As a part of me classroom we have materials available for every activity that any
student is free to use. We provide calculators, laptops, art supplies and school supplies that any
student is welcome to use. In this way my classroom allows for every student to engage in the
same learning despite their economic status. In my classroom we also have a student who is an
exchange student from Germany and a student who is in the urban suburban program which is run
in the city of Rochester and involves transporting select students from Rochester city schools to
schools in the suburbs. These students add to the diversity of the classroom and because of the
many different cultures that are present in my classroom I try to unite the students by giving them
common experiences that they can all relate to. For example, when creating this unit I decided to
start it off by doing an online simulation that allowed all of the students to have the same experience
with breeding mice, this way the students could all relate to this in any example I used in the
future. Also when creating examples I try to choose examples that everyone in my class can relate
to, I usually ask the students first if everyone knows the basics about something and then I proceed
with the example or choose a different one. Student input plays a huge role in my classroom and
my students know that they are able to ask for help understanding or to ask for a different analogy.
Many of the students in my classroom call out answers and this is because it has been welcomed in
the classroom in order to have a more discussion free environment. The school policy on cell
phones also plays a huge role in my classroom because the cell phone policy is very lenient in the
district. Students have free use of their cellphones in class unless it is a distraction to other
students. This leads to a lot of students not completing their work but again, it is a school policy.
The human inheritance lab in lesson two uses the students personal traits and incorporates
national data on those traits. This class is somewhat diverse and by incorporating many different
traits which differ between cultures the students will be able to compare and contrast their traits with
those of their classmates and the nation as a whole. The students will also be asked to compare
their personal traits to the traits of their family members in both the human inheritance lab and the
rebop babies lab. I know that my students have enjoyed hands on activities and online activities in
the past so I tried to incorporate many of these into my lessons as well.]
3. Supporting Students Science Learning
Respond to prompts 3ac below. To support your justifications, refer to the instructional
materials and lesson plans you have included as part of Planning
Task 1. In addition, use principles from research or theory to support your justifications.

a. Justify how your understanding of your students prior academic learning and personal,
cultural, and community assets (from prompts 2ab above) guided your choice or adaptation
of learning tasks and materials. Be explicit about the connections between the learning
tasks and students prior academic learning, their assets, and research/theory.
[ My unit is planned around the 5E instructional model. The 5E instructional model is an
inquiry based model that has five steps; Engage, Explore, Explain, Evaluate, Extend. The order of
these steps is vital to increasing the understanding of students. This model has been supported by
numerous studies including those by Bishop (1980), Bowyer (1976), Nussbaum (1979), Renner &
Paske (1977), Saunders & Shepardson (1987) and Schneider & Renner (1980). In all of these
studies it was found that the students taught using the model had increased achievement over
traditionally taught students. In choosing to use this model I had to adapt all of my lesson materials.
I chose to have an engagement activity for each day that activated the students prior knowledge

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Secondary Science
Task 1: Planning Commentary

but was simple and short enough that we could also complete a lab and notes. I adapted the labs to
include more explicit directions as well as time for the students to just explore on their own, I also
adapted the notes to more directly relate to the labs. I also made sure to include an assessment in
the form of a homework worksheet that I can use to adapt my future teaching to the students areas
of need.
Because I know that several students struggled with the last exam, which included
information that will be necessary in order to understand this unit, I made sure to incorporate many
different opportunities to further the students understanding of meiosis and fertilization. The
students will watch meiosis and fertilization in action during the lab on day one and are required to
use their notes to review the steps of meiosis during bell work on day three. On day three we will
also go through the steps of meiosis and the formation of gametes together as a class during the
rebop babies lab.
Research shows that self-monitoring/reflecting can increase student engagement which is
significantly linked to academic performance (Williams, 2006), because of this I chose to include a
self-assessment focus sheet into my lessons. This focus sheet takes 2-3 minutes at the end of
class but it uses a rubric that the students and school based teacher created together. This self-
assessment holds the students accountable for their own actions and gives them an opportunity to
explain why they acted the way they did. Research also shows that integrating concepts with real
world situations increases student engagement (Bransford, Brown & Cocking, 1999). The human
inheritance lab in lesson two is adapted to better foster student engagement from a version that I
received from my school based teacher. I wanted to connect this lab more directly to the students
so I adapted it to fit the traits of each class so that they can make connections between their own
personal traits and the types of dominance that those traits display. In this lab I also PTC tasting
because I wanted to include senses other than just sight in order to engage the students further.
I also incorporated cooperative learning into my lab activities for lessons two and three
because I know that there is a lot of research surrounding it. A study by Roseth, Johnson and
Johnson found that students who are taught through cooperative learning establish a sense of
obligation to one another which leads to increased achievement, greater buy in and increased
motivation (2008). ]
b. Describe and justify why your instructional strategies and planned supports are appropriate
for the whole class, individuals, and groups of students with specific learning needs.

Consider the variety of learners in your class who may require different strategies/support
(e.g., students with IEPs or 504 plans, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted
students).
[Arranged seating and grouping are supportive of students who struggle with attention and students
who have difficulty hearing in each of my three lessons I have created groups or pairs where
students will be able to work well together to complete the lab activity. I have gotten to know my
students very well and I have learned a lot about who gets along and who doesnt as well as the
struggles and strengths of each student using what I have learned I have grouped my students both
by ability and preference. I also use vocab lists that help my ESL student to simplify complex
words.]
c. Describe common preconceptions (based on prior academic learning and experiences)
within your central focus and how you will identify and address them.
[Based on the results of my pre-assessment I know that many of my students believe in the equal
mixing of traits which is a common misconception about genetics. This misconception will be
discovered by the students themselves during the inquiry activity where they will mix a black mouse
and a white mouse and get only black mice as a result. Many students will be curiously confused

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Task 1: Planning Commentary

during this activity and it will spark their interest and allow them to invest in their own learning to find
out the truth about why equal mixing does not occur. After this activity, which guides the students
through a process similar to the one Gregor Mendel used in his discovery of dominance, the
students will be given a name to the phenomena that they have observed. The students will then be
walked through what we know now as scientists and how the discovery about dominance occurred
which should clarify their misconception.
Another misconception that students will most likely have is understanding the differences
between the types of dominance. Students will again be involved in an inquiry activity where they
will discover that not all traits are completely dominant, students will make inferences as to how this
occurs. Students will be given real life examples of the types of dominance and how they influence
the traits that occur. I will model the Punnett squares used for each type of dominance and compare
and contrast them with the students to ensure that they can figure them out. I will also discuss how
to use context clues in the questions to determine the type of dominance and I will give the students
mnemonics to help them remember the types and an example of each.
A third misconception that I expect my students to have is the misunderstanding that
chromosomes are inherited in some pattern, for example, the chromosomes line up in some
particular order and orientation, when in fact it is truly random, which we learn when defining
Mendels laws. The students will observe meiosis occurring to form gametes during the simulation
activity in lesson one and will perform meiosis themselves with parental chromosomes during the
lab activity in lesson three. During this lab I will walk them through meiosis step by step and then
walk around to make sure that every student is mixing their chromosomes and randomly dividing
and orienting them. This activity should clear up any misconception that the students have about
the patterns of inheritance.]
4. Supporting Science Development through Language

As you respond to prompts 4ad, consider the range of students language assets and
needswhat do students already know, what are they struggling with, and/or what is new to
them?
a. Language Function. Using information about your students language assets and needs,
identify one language function essential for students to
use science concepts,
apply scientific practices through inquiry, or
develop and evaluate explanations or reasonable predictions about a real-world phenomenon.
Listed below are some sample language functions. You may choose one of these or another
language function more appropriate for your learning segment.

Analyze Explain Interpret Justify with evidence


[Infer]
b. Identify a key learning task from your plans that provides students with opportunities to
practice using the language function. Identify the lesson in which the learning task occurs.
(Give the lesson/day and number.)
[Making inferences is a main concept for genetics and as such it comes up multiple times in each
lesson, but the activity that allows for the most inferences is the lab in lesson 1. During this online
simulation the students will explore dominance in the fur color of mice. The students will be making
inferences about what is occurring and why as well as making predictions based on the patterns
they see. The students will also use the knowledge they have gained to make inferences about their

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Task 1: Planning Commentary

own traits in the homework for this lesson also involves the students making predictions about the
genotype and phenotypes of a given cross.]
c. Additional Language Demands. Given the language function and learning task identified
above, describe the following associated language demands (written or oral) students need
to understand and/or use:
Vocabulary and/or symbols
Plus at least one of the following:
Syntax
Discourse
[Vocabulary: allele, DNA, dominant allele, gene, genotype, heredity, heterozygous, homozygous,
hybrid, inheritance, phenotype, Punnett square, recessive allele, trait, Law of Dominance,
incomplete dominance, complete dominance, codominance, sex-linked dominance, Law of
Dominance, Law of Independent Assortment, Law of Segregation.

In lesson one the students will define terms that will be covered during this three day segment in a
given vocab list. The students are able to pull the definitions out of the reading or use online and
text resources to define the terms. Students will then use these terms during verbal class discourse
during which they will be asked questions about the inferences that they made and be expected to
back up their answers with evidence from the labs. The students will also be asked for written short
answer responses to questions for each lab during which they will be required to use the terms with
appropriate syntax. Students will also be required to use syntax when creating Punnett squares to
predict the outcomes of a cross.]
d. Language Supports. Refer to your lesson plans and instructional materials as needed in
your response to the prompt.
Identify and describe the planned instructional supports (during and/or prior to the learning task) to
help students understand, develop, and use the identified language demands (function, vocabulary
and/or symbols, syntax, or discourse).
[The language function used in my learning segment is infer. One way that I help my students to
learn through inferences is to use the 5E model for learning where the students explore the topic on
their own first through an inquiry based activity. During these inquiries the students will make many
inferences about what is happening and why. When the students explore a topic first it encourages
them to become engaged in the material. Students will learn how to use a chart called a Punnett
square during lesson one which will help them to make inferences about the genotype and
phenotype of each cross. I will walk through this chart and how it is used as well as what type of
information can be gained from it. We will also go through a more complex chart where the students
will be able to use the laws that they learn to make more complicated predictions about how two
different traits are inherited. I will model both of these charts during the class notes. After I model
the Punnett squares the students will work through different examples on their own which I will go
over afterwards to ensure that they all understand. Students will also be taught to use context clues
to infer the type of dominance during the labs in lessons 2 and 3. The syntax of these lessons that
is most important to the correct inferences involves the organization of these prediction charts.
Students will be taught how to decide what gametes each cross will make and what the possible
combinations will be for their charts. To support students inferences made from these charts I will
discuss how to calculate the percentages of each genotype and how to figure out the phenotype
percentages from the context clues and Punnett square results. Students will be required to use the
vocab when explaining their answers and be asked to use evidence from the Punnett squares to

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Task 1: Planning Commentary

support their answers during written lab questions as well as class discourse. Students will be
assessed on their use of evidence from Punnett squares when making predictions about genotype,
phenotype and types of dominance during class discussions and written responses to lab
questions. I will use examples and modeling during the class notes to support the students so they
are prepared for these assessments.]
5. Monitoring Student Learning
In response to the prompts below, refer to the assessments you will submit as part of the
materials for Planning Task 1.
a. Describe how your planned formal and informal assessments will provide direct evidence of
students understanding of
science concepts,
the real-world phenomenon, AND
the application of scientific practices through inquiry
throughout the learning segment.
[
Objective Assessments
Students will be able to Lesson 1: Lab questions involving Punnett squares, homework
use Punnett squares to worksheet where students will use Punnett squares to organize the
make predictions about gametes of parents and combine them into possible offspring, informal
how genes are passed observations during class discussion and lab, Vocabulary list where
from parent to offspring. students will be asked to define Punnett squares, heredity, inheritance
and DNA.
Lesson 2: bell work worksheet where students are asked to determine
the outcome of a given cross, lab questions that involve making
predictions, homework worksheet that involves questions about Punnett
squares.
Lesson 3: bell work worksheet where students will use Punnett squares
to determine parental genotypes, lab questions involving Punnett
squares
Students will be able to Lesson 1: Lab questions involving genotype and phenotype, homework
predict the phenotype worksheet where students will use Punnett squares to determine the
and genotype of genotype and phenotype of a given cross, informal observations during
offspring using a given class discussion and lab, vocabulary list where students will define
cross. genotype and phenotype.
Lesson 2: bell work worksheet where students are asked to determine
the genotype and phenotype of a cross, lab questions that involve
making predictions, homework worksheet that involves questions about
genotype and phenotype.
Lesson 3: bell work worksheet where students will use Punnett squares
to determine parental genotypes, lab questions involving Punnett
squares
Students will be able to Lesson 2: Students will use class data to make predictions about the
interpret data and use it dominance of a particular human trait during class discussion and lab
to make inferences questions as well as questions involving their family similarities and
about types of differences which are present in the bell work.
dominance and linked Lesson 3: Students will use class data to make inferences about the
traits. types of dominance occurring in the rebop babies that they have

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Secondary Science
Task 1: Planning Commentary

created and will be assessed on their understanding of this during the


lab questions.
Students will be able to Lesson 3: Informal observations during the lab activity where students
use their prior will perform each step of sexual reproduction from meiosis to fertilization
knowledge of meiosis to create their own rebop baby. I will be walking around to make sure
and Mendels laws to that each student performs the meiosis correctly and randomly ensuring
create gametes from that Mendels laws are also simulated. The lab questions and bell work
given chromosomes. questions will also ask the students clarifying questions about each of
the steps of meiosis as well as Mendels laws.
]
b. Explain how the design or adaptation of your planned assessments allows students with
specific needs to demonstrate their learning.

Consider the variety of learners in your class who may require different strategies/support
(e.g., students with IEPs or 504 plans, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted
students).
[All of my labs have written response questions that will be graded for an overall score out of 100
points. The short answer gives the students a chance to relate back to their own lives and make
connections. It also gives gifted students a chance to elaborate and struggling students a chance to
explain their thoughts. Short response questions also allow for more accurate assessment because
the students cannot simply guess the question and I can determine misconceptions from their
answers. The cooperating teacher at my placement has a system in place where the students are
expected to come in and revise every lab until they get a score of 100, if they do not by the end of
the quarter the students receive a 0 for that lab. Many students are encouraged to come get extra
help with the labs and many of the comments that I write on lab reports are clarifying questions and
hints to help the student get started in the right direction. Students work together on most labs but
the questions are to be answered independently and each student is required to revise their work
independently as well. When many students get the same question wrong, I make sure to go over
how to do that question in class and often go through a very similar problem as an example. The
school where I am placed has a common free time where all students and teachers are without a
class, this time allows all students time during school to receive help with any assignment. Because
the students are able to answer the questions on their own time they are able to work at their own
pace and use outside resources for help. All students are encouraged to look up any words they are
unfamiliar with inside or outside of class which is especially helpful for my ELL student.]

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