TE 408: Three-day Lesson Plan Partner: Anthony Machniak School: Okemos High School Date: 3/17/2014 Name: Theodore Baker Mentor Teacher: Danielle Tandoc Class and grade level: 9-10th grade Biology Part I: Information about the Lesson and Unit Topic: Genetics Abstract In this three day lesson sequence, we will be concentrating on the fundamental ideas of genetics. Examples with complete dominance, codominance, and incomplete dominance, will be used to teach about how traits are inherited and using Punnett Squares to predict offspring ratios. On the final two days of our lesson, the students will apply their knowledge to identify the genetic makeup of cats. Part II: Clarifying Your Goals for the Topic A. Big Ideas When organisms reproduce, genetic information is transferred to their offspring, with half coming from each parent in sexual reproduction. The structures that carry the genetic information are chromosomes. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species characteristics are carried in the sequence of DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Genes contain the instructions that code for the formation of proteins. Those proteins contribute to the structure and/or function(s) of the cells and create identifiable traits known as phenotypes.
B. Student Practices 1. Naming key practices 1. Using mathematics and computational thinking. Punnett squares are a mathematical way to predict the probable outcomes of genetic crosses. 2. Developing arguments from evidence. Evidence in phenotypes can be used to explain molecular mechanisms of inheritance. C. Performance Expectations for Student Learning Associated NGSS Practice Performance Expectation NGSS Performance Expectation(s) Using models 1. MS LS3-a Use a model to support the explanation of how the genetic contribution from each parent through sexual reproduction results in variation in offspring and how asexual reproduction results in offspring with identical genetic information. Specific Lesson Objective(s) Using mathematics and computational thinking Using models 1. Use Punnett Squares to predict outcomes of monohybrid crosses. 2. Using models to perform genetic crosses as a way to explain the connection between the genotype and phenotype Part III: Classroom Activities A. Storyline for the Lesson Sequence Role in Storyline Quiz on DNA and replication. Genetic disorders have also been discussed. Using an activity on Simpsons genetics, students will be introduced to several Stage Lessons before your sequence Lesson 1: Simpsons
key parts of genetics including differences between homo- and heterozygous traits as well as the behavior of dominant and recessive traits. The students will also practice utilizing Punnett Squares to predict the outcome of crosses between genotypes. This is the modeling phase of our lesson. In the coaching phase of this lesson, the students will be introduced to the cat genetics activity. We will be presenting pheno/genotype characteristics of cats. In the fading phase of this lesson, our students will use their knowledge to identify the suspected genotypes of several cats using their phenotypes. They must provide an argument supporting their claims using evidence from their understanding of the relationship between genotype and phenotype. Monohybrid crosses with complete and incomplete dominance. genetics. Lesson 2: Introducing Cat Genetics Lesson 3: Looking at cats to identify genetic makeup. Lessons after your sequence: Crosses B. Activity Sequence Details Focus Objective NGSS Practice Using models Objective 2. Using models to perform genetic crosses as a way to explain the connection between the genotype and phenotype 1. Application Cycle Examples and Scaffolding (Pattern in Student Practices) List of examples 1. Simpsons genetics: This worksheet will allow the students to recognize some of the vocabulary necessary to have a working understanding of the aforementioned focus objectives. By introducing the ideas of dominance, recessiveness, heterozygous and, homozygous the students will be able to work through some examples of these concepts in this worksheet. This scaffolding activity will provide the necessary knowledge level for the students to better understand the proper use of dominant and recessive Mendelian genetics as well as provide a simple basis for the use of Punnett Squares as a means for prediction in genetics. 2. Cat genetics day 1: We will introduce the cat genetics activity. In this activity students will
investigate cat phenotypes and their given genotypes. Some examples include: Agouti and Tabby colorations and patterning as well as tail and fur length. These examples will reinforce the ideas of dominance and recessive traits as well as provide a means for continued use of Punnett Squares to serve as a model for genetic crossing outcomes. 3. Cat genetics day 2: In this final activity the students will utilize their practice from the previous two activities. During this lab/ assessment, the students will observe several cat photographs and use the Punnett Square model to determine which genotypes will lead to a particular phenotype. Scaffolding that applies to all examples Stages in Your Application Cycle Teaching Activities What are the patterns of variation in traits that we can observe? Punnett squares with Simpson genetics Cat genetics introduction. Phenotype to genotype. Cat genetics continuation. Phenotype to genotype practice. Using Punnett Squares as a model to predict genetic cross outcomes. Further practice with Punnett squares using examples of incomplete and complete dominance as well as codominance Stage Establishing the problem Modeling Coaching Fading Maintenance C. Lesson Plans Lesson 1 Materials Simpsons genetics worksheet White board Dry erase markers Lesson 1 Activities Lesson 1 Introduction (7 minutes) Restate what was covered previous week (genetic diseases). How do these diseases come about? Give example of neurofibromatosis as an autosomal dominant genetic disorder. If a
person carries this gene, it will be expressed and they will have this disease. Transition into connection between inherited phenotypes and the genes that a person has by asking the students what common examples do we use when dealing with genetics? Do you look like a product of your parents? Explain that there is a reason for this. We are going to discuss this reason in class today. Lesson 1 Main Teaching Activities (40 minutes) Probe for prior knowledge while defining the following terms: Dominant Recessive Homozygous Heterozygous Allele Probes include: What does dominant mean? What does recessive mean? In biology these mean. How does the common definition differ from the biology definition? Give students the word homozygous and heterozygous and ask if they ve heard them before To help them remember, define homo- and hetero- as prefixes Define allele as variations of genes that they will be working with Move on to having them work on questions 1-3 on the Simpsons Genetics worksheet Once most students have completed that, introduce Punnett Squares Students should have previous experience from middle school, so it would be more of a review Work as a class to model how to complete #4 After modelling how to complete the problem, let students complete the rest of the worksheet We will walk around to assist them with additional questions they have Lesson 1 Conclusion (3 minutes) Explicitly state that the alleles they have help determine the traits that are seen Mention that we will be using the concepts we learned today for the next day but with our own personal traits. It will be very important in the conclusion to explicitly make the connections between Simpson genetics and the structure and function of DNA and proteins. Lesson 2 Materials white board dry erase markers
projector cat genetics PowerPoint cat genetics worksheet Lesson 2 Introduction (6 minutes) Remind students what we did the previous day citing the Simpsons activity. Genes code for proteins that make up your phenotype. We will further our investigation today using cats as an example. Lesson 2 Main Teaching Activities (50 minutes) Have students make observations about various fur color traits Hand out the cat genetics worksheet Walk through the first 12 slides of our PowerPoint. What do these letters mean? What do they code for? What is the result of having specific letters (alleles)? Make sure that they students see the relationship between which alleles the cats possess and what physical features the cats express. Once we have worked a couple of examples, set them loose on using the key to identify the genotypes of cats at the back lab space. Lesson 2 Conclusion (5 minutes) Have the students take the worksheet home with them. They will need to use it for tomorrow s activity. Lesson 3 Materials Cat genetics powerpoint Pictures of cats for lab stations Worksheet for lab Lesson 3 Introduction (7 minutes) Revisit the worksheet from the previous day. Tell the students that we will be looking at traits in cats and try to decipher their genetic codes from their phenotypes just like they began to do yesterday. Today they will also be performing crosses between these cats utilizing Punnett Squares as a tool to predict the outcomes. Lesson 3 Main Teaching Activities (50 minutes) The students will move to the back of the class to observe the different cat phenotypes. They will be able to move from station to station at their own pace. The purpose of this portion of the activity is for the students to observe a cat phenotype and
then try and decide on a genotype for the cat. Once the students have completed the identification section of this activity, they will move onto the crosses. Using Punnett Squares, students will predict the outcomes of crosses between specified cats. Students will also complete the other worksheet questions at their own pace throughout the class period. Lesson 3 Conclusion (3 minutes) We will collect the worksheets at the conclusion of the course unless out mentor teacher wants to use them the next day for further practice on codominance or sex linked traits. Part IV: Assessment of Focus Students A. Focus Objective 2. Develop an argument from evidence that links phenotypes and genotypes B. Developing Assessment Tasks 1. The assessment task for the final day s lesson will be at the conclusion of the Cat Genetics worksheet. The worksheet will challenge the students to develop an argument from evidence to support their claims for genotypes from the given cat phenotypes. More specifically, they will be presented with the question: For three of the above traits, explain why you have chosen the above letter combinations for this cat. For example, why did you choose to say that it was heterozygous and/or homozygous for a specific trait? 2. To practice using punnett squares, the following kinds of questions will be asked: If Boots and Munchkin have kittens, what is the chance that they will have long tails? 3. A gene is a section of DNA that codes for a particular protein. Many different forms (slightly different nucleotide sequences) of a gene, known as alleles, may exist in a population, but each individual has two copies of each gene (one from each parent). From this, explain how a dominant allele masks the presence of a recessive allele in a heterozygous individual.