During the summer workshop, we will focus on how to develop inquiry-based lessons. In preparation Project ARISE 2008 Teacher Name_____________________________________ School___________________________________________ for the workshop, please provide us with a developed lesson plan that you would like to make more inquiry-based. Please format your lesson plan using the template below. We understand that not all sections of the lesson plan template may be familiar to you. Please feel free to contact us with any questions. Completed lesson plans should be submitted to ARISE@brown.edu by July 1, 2008.
Biology Grade 9
Grade(s)/ Courses
A Trip to the Genetic Counselor Day 2
Title and/or Essential Question(s) GSEs and Benchmarks
Which GSEs or Benchmarks will be the primary focus of this lesson? Which specific indicator(s) will be addressed within this lesson?
LS3 ( 9-11) 6a LS3 ( 9-11) 7a LS3 ( 9-11) 7b
Context for the Lesson
What is the reason for using this lesson? What data/evidence supports using this lesson? How much time is required for this lesson? What other information supports using this lesson?
Refer to Day 1
Opportunities to Learn
How are you using multiple ways of approaching or engaging students in the lesson activities? How are students given an opportunity to apply skills and concepts learned? What is the rigor of the activity/activities in which students are engaged? (Depth of Knowledge How do you differentiate instruction to accommodate different learning styles of your students? How do you group the class to best engage students in this lesson? What does the student need to have prepared prior to this lesson? What materials do you need to have prepared prior to this lesson? Handouts, writing implements, manipulatives, texts, etc. What conditions must exist to facilitate or enhance this lesson? Access to technology, special equipment, structure of working space Integration across content areas
Refer to Day 1
Objectives
What do you want the students to know, understand, and be able to do as a result of this lesson?
Students will use the pedigree chart to determine carriers of recessive disorders and the chances they will pass those diseases to their kids. Students will use Punnett Squares to determine the difference between a recessive trait being inherited on an autosome versus on a sex chromosome. Students will complete Punnett Squares to determine the probability of specific genotypes and phenotypes.
Instructional procedures
What activities will you and your students do and how are they connected to the objectives? See final page
Assessment
How will you determine what the students know and are able to do during and as a result of the lesson?
Students create and interpret Punnett Squares to determine probability of a trait being passed to the next generation. Students explain how inheritance of a recessive trait on a sex chromosome affects males more than it affects females.
Reflection on student work
What does the student work tell you about the students’ understanding and the effectiveness of your lesson? What are student misunderstandings, if any? How will you provide instructional support to improve student learning?
To avoid misunderstandings, demonstrate how a trait carried on the X chromosome is written in comparison to how autosomal traits are written.
Reflection on lesson implementation
Were the lesson objectives met? What worked well in this lesson? What changes would you propose for the next time you teach this lesson? What did you learn from teaching this lesson?
This lesson has not yet been taught.
What activities will you and your students do and how are they Instructional connected to the objectives? Procedures What will you be doing? What will the students be doing? OPENING Briefly review what was learned (How do you activate and assess students’ prior from Part 1 and Part 2. knowledge and connect it to this new learning? Show a list of autosomal recessive How do you get students engage in this lesson?) disorders and the ratio of those affected male versus female against a list of recessive sexlinked traits and the ratio of males affected versus females.
ENGAGEMENT (What questions can you pose to encourage students to take risks and to deepen students’ understanding? How do you facilitate student discourse? How do you facilitate the lesson so that all students are active learners and reflective during this lesson? How do you monitor students’ learning throughout this lesson? What formative assessment is imbedded in the lesson?)
CLOSURE (What kinds of questions do you ask to get meaningful student feedback? What opportunities do you provide for students to share their understandings of the task(s)? How do you ensure that the salient points of this lesson are highlighted to guide student understanding?
Ask students what inferences they can make about the diseases in each list. Ask students what makes females genetically different from males. Create Punnett Squares using the sex chromosomes showing how gender is inherited and certain traits are passed on the X chromosome. Pass out Part 3 and Part 4.
Students answer analysis questions.
Project ARISE
4/2008