School of Education WRITTEN LESSON PLAN Service*Leadership*Competence*Character Teacher Candidate – Suzanne Yu School – Griffin Home School Mentor Teacher – Lisa Hoyt University Coordinator – Karen Murphy Grade/Subj ect – High School / Life Science Lesson Title – Dominant and Recessive Alleles Date – 12/09/09 Learning Targets EALRs GLEs Objectives 2. INQUIRY : The student 2.1. Investigating Systems: Students will each give 1 example of a dominant or recessive allele. knows and applies the Develop the knowledge and Student pairs will develop hypotheses about whether traits controlled by skills, processes, and skills necessary to do scientific dominant alleles are more common than traits controlled by recessive nature of sc ientific inquiry. inquiry. alleles. 2.1.4. Analyze how physical, Student pairs will collect data to complete a data table with no more than 4 conceptual, and mathematical total errors. models represent and are used Students will interpret data about certain traits controlled by dominant and to investigate objects, events, recessive alleles in humans and share their personal circle of trait number systems, and processes. for class comparison. Learning Experiences – What learning Strategies for Creating an Inclusive, Supportive Assessment – What will students do to experiences are the students engaged in to Learning Community – What strategies will be dem onstrate competence specific to learning? dem onstrate the learning target’s knowledge used to facilitate effective classroom and skills? managem ent at key points during the lesson? Be sure to align all assessments with their corresponding learning experiences. Lesson Introduction/Anticipatory Set: Students will follow daily classroom procedures Say: “It’s possible that Mr. Robinson and I are at the start of class. identical twins! Do you think that’s possible? Why At the beginning of the lesson, each student will might I say that? “ be given both an Effort Rubric and an Students will be aware of points being given and Achievement Rubric. Students will take 3 Modeling: taken throughout lesson. minutes at the end of the lesson to reflect on their individual performance and they will Say: “OK, let’s begin by calling on our prior subsequently fill out each rubric. knowledge. What do we already know? Who can tell Students will be asked to participate in me what an allele is? Good. Well, human traits are discussion about dominant and recessive alleles controlled by dominant and recessive alleles, causing and share examples of common traits controlled many different combinations of traits among a group by these alleles to ensure attention. of people.” Students will participate in discussion of concepts introduced during lesson. Guided Practice: Main assessments to demonstrate competence in this lesson are: Say: “Ok, let’s open up our text books to page 116 and begin reading the skills lab Let’s each take 3 Students will raise hand to share their answers. Student’s ability to actively participate in a class minutes to read this independently and then we will Each student will share at least once. discussion by each providing 1 example of a discuss the activities in the lab as a group and then dominant or recessive trait. pair up to begin collecting our data. “ “Before we begin with our data collection, I would like each pair to take a few minutes and develop your hypothesis. What do you think? Are traits controlled by dominant alleles more common than traits controlled by recessive alleles? “ Cooperative Learning: Each student pair will complete their data table Say: “Now that we have our instructions, I would like Paraprofessionals will assist students in data by making observations with no more than 4 total each pair to collect the data needed to complete their collection and data table completion and group errors. data table. When each pair has collected all of the discussion participation. data, we will come back together as a group to see if the traits we each have are unique.” Independent Practice: Tonight for homework, students will be asked to Students will interpret data as a group by further examine the pictures of their family members comparing circle of traits data and examining the and design their own experiment. First, each student validity of their hypotheses as evidenced by each will develop a new hypothesis answering the question student sharing their circle of traits number. “Do people who are related to each other show more genetic similarity than unrelated people?” Second, Each student will design an experiment to test their hypothesis. Closure: Say: “You all did a great job with this. Did we meet our objectives? Let’s look at them and see? (then, read objectives and question for understanding.)” Students will design an experiment to test their “Now let’s take a few minutes and fill out our effort hypothesis of the question “Do people who are and achievement rubrics before we wrap this up.” related to each other show more genetic similarity than unrelated people?” as e videnced We will continue to look at the ideas of heredity and by turning in a hard copy of the experiment probability. Over the next few da ys, we will carry out design on Friday receiving at least 3.5 out of 5 the experiments that you will design tonight. We have points on Homework Rubric. been working with probability in our math class and our unit is continuing to ask us to solve these types of problems. Probability also comes into play with our point sheet and behavior! Anyone know how? …That’s right, always keep that in mind! Have a great lunch! See you all later.” Grouping of Students for Instruc tion Instructional Materials, Resources and Technology For this lesson students will participate in group discussion, and We will utilize textbooks, document camera, paper, pencils, family pictures, cooperative learning pairs to develop a hypothesis, collect data and mirrors, poster paper and any needed art supplies. complete data analysis. Accommodations and Modifications Family Involvement Plan Instructions offered both verbally and in written form repeatedly. Students will write their homework for the Check for understanding of concepts throughout lesson. day in their homework log. Residential staff Student beha vior is redirected when appropriate or ignored if knows to check homework logs daily in order to assist in prompting needed. students to complete homework during the e vening hours and offer Behavioral point sheets are completed each period. assistance where needed. Paraprofessionals engaged in extra help with students who struggle with grammar and usage. Please see individual IEP goals and objectives attached to Student Characteristics sheet for further details.