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					School of Education                                                                                         WRITTEN LESSON PLAN

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


                                                       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.