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2 Incomplete, Codominance Lesson Plan

This lesson plan template focuses on a biology lesson about incomplete dominance and co-dominance. The lesson aims to advance the 4-part Agenda for Education in a Democracy by providing equal access to knowledge through various teaching methods that appeal to different learning styles. Students will demonstrate their understanding of how alleles interact and affect traits by completing punnett squares. They will also express the probability of phenotypes as a percentage. The lesson seeks to develop students' critical thinking and problem solving skills by having them apply inheritance concepts to new problems and explaining their logical reasoning.

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965 views

2 Incomplete, Codominance Lesson Plan

This lesson plan template focuses on a biology lesson about incomplete dominance and co-dominance. The lesson aims to advance the 4-part Agenda for Education in a Democracy by providing equal access to knowledge through various teaching methods that appeal to different learning styles. Students will demonstrate their understanding of how alleles interact and affect traits by completing punnett squares. They will also express the probability of phenotypes as a percentage. The lesson seeks to develop students' critical thinking and problem solving skills by having them apply inheritance concepts to new problems and explaining their logical reasoning.

Uploaded by

api-264255406
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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LESSON

PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY


Name: Dana Horton ___________________ Date: Feb 26, 2015_________________
Unit Essential Question: Why dont we look like our parents? How do we get and preserve
genetic diversity?______________________________________________________
Lesson Topic: Incomplete dominance and co-dominance__ Class: Biology
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission the 4-Part
Agenda for Education in a Democracy
EQUAL ACCESS ENCULTURATION NURTURING PEDAGOGY STEWARDSHIP
To Knowledge In Democratic Society Safe and Caring for All of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
Students will experience EQUAL ACCESS by having the material presented in ways that appeal
to multiple learning styles including using visuals, demonstrations, guided practice, and direct
instruction.

STANDARDS (www.cde.state.co)
Content:
Colorado State Science
Standard 2.7d: Evaluate data
showing that offspring are not
clones of their parents or
siblings due to the meiotic
processes of independent
assortment of chromosomes,
crossing over, and mutations.

Literacy and Numeracy:


CCSS.MATH.PRACTICE.MP4:
Model with mathematics.
This standard includes that
students can analyze
[quantitative] relationships
mathematically to draw
conclusions.

CCSS.ELA-LITERACY.W.9-10.4:
Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.

Democracy and
21st Century Skills:
Critical Thinking and Problem
Solving: Apply logical
reasoning and analytical skills.

OBJECTIVES
Content:
SWBAT demonstrate how
different alleles interact with
each other and affect traits by
completing punnett squares
and predicting different
phenotypes.

Literacy and Numeracy:


SWBAT express probability as
a percent by completing a
punnett square and
determining the probability of
a given phenotype.

SWBAT write clearly and
coherently by describing their
thinking using complete
sentences.

Democracy and
21st Century Skills:
SWBAT use critical and logical
thinking skills by applying
inheritance concepts to new
problems and explaining their
thinking for the purpose of
being creative problem
solvers.


ASSESSMENTS What is your evidence of achieving each objective? How will students know
and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
Students will have met the
objective if they successfully
can answer the checking for
understanding questions in
the notes.

Literacy and Numeracy:


Students will complete a
ticket out the door in which
they will complete a problem
by finding the probability of a
given phenotype.

Students will write their
answers to questions 2b and 4
on the practice questions.

Democracy and
21st Century Skills:
Evidence for student success
will be their answers written
responses on questions 2b
and 4 on the practice
questions.

Literacy and Numeracy


Percent
Probability

Democracy and
21st Century Skills
critical thinking
logical thinking


KEY VOCABULARY
Content
Genotype
Phenotype
Homozygous
Heterozygous
Allele
Gene
Trait
Heredity
Dominant
Recessive

HIGHER ORDER QUESTIONS for this lesson


Content
Why is it important to have
genetic diversity?

Why do genes have multiple
versions (alleles)?

Literacy and Numeracy


When are some other
situations where you might
want to know the probability
of something happening?

Why is it useful to express
probability as a percent?

Democracy and
21st Century Skills
What kinds of problems
require logical thinking to
solve?

Why do we need to practice
logical thinking?


LESSON FLOW
This is the actual planning of the lesson activities.
Time

Anticipatory Set Purpose and Relevance


Notebook Question: Huntingtons disease is caused by a dominant allele (H). If a
heterozygous man and a heterozygous woman have a child, what is the
probability their child will have Huntingtons disease?

Roll Question: Who in your family do you resemble the most?


Time

Pre-Assessment
none


Time

Time

Building Background

Link to Experience: The notebook questions will link the material to real medical
conditions. The roll question will ask students to think about their own traits and
how they may have inherited them.

Link to Learning: Students will be given real world examples of incomplete
dominance, codominance, and multiple alleles. This will help students remember
the concepts and see how they apply in the real world.

Activity Name
Incomplete dominance and co-dominance notes

Blood Type Demonstration students will see through a demonstration which
blood types can give to which.

Time

Time

Instructional Input Includes: Students will take notes on each type of inheritance,
followed by working through a problem as a class and then students will work
one on their own. For blood type, a demonstration will be used to help students
understand which types of blood can receive from which.

Models of Teaching: Direct instruction, discussion, demonstration, concept
attainment

SIOP Techniques: I do, We do, You do, Cooperative learning, non-linguistic
representation

Guided Practice: After learning about a new type of inheritance, students will
have two or three problems/questions to work through to apply the new
information.

Reading , Writing, Listening, Speaking

Checking for Understanding: Students will be asked to share their answers for
the practice questions in their notes. I will walk around as they work on these to
ask questions and see how students are doing with the material.

Questioning Strategies: The questions in this lesson will mainly be application
questions in which students will need to apply the concepts of incomplete
dominance, co-dominance, and multiple alleles.

Independent Practice:
Homework will be a problem in which they will practice applying the concepts
discussed in class.

Accommodations, Modifications, and Student Adjustments
While students are working on the practice questions, I will walk around to check
in and see how students are doing and help those that do not understand. If
students get it quickly, I will ask for their help in working with the students that
are struggling.


Time

Review and Assessments of All Objectives



Content:
Students will have met the objective if they successfully can answer the checking
for understanding questions in the notes.

Literacy and Numeracy:
Students will complete a ticket out the door in which they will complete a

problem by finding the probability of a given phenotype.



Students will write their answers to questions 2b and 4 on the practice questions.

Democracy and 21st Century Skills:
Evidence for student success will be their answers written responses on questions
2b and 4 on the practice questions.

Time

Closure
Ticket out the door: A black cat and a white cat have a litter of kittens that are all
black and white stripped.

What type of inheritance is this?

If two stripped cats have kittens, what is the probability the kittens will be white?


Time

Next Step
Students will learn about sex-linked traits and pedigrees.

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