CLASS TITLE
|
Biology
|
|
LESSON # 1 TITLE
|
Structure or DNA
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|
CLASS TIME
|
45 Minutes
|
|
GRADE LEVEL
|
9-12
|
|
CLASS
DESCRIPTION
|
This is a class of 40 students. The demographic break down by number is: White-20, Asian-7, Hispanic-6 Filipino-5, and African
American-2. 25 of the students plan 4 year college, 11 plan on going
to a 2 year college, 2 students plan on going into the military, 2 students
are unsure what they want to do, 1 student plans on going to technical school
and 1 student is planning on going straight into the workforce. 6 students qualify for free lunch, 4
students are in AVID and 2 students are English language learners. Many of the students are friends with each
other and prefer group activities with hands on projects.
|
|
ENGLISH LANGUAGE
LEARNERS
|
Student #1
Student #1 is classified CELDT: Advanced (A). Student has good writing, listening and
reading skills, but struggles speaking English. Teacher will use clear and concise language
when instructing and giving directions.
ELD Standard
WESTED English Language Development Standard, Reading Comprehension
Cluster: 2ES, Level: A – Use knowledge of affixes, roots, and
increased vocabulary to interpret the meaning of words in literature and
content area texts.
Differentiation
Process
based on Interest
Teacher uses
Group Work strategies by pairing native and non-native English speaking
students who may be inexperienced in new and complex scientific words. This strategy facilitates comprehension of
the new and complex words, while collectively solidifying group understanding
of important instruction and procedure.
|
|
SPECIAL NEEDS
|
Student #1
Student #1 has
been diagnosed ADHD. Student
understands the material when focused, but struggles to maintain focus for
whole class period. Students 504 plans
suggest that student would benefit from clear and concise directions in both
written and oral form and multiple reviews of such direction with the student.
Differentiation
Process based on Learning Profile
Teacher will be
clear and concise while giving directions orally and will also include same
directions on whiteboard. Teacher will
check for understanding of directions for each activity individually for each
student after general class has begun activity. Teacher also uses a Small Group Size strategy
in order to keep Special Needs student involved in the group process. Group strategies used in this lesson are in
consideration of English Language Development students, however, using the
smallest possible group size is in consideration of attention deficit
students.
|
|
CONTENT STANDARD
|
Genetics
Students know how to predict the probable outcome
of phenotypes in a genetic cross from the genotypes of the parents and mode
of inheritance (dominant or recessive).
|
|
RATIONALE
|
Unit Enduring
Understanding
Students
know the central dogma of molecular biology outlines the flow of information
from DNA to RNA to Proteins to Phenotype in which inheritance can be
determined in a genotypic cross.
Lesson Essential
Question
What
is the shape of DNA?
Reason for
Instructional Strategies and Student Activities
Content
Students need to
understand that inheritance of genetic traits is a multi step process
starting with small DNA molecules in the nucleus of a cell. Through translation to RNA and
transcription to proteins, living creatures are created which in turn can be
propagators of genetic traits through inheritance.
English Language Development
Students benefit
from working with native English language speakers on group projects because
native English speakers can help ELL’s with hard vocabulary words in a role
as a peer. This aids teacher
instruction when teacher’s time is divided between students.
Special Needs Student
By forming small
groups, special needs student benefits from continually being involved in
group processes. Secondly, by
conveying instructions orally and in writing special needs student is more
likely to stay on task. By checking in
on special needs student at regular intervals student is also more likely to
stay on task.
|
|
LEARNING GOALS
|
Cognitive
Content Standard
Students will know the structure
of DNA as a precursor to understanding genetic crosses involved in
inheritance.
English
Language Development Standard
Students will increase
their technical vocabulary in the area of inheritance by being paired with
native English speakers who can reinforce such vocabulary in a constant
manner in a group setting.
|
|
RESOURCES
|
DNA
Origami Templates and Instruction
Origami
Folding Sheet (Color): http://www.dnai.org/teacherguide/pdf/ori_color.pdf
Origami
Folding Sheet (B & W): http://www.dnai.org/teacherguide/pdf/ori_bw.pdf
Origami
Folding Instructions: http://www.dnai.org/teacherguide/pdf/origami_inst.pdf
|
|
TEACHER INSTRUCTION AND ASSESSMENT
(Pre-Class: Content and language goals will be
written clearly and concisely on white board prior to class, along with
outline of the day’s activities.)
Class has ADHD
student who need extra instruction for comprehending directions. PLEASE REPEAT DIRECTIONS MULTIPLE TIMES AND
CHECK FOR UNDERSTANDING WHILE POINTING OUT DIRECTION ON BOARD
Intro (5 Minutes)
Review Content and Language Goals (on whiteboard)
Take Roll.
Group Work (30 Minutes)
Instruct students to work on Origami Project in
small groups.
Set group numbers to four while making sure that ELL
student and Special Needs students join separate groups.
Give each student the Origami Template and one set
of instructions to each group.
Review instruction with class and group with Special
Needs student individually.
FORMATIVE
ASSESSMENT: Walk around class observing students and answering
questions. Determine whether students
understand concepts of Origami Folding and the structure of DNA through the
activity. Determine any changes that
need to be made for following periods.
Closure (10 Minutes)
Answer any class
questions.
Review Learning
Goals.
Set Agenda for
next class.
|
STUDENT ACTIVITIES
Intro (5 Minutes)
Listen while teacher reviews Content and Language
Goals (on whiteboard)
Group Work (30 Minutes)
Form groups, listen to instructions, start Origami
project, and ask questions if need be.
Closure (10 Minutes)
Ask any final
questions
Listen while
teacher reviews Learning Goals and discusses next session’s activities.
|
CLASS TITLE
|
Biology
|
|
LESSON # 2 TITLE
|
Inherited Human
Traits
|
|
CLASS TIME
|
45 Minutes
|
|
GRADE LEVEL
|
9-12
|
|
CLASS
DESCRIPTION
|
This is a class of 40 students. The demographic break down by number is: White-20, Asian-7,
Hispanic-6 Filipino-5, and African American-2. 25 of the students plan 4 year
college, 11 plan on going to a 2 year
college, 2 students plan on going into the military, 2 students are unsure
what they want to do, 1 student plans on going to technical school and 1
student is planning on going straight into the workforce. 6 students qualify for free lunch, 4
students are in AVID and 2 students are English language learners. Many of the students are friends with each
other and prefer group activities with hands on projects.
|
|
ENGLISH LANGUAGE
LEARNERS
|
Student #1
Student #1 is classified CELDT: Advanced (A). Student has good writing, listening and
reading skills, but struggles speaking English. Teacher will use clear and concise language
when instructing and giving directions.
ELD Standard
WESTED English Language Development Standard, Reading Comprehension
Cluster: 2ES, Level: A – Use knowledge of affixes, roots, and
increased vocabulary to interpret the meaning of words in literature and
content area texts.
Differentiation
Process based on Interest
Teacher uses
Group Work strategies by allowing multiple interactions of native and
non-native English speaking students who may be inexperienced in new and
complex scientific words and concepts.
This strategy facilitates comprehension of the new and complex words,
while collectively solidifying group understanding of important instruction
and procedure.
|
|
SPECIAL NEEDS
|
Student #1
Student #1 has
been diagnosed ADHD. Student
understands the material when focused, but struggles to maintain focus for
whole class period. Students 504 plans
suggest that student would benefit from clear and concise directions in both
written and oral form and multiple reviews of such direction with the
student.
Differentiation
Process based on
Learning Profile
Teacher will be
clear and concise while giving directions orally and will also include same
directions on whiteboard. Teacher will
check for understanding of directions for each activity individually for each
student after general class has begun activity. Teacher also uses a Rotating Partners
strategy in order to keep Special Needs student involved in the group
process. Group strategies used in this
lesson are in consideration of English Language Development students,
however, using the one-on-one group size and rotation is also in
consideration of attention deficit students.
|
|
CONTENT STANDARD
|
Genetics
Students know how to predict the probable outcome
of phenotypes in a genetic cross from the genotypes of the parents and mode
of inheritance (dominant or recessive).
|
|
RATIONALE
|
Unit Enduring
Understanding
Students
know the central dogma of molecular biology outlines the flow of information
from DNA to RNA to Proteins to Phenotype in which inheritance can be
determined in a genotypic cross.
Lesson
Essential Question
How
are the single gene traits of individuals represented on a class wide basis?
What
percentage of the classroom have these certain traits?
Reason for
Instructional Strategies and Student Activities
Content
Students need to
understand that inheritance of genetic traits is a multi step process
starting with small DNA molecules in the nucleus of a cell. Through translation to RNA and
transcription to proteins, living creatures are created which in turn can be
propagators of genetic traits through inheritance.
English Language
Development
Students benefit
from working with native English language speakers on group projects because
native English speakers can help ELL’s with hard vocabulary words in a role
as a peer. This aids teacher
instruction when teacher’s time is divided between students.
Special Needs
Student
By forming small
groups, special needs student benefits from continually being involved in
group processes. Secondly, by
conveying instructions orally and in writing special needs student is more
likely to stay on task. By checking in
on special needs student at regular intervals student is also more likely to
stay on task.
|
|
LEARNING GOALS
|
Cognitive
Content Standard
Students will know the structure of DNA as a precursor to
understanding genetic crosses involved in inheritance. Students will realize that by understanding
inheritance, the human traits we see every day can be understood in much greater detail and as such Students will know how to predict the probable outcome of
phenotypes in a genetic cross from the genotypes of the parents and mode of
inheritance (dominant or recessive).
English Language
Development Standard
Students will increase
their technical vocabulary in the area of inheritance by being paired with
native English speakers who can reinforce such vocabulary in a constant
manner in a group setting.
|
|
RESOURCES
|
Inheritance
Lab
http://www.horton.ednet.ns.ca/staff/jfuller/selig/handouts/bio12/mengenetics/singlegenetraits.pdf
|
|
TEACHER
INSTRUCTION AND ASSESSMENT
(Pre-Class: Content and language goals will be
written clearly and concisely on white board prior to class, along with
outline of the day’s activities.)
Class has ADHD
student who need extra instruction for comprehending directions. PLEASE REPEAT DIRECTIONS MULTIPLE TIMES AND
CHECK FOR UNDERSTANDING WHILE POINTING OUT DIRECTION ON BOARD
Intro (5 Minutes)
Review Content and Language Goals (on whiteboard)
Take Roll.
Group Work (30 Minutes)
Instruct students to work on Inheritance Lab by
walking around classroom and helping a fellow student determine their
phenotype for one trait before moving on to next student. Student should check each trait twice
giving a total of 18 rotations. If
there is any discrepancy, have a third rotation tie breaker.
Give each student the Inheritance Lab which contains
specific instructions.
Review instruction with class and group with Special
Needs student individually.
FORMATIVE
ASSESSMENT: Walk around class observing students and answering
questions. Determine whether students
understand concepts of Inheritance through the activity. Determine any changes that need to be made
for following periods.
Closure (10 Minutes)
Answer any class
questions.
Review Learning
Goals.
Set Agenda for
next class.
|
STUDENT ACTIVITIES
Intro (5 Minutes)
Listen while teacher reviews Content and Language
Goals (on whiteboard)
Group Work (30 Minutes)
Form groups, listen to instructions, start Inheritance
Lab, and ask questions if need be.
Closure (10 Minutes)
Ask any final
questions
Listen while
teacher reviews Learning Goals and discusses next session’s activities.
|
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