Osborne Collaborative Lesson Plan MLIS 5070

8/9/2019 Osborne Collaborative Lesson Plan MLIS 5070

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The student will describe Mendels experiments and his results.The student will explain the three principles of genetics Mendel obtained through hisexperiments.The student will solve genetics problems using Punnett squares.

The student will apply the rules of probability to solve genetics problems.The student will demonstrate the inheritance of traits resulting from incompletedominance, codominance, and multiple alleles.

Key Concepts

Students will distinguish between dominant and recessive traits, homozygous andheterozygous genotypes, and be able to summarize the experiments and results of Gregor Mendel. In addition, students will relate how probability is used to solvegenetics problems, and compare patterns of inheritance in multiple alleles andincomplete dominance with the patterns.

Key Terms

Heredity, genetics, dominant, recessive, gene, allele, genotype, phenotype,segregation,homozygous, heterozygous, incomplete dominance, multiple alleles, codominance

Lesson One

Objective

After watching a video, the student will accurately answer questions from a worksheetthat goes along with the video about Mendels experiments, his results, and newvocabulary with at least an 80% completion and accuracy rate.

Materials

Teacher Genetics: You Are Unique WorksheetChapter 8 Concept Map WorksheetInternet accessQuestions worksheet for video

StudentTextPencilPen

15 minutes


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Next, the teacher will hand out the Heredity Concept Map worksheet. Students maywork independently or in pairs to complete the worksheet and they are allowed to usetheir book. Students will receive ten bonus points to their WebQuest project score for acompleted map. Students will turn the map at the end of class so the teacher canrecord completion bonus points or provide feedback. The concept map will be returned

promptly to the students so that they may use it to study. During the activity, theteacher will be walking around the class observing for productivity and focus. If anystudents need assistance, the teacher will provide it.After the students have completed the worksheet, the class will review the worksheet asthe teacher leads. Each term and definition will be read aloud.

Closure/ Summarization

Remind the students to take the Genetics: You are Unique worksheet home andcomplete with parents. We will review class results next class period. Instruct studentsto turn in their video fill in the blank and keep their concept map worksheet for future

study.Lesson Two

Objective

When given a worksheet the student will solve and interpret genetics problems usingPunnett squares scoring at least an 80% accuracy rate.

Materials

Teacher Internet accessTransparencyOverhead Projector

StudentPen or pencilTextCompleted Genetics: You Are Unique Worksheet

15 minutes

Introduction

Yesterday, we began a unit on heredity. Who can tell me what we know up to now?

Everyone pull out their family results on the Genetics: You Are Unique worksheet.

What are some of my inherited questions?


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Each student will share which traits they have and which traits their parents have. Theteacher will listen for evidence that they understand the concepts of genetics and theinheritability of traits.

Next, the class will watch a brain pop animated video about heredity provided byhttp://glencoe.mcgraw-hill.com/sites/dl/free/0078695104/161752/00051105.html The video is meant to reiterate new vocabulary and concepts and provides a goodavenue for visual and exceptional learners.

30 minutes

Review, teach, and comprehension

Phenotype vs. GenotypeUnderstanding Punnett squares.

Guided Practice using an overhead transparency to assist students visually and verballybetter understand the difference between genotype and phenotype. Both words arewritten in a t chart. Beneath geno, write akin to or born and beneath pheno, write toshow. The teacher will tell the students that a genotype literally means the type of traitsyou are born with and phenotype means the type of traits or characteristics that show inthe offspring.

Next, the teacher will draw a blank Punnett square on an overhead transparency usinga permanent marker. The teacher will use a washable marker to model the step by stepprogression through Mendels test of segregation. Use different colored pens for the

male and female gametes so students can understand how both parents contribute tomake up the genotype of the offspring.

Following the modeling of the step by step progression, the teacher will continue thePunnett squares on the transparency, but will begin incorporating the entire class in theprocess. The teacher will call on students to answer and students can volunteer toanswer. The teacher will observe for understanding and identify any weak students thatwill need greater assistance or additional learning tools.

Closure/ Summary

Review what we did in class and clarify new terminology and concepts. Does any onenot understand?

Lesson Three

Objective
http://glencoe.mcgraw-hill.com/sites/dl/free/0078695104/161752/00051105.htmlhttp://glencoe.mcgraw-hill.com/sites/dl/free/0078695104/161752/00051105.html


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After reading a selection on the origin of genetics, Mendels experiments, results, andhypothesis, the student will complete a study guide worksheet with at least 47/67possible points.

Materials

Teacher Study Guide 8.1 Worksheet

StudentPenPencilText

45 minutes

IntroductionWe have been learning a lot about heredity and now we are going to dive into our text toread section 8.1 independently.

Struggling readers will work with the teacher for assistance with reading. Others willremain at their desks reading silently.

Working independently or in groups, the students will be given the Chapter 8.1 studyguide worksheet. Students will be given the remainder of class to complete theworksheet. They may use their texts to complete the worksheet.

Again, the teacher will work with any struggling students at this time, or any studentswho have been absent from class.

The study guide worksheet will be taken up at the beginning of class tomorrow. Theteacher will grade for possible points and provide feedback where necessary. Theteacher will use the study guide as a formal assessment to see if students comprehendthe material.

Closing/ Summarization

The teacher will inform students that if they need more time to complete the study guideworksheet, to take it home and complete and bring back the tomorrow.

Lesson Four

Objective


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After viewing a power point, students will summarize the three principles of geneticsMendel obtained through his experiments in a brochure format and score an at leastdeveloped on the accompanied brochure rubric.

Materials

Teacher Power PointInternet accessConstruction paper Crayons, markers, etc.ScissorsGlue

StudentsPaper

PenPencil

Introduction

Ok, a little arts and crafts for today. We are going to see a power point and then designa brochure into topics covered on the power point.

After observing a power point, students will work in small groups (no more than three),the student will create brochure that summarizes the three principles of genetics Mendelobtained through his experiments and score an at least developed on the

accompanied brochure rubric. Students will have be instructed to write the three mainprinciples down (laws of independent assortment, dominance, and segregation)from the power point. The power point is available at:http://www.cccoe.net/genetics/mendel.html

Closure/ Summary

Students will display their brochures on the walls of the classroom.

Lesson Five

Objective

Students will explore various modes of inheritance with participation in an in class labassignment and chart or graph their results.

Introduction


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Genetic or inherited traits are more than simply tracing back or predicting eye and hair color. Our genetic code is specific from one person to another. We do pass on other,more unusual traits, such as the ability to discern specific tastes in foods.

Materials

Teacher

Large sheet of butcher paper PTC Taste Paper Sodium Benzoate Taste Paper Thiourea Taste Paper Control Taste Paper Frey Scientific VialsEnvelopes containing three sets of Taste Papers numbered to match the sequence of the activity

Student

Notebook paper PencilPaper Cup of water

Introduction

Weve examined traits that are easily noticed, like dimples or the Vulcan hand sign.What are some traits we inherit that are not so visible?

We do pass on other, more unusual traits, such as the ability to discern specific tastesin foods. We are going to do a mini lab activity to determine whether or not you are ataster or non-taster. Then as a class, we will chart our findings to determine whichtrait is dominant.

Students will determine whether he or she is a taster or non taster and document their findings.Students will test members of their groups and document their findings.Students will chart all findings from the class to determine which trait is dominant.

Students will share traits they know are dominant in their immediate families and peer groups (i.e., hair color, eye color, right/left handedness). List the traits. Students willnumber 1-5 on notebook paper. The teacher will distribute paper cups of water tocleanse the palate. Distribute PTC taste paper, one to each student with instructions totaste the paper, and without sharing with others, write down what it tasted like. It is ok if it tastes like nothing, or like paper. (That would be the control!) It could also taste salty,sweet, bitter, hot, etc. Continue with the other taste papers, students recording how


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each paper tasted. The students will then be divided into cooperative groups and theywill collect results and graph the data on a large sheet of butcher paper and save.Using the graph, predict which trait (taste or non taster) is dominant in their families, andin the general population.

Following, the taste tests, students will work in cooperative groups and discuss how theinformation from the tests contributes to what they already know about inheritance. Theteacher will direct groups if necessary.

Closure/ Summary

The teacher will lead the class in the analysis of their findings and discuss their predictions.

Lesson Six

Objective

From a lecture and guided practice, students will explore various modes of inheritanceusing the principles of Mendelian inheritance and the importance of statistics toMendels experiments.

20 minutes

Introduction

The teacher will review concepts and key terms with a guided class review.We have been discussing heredity. What do we know so far?The teacher will call on students to recall information.

MATH Component/connection

How does sample size affect results?

The ratio of males to females born in a population should be 50/50. Your class shouldshow this balance, but does it? Count the number of males and females in your class.What is the ratio? The ratio may not be 50/50. One reason is that your class is a smallsample size. Now count the brothers and sisters of your classmates and total thenumber of males and females. How do these totals compare to the expected 50/50ratio? How does this sample size compare to just your class? Redo the count and thistime include all brothers, sisters, and first cousins of the members of your class. Howdo these totals compare to the 50/50 ratio? How does this sample size compare to your original sample size?

Analysis How does sample size affect results? Teacher lead class discussion.


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The teacher will tell students that Mendel had no information about meiosis or celldivision and had no idea that chromosomes had any relationship to how traits areinherited. Mendels success in explaining his experimental results was due, in mostpart, to his understanding and use of mathematics, especially statistics, as he analyzed,

verified, and explained his data.

25 minutes

Assignment of internet activity.

http://glencoe.mcgraw-hill.com/sites/0078695104/student_view0/unit3/webquest_projects.html

Introduction

Your job in the WebQuest is to form an opinion as to whether human cloning should beallowed. You will learn what cloning is and how clones are made. You will research theethical arguments both for, and against, human cloning. You will find out if there are anylaws regarding the cloning of humans and what those laws state. You will identify someof the moral issues that accompany the cloning of human beings. Finally, you will forman opinion as to whether human cloning should be allowed.

Once you have done your research, you will write a set of ethical standards that youthink should be used to govern the use of cloning technologies. Then you will prepare aset of ten questions that relate to your standards and use these questions on a surveyform. You will interview at least ten people and ask them to complete the survey.

Finally, you will compile the survey results and compare these results to your standards.How do your ethical standards compare to the survey results?

You will be divided into cooperative groups to complete the project. There are clear directions on the WebQuest. In addition, a group project rubric will be given to eachstudent to grade their own and group members performance. There will be six groupswith four students in each group. You will have the next five class periods for researchand any time you spend at home to write, give, and compile survey results.

Now that you have completed your research on the Internet, form your own opinionabout whether or not human cloning should be allowed. Should all kinds of cloning be

allowed? If cloning is allowed, should there be any restrictions on what it is used for?Should any kind of cloning be banned altogether? Write a short list of the ethicalstandards that you think should be used to determine the parameters of cloningtechnology. Prepare a set of ten questions based on your standards and use thesequestions to survey your friends, family members, or teachers and classmates to findtheir opinions about human cloning. Compare your survey results with your ownopinion.
http://glencoe.mcgraw-hill.com/sites/0078695104/student_view0/unit3/webquest_projects.htmlhttp://glencoe.mcgraw-hill.com/sites/0078695104/student_view0/unit3/webquest_projects.htmlhttp://glencoe.mcgraw-hill.com/sites/0078695104/student_view0/unit3/webquest_projects.htmlhttp://glencoe.mcgraw-hill.com/sites/0078695104/student_view0/unit3/webquest_projects.html


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In the process of completing this WebQuest, you have become informed about a topicthat is in the news almost daily. Cloning is a topic that is the focus of heated debatesamong scientists, theologians, and legislators as well as the general public. Your research has shown you that there are legitimate concerns on more than one side of this issue. You have successfully gathered information, analyzed it critically, and

formulated a position on a complex science issue. How does your opinion compare tothose found in your research? How does your opinion compare to those people whocompleted your survey ?

Closure/ Summary

Any questions?

Lesson Seven, Nine, Ten, and Eleven will consist of students doing research for their project . The teacher will work with and guide the students through the activityand hold a Socratic style discussion on Lesson Eleven over the topic of cloning.

Students will have time in class in for each lesson above to complete their groupassignment.

Lesson Eight

Objective

After reading a selection on the origin of genetics, Mendels experiments, results, andhypothesis, the student will complete a study guide worksheet with at least 18/23possible points.

MaterialsTeacher Study Guide 8.2 Worksheet

StudentPenPencilText

45 minutes

Introduction

We have been learning a lot about heredity and now we are going to dive into our text toread section 8.2 independently.

Struggling readers will work with the teacher for assistance with reading. Others willremain at their desks reading silently.


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Should all kinds of cloning be allowed? If cloning is allowed, should there be anyrestrictions on what it is used for?

Should any kind of cloning be banned altogether?

How does your opinion compare to those found in your research?

How does your opinion compare to those people who completed your survey ?

If RadioShack offered cloning services tomorrow, would we shop for cheaper clones atBest Buy?

Who profits from this? How responsible will they be?

Closure/ Summary

Excellent work, does anyone have anything to add? I believe you all see the impacttechnology has on our future..

Osborne Collaborative Lesson Plan MLIS 5070

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