LESSON

PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY

Name: Dana Horton ___________________ Date: March 2, 2015_________________
Unit Essential Question: Why dont we look like our parents? How do we get and preserve
genetic diversity?______________________________________________________
Lesson Topic: Sex-linked traits and pedigrees__ 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 NURTURING PEDAGOGY by participating in a I do, We do, You do
model to work through problems. This will help students see and practice the skill, helping
them be successful.

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.
OBJECTIVES

Literacy and Numeracy:

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

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

Content:
SWBAT apply the law of
independent assortment to
determine the possible
phenotypes for traits that are
found on the X-chromosome
by doing the sex-linked traits
practice.

Literacy and Numeracy:

SWBAT express probability as
a percent by using a punnett
square to determine the
probability of offspring having
with a given phenotype.

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.

SWBAT draw conclusions

about how a trait is inherited
from pedigrees by answering
questions based on the Royal
Familys pedigree.

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
first objective if they have
correctly answered the sex-
linked traits practice problems

Students will be introduced to
the second objective, and will
continue to practice with it in
the following class. The
assessment will come after
having more practice with it in
the following class.

Literacy and Numeracy:

Students will have met the
numeracy objective if they
correctly assign a percentage
in the sex-linked traits
practice problems.

Democracy and
21st Century Skills:
Students will have met the
objective if they can correctly
read a pedigree and draw
conclusions from it as
indicated by their answers to
the pedigree notes questions.

Literacy and Numeracy

Percent
Probability

Democracy and
21st Century Skills
analytical

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
Why is it important to think
analytically?
What kinds of problems
benefit from analytical
thinking?

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

Anticipatory Set Purpose and Relevance

Notebook Question: For these fish (slide includes picture of fish), does scale color
show incomplete dominance or co-dominance? How do you know?

Roll Question: Are you, or do you know anyone who is color blind?

Time

Pre-Assessment
None

Time

Time

Building Background

Link to Experience: The roll question will get students thinking about being
colorblind. Students will also learn if anyone in the class is colorblind.

Link to Learning: After being introduced to color blindness, students will learn
about it is inherited: sex-linked traits.

Activity Name
Sex-linked traits notes students will be introduced to sex-linked traits and then
complete practice problems.

Pedigree Notes students will be introduced to pedigrees and then complete
practice problems.

Anticipatory Set
Sex-linked traits notes students will look at a test to determine if they are
colorblind.

Time

Time

Instructional Input Includes:

Students will receive direct instruction while taking notes. Then they will work
through practice problems either independently or with a neighbor.
Models of Teaching:
Cooperative Learning, Direct Instruction

SIOP Techniques: I do, We do, You do, Cooperative learning, concept attainment

Guided Practice:
After both sex-linked traits and pedigree notes, students will work through
practice problems while I circulate the room to see if any individual students have
questions or need help.

Reading , Writing, Listening, Speaking
Students will listen to direct instructions, write notes on their notes skeleton and
read practice questions.

Checking for Understanding:
While students are working, I will walk around to check their answers and ask
them questions to check their understanding of the concepts. Students will be
called on to share their answers to specific problems.

Questioning Strategies:
Students will be working off of the questions on their notes which range from
simple application of the skill to more challenging problems.

Independent Practice:
Homework will be watching the Amoeba Sisters Sex-Linked Traits Video and doing
practice problems on a handout.

Accommodations, Modifications, and Student Adjustments
Students who finish early will be asked to help students that are struggling. I will
help students that are struggling as students are working on the practice
questions and will ask higher-order questions to students who are finished
quickly.

Time

Review and Assessments of All Objectives

Content:
Students will have met the first objective if they have correctly answered the sex-
linked traits practice problems

Students will be introduced to the second objective, and will continue to practice
with it in the following class. The assessment will come after having more practice
with it in the following class.

Literacy and Numeracy:
Students will have met the numeracy objective if they correctly assign a
percentage in the sex-linked traits practice problems.

Democracy and 21st Century Skills:
Students will have met the objective if they can correctly read a pedigree and
draw conclusions from it as indicated by their answers to the pedigree notes
questions

Time

Closure
Students will be asked to answer some conclusion questions on the end of their
pedigree notes.

Time

Next Step
In the next lesson, students will practice reading a pedigree, take notes on
dihybrid crosses, and review for their upcoming quiz.