Lesson Plan 3-28

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Teacher: Quinton Thai

Date: 3-28-17

School: Highland High


Grade Level: 10 Content Area: Biology

Title: Genetic Disease Project Lesson #:__ of __

Content Standard(s) addressed by this lesson: (Write Content Standards


directly from the standard) Physical and behavioral characteristics of an organism
are influenced to varying degrees by heritable genes, many of which encode
instructions for the production of proteins

Understandings: (Big Ideas)

Analyze and interpret data on the processes of DNA replication, transcription,


translation, and gene regulation, and show how these processes are the same in all
organisms.

Recognize that proteins carry out most cell activities and mediate the effect of
genes on physical and behavioral traits in an organism

Analyze and interpret data that show most eukaryotic DNA does not actively code
for proteins within cells.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of


instruction, select applicable questions from standard)

1 Why is it possible for a cell from one species to express genes from another species
as in genetic modification of organisms?
2 Why are human offspring not genetic clones of their parents or siblings?
3 How is it possible to distinguish learned from instinctual behaviors such as imprinting
etiquette, and suckling by mammals?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)

I can: identify a genetic disease/disorder to present on.

Create a presentation medium to present on given the rubric


List of Assessments: (Write the number of the learning target associated with
each assessment

-Exit ticket including:

Genetic disorder, medium of presentation.


Planned Lesson Activities
Name and Purpose of Lesson Favorite genetic disorders!
Should be a creative title for you and the
students to associate with the activity. -The purpose of this lesson is to have the students research on a
Think of the purpose as the mini-rationale genetic disorder. They will be graded on their contents of their
for what you are trying to accomplish presentation as well as their presentation quality and professionalism.
through this lesson.
Approx. Time and Materials 45 minutes
How long do you expect the activity to
last and what materials will you need? -Chrome books
-Rubric print outs
-assignment print outs

Anticipatory Set The bell ringer work for the class will ask the question: What is an
The hook to grab students attention. example of a genetic disorder that we can analyze with pedigrees?
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
Procedures Teacher Actions Student Actions
(Include a play-by-play account of what I will make sure the students are in Should be in their seats once the
students and teacher will do from the their seats doing their bell work bell rings,
minute they arrive to the minute they once the bell rings. Addressing the bellwork. (5
leave your classroom. Indicate the length minutes)
of each segment of the lesson. List actual I will make sure I have the learning
minutes.) targets written on the board
Indicate whether each is: before the lesson begins. I will
-teacher input notify the students that this
-modeling I will explain to the students and
-questioning strategies read the learning targets to them
-guided/unguided: for the day.
-whole-class practice
-group practice The students will be reminded of
-individual practice their permission slips for lab day
-check for understanding tomorrow.
-other
The students will be introduced to
the genetic disease project,
including an example by me. This
will allow them to understand the
quality of their presentation and
what I expect from them. The
presentations will be in pairs.
The students are expected to be
They will choose their partners, on task for the work time they are
under the condition that they will given.
be graded individually. The
students must show the work that
they did individually.

The exit ticket will be written on


the board due before the end of
class

What genetic disease did you


choose?
What are you going to do to
present your information?
What is each partner going to do
to prepare for the presenation?
This project will be due on the
following week to present on
Friday.
Closure The exit ticket will provide a plan and closure for the students
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation Students get to choose their own genetic disorder and disease, some
To modify: If the activity is too advanced will be easier than others to find information on. This allows them to
for a child, how will you modify it so that differentiate and choose the difficulty in which they are presenting.
they can be successful?
To extend: If the activity is too easy for a During the presentations I will be grading the ESL and IEP kids slightly
child, how will you extend it to develop different against the rubric.
their emerging skills?
Assessment The exit ticket allows me to see who is partnered up, and also makes
How will you know if students met the them decide and have a plan for next work day and for presentations.
learning targets? Write a description of
what you were looking for in each
assessment.
Post Lesson Reflection

1 To what extent were lesson objectives achieved? (Utilize


assessment data to justify your level of achievement)

2 What changes, omissions, or additions to the lesson would


you make if you were to teach again?

3 What do you envision for the next lesson? (Continued practice,


reteach content, etc.)

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