Lesson Plan 3-28
Lesson Plan 3-28
Lesson Plan 3-28
Date: 3-28-17
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.
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?
Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)
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.