L2+Baum,Jennifer+Lynn

 **UNIVERSITY OF MAINE AT FARMINGTON** **COLLEGE OF EDUCATION, HEALTH AND REHABILITATION** **LESSON PLAN FORMAT**

**Teacher’s Name:** Ms. Baum **Lesson: 2 Perspective** **Grade Level:** 10 **Topic:** Inheritance

**__ Objectives __** ** Student will understand that ** DNA plays a vital role in transferring traits from generation to generation. ** Student will know ** about Mendel, Mendelian Inheritance, the Law of Segregation and Law of Independent Assortment, Classical Genetics, Punnet Squares, what it means for traits to be homologous or heterozygous, chromosomes, and some other vocabulary as it arises. ** Student will be able to ** analyze Mendel's Laws and point out some of the exceptions that we have learned with advances in technology. **__ Maine Learning Results Alignment __** Maine Learning Results: Science and Technology-E. The Living Environment E4. Heredity and Reproduction Grade 9-Diploma //Genetics// Students examine the role of DNA in transferring traits from generation to generation, in differentiating cells, and in evolving new species. ** Rationale: ** Students will discover how traits can be passed down from one generation to the next by uncovering the rules of both Mendelian and Modern Genetics as well as the exceptions to the rules of inheritance. Students will be able to look at individual genes and chromosomes and will understand how and why offspring have similar characteristics of both parents. ** Formative (Assessment for Learning) ** Students will be given a Venn Diagram in order to compare and contrast Mendelian Genetics with Modern Genetics in order to see the differences, similarities, and exceptions to the rules of inheritance. They will use the think-pair-share method in order to uncover the rules of Mendelian Genetics and to face some new problems and uncover the exceptions to the rule. Feedback will be given by both partners, peers, and myself as they are able to reflect individually about a problem, then continue to problem-solve with a partner. After the partners have uncovered the problem, students will have an opportunity to share their solutions with the entire class as the answers are uncovered by each other or with support from myself. Students will have time to self-reflect in a blog after learning about Mendel's Laws of Inheritance. After uncovering all of the Laws and rules of Modern and Mendelian Genetics, students will be given a quiz that can be taken either individually or with a partner where they will be able to discover their understanding of the material.
 * __ Assessment __**

In class we will go into great detail and demonstrate how Mendelian genetics works and will discuss the exceptions and limitations to his laws. After this lesson, each student will be responsible for writing a blog entry in the format of a newspaper article where each student will pretend that they are the first person to figure out the exceptions to Mendel’s Laws and persuade the readers how and why parts of his Laws are not accurate.
 * Summative (Assessment of Learning)**

**__ Integration __** Technology: Students will use blogging as a summative tool in order to have students assume the role of another perspective and to analyze Mendel's Laws and point out some of the exceptions and rules of Inheritance that we have learned with advances in technology. They will use a blog in order to convince their newspaper readers that they are the first person to figure out the exceptions to Mendel’s Laws and persuade them about how and why parts of his Laws are not accurate. As a follow-up, students will have to switch to the role of the readers and comment on several other blogs and react to it as if they were hearing about these Inheritance rules and exceptions for the first time.

History: I will be able to integrate history throughout this lesson by talking about Mendel and his contributions to genetics and our view of inheritance.

Math: I will be able to integrate math into this lesson when we work on Punnet squares in order to determine the probability of certain traits from one generation to the next.

**__ Groupings __** During the lesson, students will use the think-pair-share method in order to uncover the rules and exceptions to Mendel's Laws of Inheritance. Students will first work individually, then turn to a partner (or two) and will then discuss their ideas and solutions to the problems. After the groups have had time to figure out some of the rules and exceptions and work through the problems, we will go over the problems as a class as each group has an opportunity to share their solutions to the problems. At this time, I will be able to informally observe and assess student progress and level of understanding as well as be able to see the common misconceptions so that I can address those before the summative assessment.

**__ Differentiated Instruction __** ** Strategies **
 * Interpersonal**: Students will work in groups or partners on several occasions in order to learn more about their assigned law, teach it to another student, and learn from their partners. They will also be given the chance to work with a partner on the mini-quiz.
 * Intrapersonal**: Students will have a chance to reflect on their understanding of Mendel's laws and create a blog entry. They will also be given the opportunity to work on their mini-quiz individually.
 * Logical**: Students will work through problems dealing with Mendelian Inheritance using their problem-solving skills.
 * Naturalist:** I will bring in pea plants into the class in order to show how Mendel first identified inheritance patterns.
 * Verbal:** Students will explain their assigned law to other classmates in order to demonstrate their understandings.
 * Kinesthetic:** Students will be able to physically demonstrate how alleles separate and how certain traits are passed down between generations by being a part of an interactive, life-size Punnet Square.

//I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//
 * Modifications/Accommodations**

Absent: If you are absent during any part of the lesson, I expect you to look at the class wiki to see what you missed and what you will need to make up for when you return. If you have any questions about your task, you are expected to first talk to a classmate, and if you still have questions contact me immediately. The work will be due within one day of your return to school. If you are absent during the interactive Punnet square or the think-pair-share part of this lesson, it is expected that you make sure to make up the worksheet and to check your understandings with a classmate and/or meet with me briefly.

Technology: Students will use blogging as a summative tool in order to have students assume the role of another perspective and to analyze Mendel's Laws and point out some of the exceptions and rules of Inheritance that we have learned with advances in technology. They will use a blog in order to convince their newspaper readers that they are the first person to figure out the exceptions to Mendel’s Laws and persuade them about how and why parts of his Laws are not accurate. As a follow-up, students will have to switch to the role of the readers and comment on several other blogs and react to it as if they were hearing about these Inheritance rules and exceptions for the first time. **__ Materials, Resources and Technology __** calculators computers blog accounts duct tape or string notecards (to make alleles) worksheets
 * Extensions**

**__ Source for Lesson Plan and Research __** Common misconceptions [|http://www.indiana.edu/~oso/lessons/Genetics/Genetics.html] lesson plan ideas [] pea plant worksheet mendel_pea_plants_ws.pdf Mendelian Genetics [] Punnet Squares [] Venn Diagram venn.pdf **__ Maine Standards for Initial Teacher Certification and Rationale __** **// Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //** This lesson achieves the goals set forth by Standard three by creating a learning environment that is welcoming and accepting of all different learners. Students will be encouraged to share ideas and to reflect individually. They will be pushed to think creatively, critically, and like a scientist. For those students who struggle to visualize inheritance on a molecular level, this lesson will provide them with an opportunity to actually be the chromosomes and alleles and will be able to problem solve and be engaged in a way that could not be achieved solely with the use of pen and paper. Students will be able to use a Venn Diagram in order to organize their thoughts and the comparisons between Modern and Mendelian Genetics. Students will be given opportunities to reflect individually as well as with their peers in a supportive, open, fun, and engaging environment.
 * Rationale:**

Students will be introduced to genetics and will learn about Mendelian and Modern Genetics. Students will learn about the major rules and exceptions to inheritance and will learn about Mendel's famous experiment with pea plants. Students will learn about Mendel's Law of Independent Assortment and his Law of Segregation. See content notes. //Students examine the role of DNA in transferring traits from generation to generation, in differentiating cells, and in evolving new species.// In this lesson, students will be learning through the facet of perspective. By the end of this lesson, students will be able to analyze Mendel's Laws and point out some of the exceptions that we have learned with advances in technology. Mastery and understanding of this content will be demonstrated with the creation of a newspaper blog persuading readers about the rules to Mendel's Laws and some of the exceptions that have just been uncovered. This will demonstrate their ability to deeply know and understand the rules and laws of inheritance.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**


 * Interpersonal**: Students will work in groups or partners on several occasions in order to learn more about their assigned law, teach it to another student, and learn from their partners. They will also be given the chance to work with a partner on the mini-quiz.
 * Intrapersonal**: Students will have a chance to reflect on their understanding of Mendel's laws and create a blog entry. They will also be given the opportunity to work on their mini-quiz individually.
 * Logical**: Students will work through problems dealing with Mendelian Inheritance using their problem-solving skills.
 * Naturalist:** I will bring in pea plants into the class in order to show how Mendel first identified inheritance patterns.
 * Verbal:** Students will explain their assigned law to other classmates in order to demonstrate their understandings.
 * Kinesthetic:** Students will be able to physically demonstrate how alleles separate and how certain traits are passed down between generations by being a part of an interactive, life-size Punnet Square.


 * Type II Technology:** Students will use blogging as a summative tool in order to have students assume the role of another perspective and to analyze Mendel's Laws and point out some of the exceptions and rules of Inheritance that we have learned with advances in technology. They will use a blog in order to convince their newspaper readers that they are the first person to figure out the exceptions to Mendel’s Laws and persuade them about how and why parts of his Laws are not accurate. As a follow-up, students will have to switch to the role of the readers and comment on several other blogs and react to it as if they were hearing about these Inheritance rules and exceptions for the first time.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

Students will be given a Venn Diagram in order to compare and contrast Mendelian Genetics with Modern Genetics in order to see the differences, similarities, and exceptions to the rules of inheritance. They will use the think-pair-share method in order to uncover the rules of Mendelian Genetics and to face some new problems and uncover the exceptions to the rule. Feedback will be given by both partners, peers, and myself as they are able to reflect individually about a problem, then continue to problem-solve with a partner. After the partners have uncovered the problem, students will have an opportunity to share their solutions with the entire class as the answers are uncovered by each other or with support from myself. Students will have time to self-reflect in a blog after learning about Mendel's Laws of Inheritance. After uncovering all of the Laws and rules of Modern and Mendelian Genetics, students will be given a quiz that can be taken either individually or with a partner where they will be able to discover their understanding of the material.
 * Formative (Assessment for Learning)**

In class we will go into great detail and demonstrate how Mendelian genetics works and will discuss the exceptions and limitations to his laws. After this lesson, each student will be responsible for writing a blog entry in the format of a newspaper article where each student will pretend that they are the first person to figure out the exceptions to Mendel’s Laws and persuade the readers how and why parts of his Laws are not accurate.
 * Summative (Assessment of Learning)**

**__ Teaching and Learning Sequence __** Total class time: 270 minutes

The classroom will be set up with chairs and desks around the perimeter of the room in order to make the room into a life-size Punnet square. By having the desks around the outside, the middle of the room is cleared up for the Punnet square activity. Also in this arrangement, students will be able to easily transition into the think-pair-share groups.

Day 1: 8-8:15 Hook: egg and sperm (meiosis/mitosis) (15 min) 8:15-8:30 Outline of goals and agenda of lesson, explanation of intro (15 min) 8:30-9 Detailed introduction of Mendel and pea plant experiment (30 min) 9-9:30 Recreation and Problem solving of Mendelian Genetics (30 min) 9:30-9:45 Exceptions to the rules [Modern Genetics] (15 min) 9:45-10 Venn Diagram reflection (15 min)

Day 2: 8:00-8:15 Re-cap of day 1 (15 min) 8:15-8:40 Closer look at Mendel’s Laws (25 min) 8:40-9:00 Blog summary of Laws (20 min) 9:00-9:20 Rethink Problems with Laws (20 min) 9:20-9:40 Mini Individual Quiz (20 min) 9:40-10:00 Begin blog newspaper; assign homework (20 min)

Day 3: 8:00-8:20 Criticize (20 min) 8:20-8:30 Wrap up Inheritance (10 min) 8:30-10:00 Lesson 3 (90 min)

Class will begin with the students using their previous knowledge about sexual reproduction in order to demonstrate the chances of offspring being male or female by interacting with a life-size Punnet square in the center of the classroom. I will assign students as eggs or sperm and will let them problem solve together to get to the solution. This will get students engaged and excited about the new lesson and will get them familiar with how a Punnet square works. I will then briefly outline the lesson on inheritance. I will then introduce the unit by talking about Mendel and his famous pea plant experiment. As I teach it, I will have students demonstrate his findings in the classroom Punnet square in order for them to think critically and predict the next step like Mendel did. Students will have a better understanding of chromosomes, alleles, heterozygous and homozygous pairs of alleles, and other vocabulary about Inheritance that may arise. Using the think-pair-share method, the class will solve a series of Mendelian related problems on inheritance. As a class, we will then look at some of the exceptions to the rules (Modern Genetics) which have been figured out with advances of technology since Mendel's time. To conclude Day 1, students will have a chance to reflect on what they learned by using a Venn Diagram to compare and contrast Mendelian Genetics with Modern Genetics and to point out the exceptions to the rules of Mendelian Inheritance. To begin Day 2, I will have the students list out what we learned in Day 2 as a class. I will then break up the class into small groups of 3-4 where they will take a close look at Mendel's Law of Inheritance and Law of Segregation. After this detailed research, students will partner up with someone from another group and will explain to each other what was learned about their assigned law. Students will then have time to blog about what they have learned about inheritance so far, especially about Mendel's Laws and exceptions. After students have reflected on this information, they will have an opportunity to rethink about Mendelian problems and connect them with the laws. Students will then take a mini individual quiz which will allow them to demonstrate their new-found knowledge of inheritance. I will then discuss what is expected of the students with their final assessment of the lesson and will help then set up their newspaper blog. They will have to assume the role of a reporter/scientist who just uncovered the exceptions to Mendel's Laws and have to explain to their readers when the Laws apply and when the exceptions occur. They will be given the checklist that will be used to assess them. Students will finish their newspaper article at home. For the first part of Day 3, students will have to criticize at least two other newspaper articles assuming the role of the readers and their reactions to each article. We will then re-cap the lesson on Inheritance and transition into lesson 3. Students will understand that DNA plays a vital role in transferring traits from generation to generation. It is important to understand inheritance rules and exceptions in order to understand how and why traits are passed down. It is also important to know how to trace diseases, disorders, and mutations between generations and within individuals. //Students examine the role of DNA in transferring traits from generation to generation, in differentiating cells, and in evolving new species.// Students will be able to use their previous knowledge about sexual reproduction in order to become engaged with Punnet squares.
 * Equip, Explore, Rethink, Tailor: kinesthetic, visual, interpersonal, intrapersonal, naturalist, logical, and verbal**

Students will know Mendel, Mendelian Inheritance, the Law of Segregation and Law of Independent Assortment, Classical Genetics, Punnet Squares, what it means for traits to be homologous or heterozygous, chromosomes, and some other vocabulary as it arises. I will have students uncover most of the material and problem solve as they learn the material and will try to provide them with the support and structure that they need in order to figure the problems out on their own. Inheritance problems will include probability in order to apply Mendel's laws and will use the Punnet squares as a tool. I will deliver the information about Mendel and his pea plant experience verbally and will allow continual interaction physically and socially, as well as time for reflection along the way. I will listen to the students and watch for misconceptions and will provide them with numerous opportunities to learn about the material repeatedly, but in different aspects.
 * Equip, Explore, Rethink, Tailor**: **kinesthetic, visual, interpersonal, intrapersonal, spatial, naturalist, verbal.**

Students will be able to use a Venn Diagram to visualize the differences between Mendelian Genetics and Modern Genetics. During the lesson, students will use the think-pair-share method to self-reflect, peer-reflect, then discuss as a class the rules and laws of Mendelian and Modern Genetics. I will give a quiz before the students are formally graded in order to make sure that there are no more misconceptions and that they understand the material well and in good detail. After the quiz, students will be able to demonstrate all of their knowledge about inheritance by writing a newspaper blog assuming the role of the first person to figure out the exceptions to Mendel's Laws and attempting to persuade their readers to accept this new knowledge. Students will have time to write their article and also criticize others in order to check for understanding by self and peers. I will grade the articles with a checklist that I have previously given them.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: intrapersonal, interpersonal, verbal, spatial.**

Students will be able to self-assess themselves through the think-pair-share part of the lesson as well as when they blog about their understandings about Mendel's Laws. Students will also have the ability to self-reflect when they take an individual quiz before starting their newspaper article. I will give them immediate feedback on their quizzes so they will have a good understand where their understandings are. I will also give them a checklist that they can use when writing their article in order to ensure that they include all of the expected information about the Laws and exceptions to Mendelian Inheritance. By understanding how individual traits are passed down from one generation to the next and by understanding how DNA is replicated, transcribed, and translated, students will be better prepared to understand how mutations can affect individuals and offspring and how it is transferred between generations.
 * Evaluate, Tailors: logical, intrapersonal**

** Content Notes ** [|Mendelian Genetics]: Gregor Mendel was born in 1822. His work with pea plants has made him known as the founder of Genetics. His experiment consisted of pea plants, which he used to set up an experiment to see how they bred. Self-pollinating plants fertilize themselves (single parent reproduction). True-breeding plants breed offspring that are genetically identical to their parents. Cross-pollinating occurs when two genetically different plants are bred together. Mendel set up an experiment where he controlled which plants were bred by using a paintbrush to control pollination. He tested for seven different traits that seemed to occur in only one of two ways within the pea plants purple and white, tall and short, flower position axil or terminal, pod shape inflated or constricted, stem length long or short, pod color yellow or green, seed shape round or wrinkled. This observation that these traits do not show up in offspring plants with intermediate forms was critically important because the leading theory in biology at the time was that inherited traits blend from generation to generation. Most of the leading scientists in the 19th century accepted this "blending theory." Charles Darwin proposed another equally wrong theory known as "pangenesis" This held that hereditary "particles" in our bodies are affected by the things we do during our lifetime. These modified particles were thought to migrate via blood to the reproductive cells and subsequently could be inherited by the next generation. This was essentially a variation of Lamarck's incorrect idea of the "inheritance of acquired characteristics." Mendel picked common garden pea plants for the focus of his research because they can be grown easily in large numbers and their reproduction can be manipulated. Pea plants have both male and female reproductive organs. As a result, they can either self-pollinate themselves or cross-pollinate with another plant. In his experiments, Mendel was able to selectively cross-pollinate purebred plants with particular traits and observe the outcome over many generations. This was the basis for his conclusions about the nature of genetic inheritance. After cross-pollinating any of the two different types of plants the first generation (f1) gave way to all of one trait. In the second generation (f2) he found a 3:1 ratio. For example with purple and white plants the f1 generation bred all purple flowers. In the f2 generation, there was a 3:1 ratio of purple: white flowers. He came to three important conclusions from these experimental results: 1) that the inheritance of each trait is determined by “units” or “factors” that are passed on to descendents unchanged (these units are now called genes). 2) that an individual inherits one such unit from each parent for each trait, and 3) that a trait may not show up in an individual but can still be passed on to the next generation.   In this experiment, the starting parent plants were homozygous for flower color either dominant (purple) or recessive (white). The two different forms are referred to as alleles, with two representing each trait. During reproduction, each parent passes down one allele to its offspring. In the second generation, all of the plants were heterozygous where they had one dominant and one recessive allele. The 3:1 ratio shows up in the phenotype or the observable physical characteristics. The genotype, or what the actual alleles are vary slightly with one being homogenous dominant (purple), one being homozygous recessive (white), and two being heterozygous with one dominant allele and one recessive allele, which masks the presence of the other allele appearing as the dominant trait (purple). Both alleles can be passed on to the next generation unchanged. Through the critical observations from these experiments can be summarized in two principles: (1) the principle of segregation and (2) the principle of independent assortment. According to the principle of segregation, for any particular trait, the pair of alleles of each parent separate and only one allele passes from each parent on to an offspring. Which allele in a parent's pair of alleles is inherited is a matter of chance. We now know that this segregation of alleles occurs during the process of sex cell formation (i.e., meiosis). According to the principle of independent assortment, different pairs of alleles are passed to offspring independently of each other. The result is that new combinations of genes present in neither parent are possible. For example, a pea plant's inheritance of the ability to produce purple flowers instead of white ones does not make it more likely that it will also inherit the ability to produce yellow pea seeds in contrast to green ones. Likewise, the principle of independent assortment explains why the human inheritance of a particular eye color does not increase or decrease the likelihood of having six fingers on each hand. Today, we know this is due to the fact that the genes for independently assorted traits are located on different chromosomes

** Handouts ** Venn Diagram [|Individual Quiz] Worksheets with Inheritance Problems (2) Checklist for Newspaper Article