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Week Of: 2-6 to 2-10 Clear Learning Objective (Understand) The learning objective should be an agreed upon topic, skill, or concept from the guaranteed ACPSD curriculum. Monday Tuesday Wednesday Thursday Friday H.B.2D.4 Construct scientific arguments to support the pros and cons of biotechnologi cal applications of stem cells using examples from both plants and animals. H.B.2D.4 Construct scientific arguments to support the pros and cons of biotechnological applications of stem cells using examples from both plants and animals. Standard H.B.4: The student will demonstrate an understanding of the specific mechanisms by which characteristics or traits are transferred from one generation to the next via genes. Standard H.B.4: The student will demonstrate an understanding of the specific mechanisms by which characteristics or traits are transferred from one generation to the next via genes. Standard H.B.4: The student will demonstrate an understanding of the specific mechanisms by which characteristics or traits are transferred from one generation to the next via genes. H.B.4A.1 Develop and use models at different scales to explain the relationship between DNA, genes, and chromosomes in coding the instructions for characteristic traits transferred from parent to offspring. H.B.4C.2 Analyze data on the variation of H.B.4A.1 Develop and use models at different scales to explain the relationship between DNA, genes, and chromosomes in coding the instructions for characteristic traits transferred from parent to offspring. H.B.4C.2 Analyze data on the variation of traits among individual H.B.4A.1 Develop and use models at different scales to explain the relationship between DNA, genes, and chromosomes in coding the instructions for characteristic traits transferred from parent to offspring. H.B.4C.2 Analyze data on the variation of traits among individual organisms within a population to explain patterns in the data in the context of transmission of Teaching/ Modeling/ Demonstrating Discuss articles from yesterday. This is the teacherled part of the lesson and will often include some variation of direct teaching and/ or lecture. Guided Practice Allow for the student to practice the concept. This can be done individually but should often be done in pairs and occasionally in groups. Go over Meiosis test. Summarize Gregor Mendel’s experiments Read a scientific article and book review on stem cell applications. Discuss the pros and cons of the research described in Practice monohybrid crosses Interpret a testcross traits among individual organisms within a population to explain patterns in the data in the context of transmission of genetic information. Describe how the environment influences gene expression. organisms within a population to explain patterns in the data in the context of transmission of genetic information. genetic information. Quiz Describe the different kinds of dominance: Complete, incomplete, co-dominant. Predict the outcome of dihybrid crosses. Describe polygenic traits. Review terms: homozygous, heterozygous, allele, dominant and recessive for quiz tomorrow. Practice dihybrid crosses Worksheet the articles as well as the future implications. If time permits start on genetics worksheet. Teacher Checks for Understanding observation This is the during formative discussion and assessment step guided and critical to practice. student success. This should happen after each step of the lesson. Homework/ Upcoming Assessments Survey of students’ responses. Study notes. Teacher observation during discussion and guided practice. Teacher observation during discussion and guided practice. Survey of students’ responses. Survey of students’ responses. Study notes. Study notes for quiz tomorrow. Quiz over genetic terms and problems. (monohybrid crosses, alleles, dominant and recessive, heterozygous and homozygous) Teacher observation during discussion and guided practice. Study notes. Study notes. Survey of students’ responses.