Download Week of 2-6 to 2-10

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.