Download Charles H. Milby High School -KARYOTYPING YOUR

TEACHER:
Charles H. Milby High School
Biology
Weekly Lesson Plan
SUBJECT(S):
Biology
Week#1
MONDAY
TUESDAY
OBJECTIVES
TEKS/STAAR:5C,6F
Genetics
WEDNESDAY*Report
Cards/Professional
Development
TEKS/STAAR:
5C,6F,Genetics
TEKS/STAAR:
6F (Genetics)
Student Learning
Outcomes:
Student Learning
Outcomes:
Predicting outcomes of
test cross.
Instructional
objectives:
Instructional
objectives:
Genetic Vocabulary
practice
ELPS:
ELPS:
Instructional
objectives:
Allow students to
work in groups of
three to complete the
Dragon Activity
Student Learning
Outcomes: Students
will predict possible
outcomes of genetic
variations.
6-Weeks
Cycle:
6th 2nd cycle
WEEK OF:
Nov 10-14
THURSDAY
TEKS/STAAR:
Same as Previous day.
Student Learning
Outcomes:
FRIDAY
TEKS/STAAR:6F Genetics
Student Learning
Outcomes:
Predicting genetic
outcomes,and analyzing
trends from data.
Instructional
objectives:
Instructional
objectives:
ELPS:
Wrap-up PowerPoint to
reinforce previous lesson.
ELPS:
AIM VIA INQUIRY
ELPS:
Anticipatory Set:
Anticipatory Set:
Anticipatory Set:
Anticipatory Set:
Anticipatory Set:
Sentence Stem:
…GENETICS IS…..(3
sentences)
Sentence Stem: …
Sentence Stem: …
A dihybrid cross is…
A monohybrid cross
is…..
Sentence Stem:
Sentence Stem:
1. What determines
your traits?
AGENDA
Warm-up
/DO NOW
Venn Diagram
2. What color are your eyes?
3. What color are your
parent’s eyes?
Where does genes
come from?
Illustrate what a gene
looks like.
Why are genes
important to me?
Each student will
perform and analyze a
test cross. In three
sentences the student
will predict the outcome
(genotype/phenotype)
Discuss/Share-out Inquiry
-Genetic PowerPoint
-Dragon Activity
Mendel Foldable
-KARYOTYPING
YOUR BABY!
Recap PowerPoint
DNA to Disease
Quiz
Genetic Vocabulary
practice
INPUT /PROCEDURES
Instruction:
Instruction:
Introduce students to
genetics by requiring
students to define
important vocabulary.
Modeling:
Instruction:
Students will become
better familiar with how
genes code for traits,as
well as understand
phenotype vs.
genotype.
Instruction:
Instruction:
Allow students to chime in
during PowerPoint,
periodically asking questions
from the beginning of the
week.
Modeling:
Modeling:
Modeling:
Modeling:
Guided Practice:
Guided Practice:
ASSESSMENT
PRACTICE
Foldable + PowerPoint
Independent Practice:
Genetics Vocabulary
Practice
Independent Practice:
Checking for
Understanding:
Allow student to
write three
sentences on the
“King of Genetics”
(Mendelian)
Checking for
Understanding:
Formative:
Share with a partner.
Summative:
Guided Practice:
Interactive Notebook:
DefineChromatin
Chromatid
Chromosome
Checking for
Understanding:
Quiz
Guided Practice:
DNA to diseases.
Independent Practice:
Independent Practice:
Describe different genetic
disease.
Checking for
Understanding:
Checking for
Understanding:
Independent Practice:
Illustrate
Chromatin
Chromatid
Chromosome
Check students Diseases
for completion.
Formative:
Formative:
Review Quiz
Formative:
Summative:
Correct Quiz as a
class.
Summative::
Formative:
Share results.
Summative:
Share with a class.
RETEACH
Correct Quiz as a
class.
Genetics Homework
assignment
ENRICHMENT/
EXTENTION
Guided Practice:
Question set
Summative:
CLOSURE/EXIT TICKET
Open Ended
Response:
I now know that
Genetic is important
to me because…..
Open Ended
Response:
Open Ended
Response:
Carla receives an
allele for blue eyes
from her mother,
and an allele for
brown eyes from her
father.
If brown eye color is
a dominant trait and
blue eye color is a
recessive trait, what
can be determined
about the color of
Carla's eyes…….
Open Ended
Response:
Open Ended
Response: If
a
homozygous dominant
parent and a heterozygous
parent were crossed, what
percent of the offspring
would be homozygous
dominant?