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Week Two: January 13-17, 2014
Day One: January 13, 2014
Goals/Objectives:
Students will be able to:
● Answer questions regarding a scientific text
● Summarize an article from a scientific journal
Standards Met:
RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science
or technical text, verifying the data when possible and corroborating or
challenging conclusions with other sources of information.
RST.11-12.2 Determine the central ideas or conclusions of a text; summarize
complex concepts, processes, or information presented in a text by paraphrasing
them in simpler but still accurate terms.
Students will read an article from a scientific article and will be asked to summarize the
information and answer questions regarding the data and the study.
Day Two: January 14, 2014
Objectives/Goals:
Students will be able to:
● Model mitosis
● Explain the four stages of mitosis
● Explain the three stages of cell division
● Define meiosis
● Provide a brief explanation of meiosis
● Identify the two main stages of meiosis
Standards Met:
MC.2.B.10 Analyze the meiotic maintenance of a constant chromosome number
from one generation to the next
MC.2.B.8 Describe the main events in the cell cycle, including the differences in
plant and animal cell division:
interphase
mitosis
cytokinesis
MC.2.B.9 List in order and describe the stages of mitosis:
prophase
metaphase
anaphase
telophase
Lesson:
Bell Ringer-What are the stages of cell division? The stages of mitosis? The stages
of meiosis?
Review-We will review mitosis and meiosis briefly and play a game to review the
processes.
Materials:
computer, smartboard, presentation
review game
Day Three: January 15, 2014
Lab Day
Objectives/Goals:
Students will be able to:
● Model mitosis
● Explain the four stages of mitosis
● Explain the three stages of cell division
● Define meiosis
● Provide a brief explanation of meiosis
● Identify the two main stages of meiosis
Standards Met:
MC.2.B.10 Analyze the meiotic maintenance of a constant chromosome number
from one generation to the next
MC.2.B.8 Describe the main events in the cell cycle, including the differences in
plant and animal cell division:
interphase
mitosis
cytokinesis
MC.2.B.9 List in order and describe the stages of mitosis:
prophase
metaphase
anaphase
telophase
Lesson:
Students will perform a laboratory activity in which they model the processes of
meiosis and mitosis using play-doh to represent chromosomes. They will then
answer questions regarding the processes of mitosis and meiosis.
Materials:
laboratory handouts
play-doh
string
Day Four: January 16, 2014
Objectives/Goals:
Students will be able to:
● Explain Gregor Mendel’s contributions to genetics
● Distinguish between dominant and recessive traits
● State the laws of hereditary developed from Mendel’s work
● Describe how Mendel’s conclusions are supported based on current
knowledge of genetics
Standards Met:
HE.4.B.1 Summarize the outcomes of Gregor Mendel’s experimental procedures
HE.4.B.2 Differentiate among the laws of principal inheritance:
● dominance
● segregation
● independent assortment
Lesson:
Bell Ringer-What are five characteristics that are passed on in families?
Introduction-What is genetics? Who is the father of modern genetics?
Project Introduction-Students will be introduced to a project (creating a foldable
for this unit). They will be given the information handout and be allotted fifteen
minutes to create their foldable and decorate. Information is taken from this site
and adjusted for teacher’s need:
http://campuses.fortbendisd.com/campuses/documents/teacher/2007/teacher
_20070920_1236.pdf
As each topic is discussed, students can take notes in their foldable (or separately
and then re-written in the foldable). This will provide more motivation for tactile
learners and give them an organized set of notes for this unit to study for their
exam and EOC.
Lesson-Characteristic vs. trait, Heredity-dominant vs. recessive
Discussion-Scientific method. Mendel’s experimental design
Activity-Dominant and recessive traits
Discussion-Data analysis
Discussion-Law of segregation, law of independent assortment
Materials:
computer, smartboard, presentation
colored construction paper
white paper
markers, crayons
Day Five: January 17, 2014
Objectives/Goals:
Students will be able to:
● Differentiate between genotype and phenotype
● Explain how probability is used to predict results of genetic crosses
Standards Met:
HE.4.B.3a Use the laws of probability to predict genotypic and phenotypic ratios
Lesson:
Bell Ringer-Explain how brown-eyed parents could have a blue-eyed child.
Lesson-Genotype vs. phenotype: comparing genotype and phenotype for
Mendel’s pea plants
Lesson-Probability. Calculating probability.
Quick Lab-Calculating probability. p. 181
Data Analysis-Students will analyze their data using a handout provided.
Materials:
computer/smartboard/presentation
jelly beans
sack
lab handouts for data analysis