Download (SIOP) Genetics Unit Plan

SIOP Unit Plan: Genetics
SIOP Template for Planning Units and Lessons
Teachers are expected to plan meaningful lessons that promote concept development and integrate language and
content. In accordance with best practices, your lesson plans should incorporate the following components.
1) UNIT/LESSON TOPIC: Genetics
Proficiency/Grade Level: HILT B Science- High School
Time Frame: 4-5 weeks
2) ENDURING UNDERSTANDING (What are the big ideas that students will understand about this topic?)
Students will understand that…
 children inherit characteristics from parents.
 the environment can affect inherited traits.
 scientific advancement in the genetic arena can be controversial and involves much ethical
debate.
 how DNA replicates.
 how cells divide.
 how sex cells are formed and combine in sexual reproduction.
 how traits are inherited in the cases of simple dominant/recessive pairs, incomplete
dominance and codominance.
 why Mendel is called the “father of genetics” and how the field has evolved.
 why the field of genetic research is so controversial.
 key vocabulary and relevant information in the unit
3) ESSENTIAL QUESTIONS (What provocative questions will guide inquiry and learning?)




How do we become who we are?
What can change who we become?
What is genetic engineering?
What are the ethical considerations of genetic research?
4) STANDARDS (What English Language Proficiency standards and content standards will be addressed?)
Life Science
LS.2 The student will investigate and understand that all living things are composed of cells. Key
concepts include:
d. cell division (mitosis and meiosis)
LS.13—The student will investigate and understand that organisms reproduce and transmit genetic
information to new generations. Key concepts include:
a. the role of DNA;
b. the function of genes and chromosomes;
c. genotypes and phenotypes;
d. factors affecting the expression of traits;
e. characteristics that can and cannot be inherited;
f. genetic engineering and its applications; and
g. historical contributions and significance of discoveries related to genetics.
Biology
BIO.6 —The student will investigate and understand common mechanisms of inheritance and protein
synthesis. Key concepts include:
a. cell growth and division;
b. gamete formation;
c. cell specialization.
d. prediction of inheritance of traits based on the Mendelian laws of heredity.
e. genetic variation (mutation, recombination, deletions, additions to DNA).
f. not covered
g. not covered
h. use, limitations and misuse of genetic information; and
i. exploration of the impact of DNA technologies.
English
English Standard 10.10—The student will use writing to interpret, analyze, and evaluate ideas.
a. Explain concepts contained in literature and other disciplines.
b. Translate concepts into simpler or more easily understood terms.
Limited English Proficiency—Writing
LEP Writing Standard 3.9—The student will write to communicate ideas.
a. Write one to three paragraphs around a central idea.
b. Use descriptive details.
c. Use a variety of sentences.
LEP Writing Standard 3.10—The student will write stories, letters, simple explanations and short
reports across all content areas.
a. Use planning strategies and organize information before writing.
b. Edit and revise writing.
c. Use available technology.
Mathematics
SOL Mathematics Standard 4.19--The student will determine the probability of a given simple event,
using concrete materials.
SOL Mathematics Standard 8.11--The student will analyze problem situations, including games of
chance, board games, or grading scales, and make predictions, using knowledge of probability.
5) OBJECTIVES
Content Objectives (How will students be able to demonstrate content knowledge?)
Students will be able to:
- extract DNA from cells
- compare mitosis and meiosis
- complete Punnett Squares
- construct a pedigree
Language Objectives (How will students be able to demonstrate reading, writing, listening and speaking skills?)
Students will be able to:
- discuss current issues in genetic research
- argue the pros and cons of genetic research
- explain what various terms means and use them in context
6) LEARNING STRATEGIES
(What learning strategies, such as Previewing, Predicting, using Graphic Organizers or timelines will be incorporated?)
1. Students will review key vocabulary.
2. Students will read in pairs.
3. Students will read for information.
4. Students will work in pairs.
5. Students will research and use a computer to find information.
6. Students will present information to with class in an oral report.
7) KEY VOCABULARY
- allele
- carrier
- centromere
- chromosome
- codominance
- controlled breeding
- DNA
- dominate gene
- egg cell
- gamete
- gender
- genes
- gene splicing
- genetic engineering
- genetics
- heredity
- heterozygous
- homozygous
- hybridization
- incomplete dominance
- inbreeding
- inherited disease
- inherited trait
- karyotype
- mass selection
- meiosis
- mutation
- nondisjunction
- pedigree
- probability
- protein synthesis
- Punnett Square
- recessive gene
- replication
- RNA
- sex- linked traits
- sperm cell
- trait
8) MATERIALS
- computers
- poster paper
- markers/ crayons/ colored pencils
- textbooks
- construction paper
- textbooks
- paper
- pen/ pencils
9) PROCEDURES
I) MOTIVATION:
Quadrant Ia) What concrete experience will introduce the topic, activate background knowledge and help
make a meaningful connection to students’ lives and prior learning?
From the beginning, students will be asked questions about how we become who we are. This is going to
activate prior knowledge and get the students to think about what makes us who we are and how our parents as
well as our environment have an impact on us as people. On day one, the essential questions will be displayed
around the room. Students will be asked to read these questions. Each will have a marker and will be able to
write what they think about when they read these questions. This will, with any luck, stimulate discussions about
each of the questions (How do we become who we are?, what can change who we become?, what is genetic
engineering? and what are the ethical considerations of genetic research?). The students will be doing many
activities that use their family traits to tie the information to their lives.
Quadrant Ib) How will students reflect on this concrete experience?
Students will be completing many worksheets that compare traits between family members and
classmates. They will see and hopefully understand that genes are the basis of life and construct who we are as
human beings. Students will reflect on what makes them who they are and will be able to see how different genes
from both of their parents make up a part of them.
II) PRESENTATION:
Quadrant IIa) How will you make the connection between the concrete experience and the new concept, while
previewing the topic and emphasizing the key vocabulary?
Each day the class will be started with two questions: one on the previous day and one on the new
information. The goal will be to have the students see the ties between the two topics. The key vocabulary will
be presented in a Unit Dictionary that will have all the key vocabulary for the unit as well as room for other
words of interest.
Quadrant IIb) How will you teach the concept?
Using a variety of different teaching styles and techniques students will be presented with new
information. Activities include:
- Reading articles and pages from the textbook to get information
- Completing worksheets on the information learned
- Doing in class labs on DNA extraction
- Using a unit dictionary
- Using the computer as teaching tool with resources
- Writing paragraphs and papers of information
- Holding in class discussions on option topics
III) PRACTICE:
Quadrant IIIa) This is where you stop talking! How will students reinforce new knowledge and skill
development using reading/writing/listening/speaking, while interacting with each other?
1) Complete worksheets on information presented in class in pairs and as a class.
2) Complete computer activities on different topics throughout the unit
3) Complete in class labs about DNA extraction
4) Have full class discussions about genetics and genetics research
Quadrant IIIb) How will students add their own touch to the concept?
Students are able to construct their own creations with their own personal touches throughout the unit.
Genetics is a great unit for discussion and opinions because it is a controversial topic in science. Each student can
make their own decision on genetics and genetics testing and should be able to support their decision. Students
will create their own poster projects about DNA and can make them unique to themselves.
IV) APPLICATION:
Quadrant IVa) What will students do to start applying—or doing something with—their new knowledge in an
authentic situation?
1) Construct a DNA Diagram with a 3-D aspect (poster project) that contains a title, correct base shape
and an accurate process of replication
2) Complete homework assignments on the information presented in class.
3) Complete worksheets on information presented in class in pairs and as a class.
4) Complete computer activities on different topics throughout the unit
5) Complete in class labs about DNA extraction
a. Write a written lab report that includes a title for the activity, a description of the procedure
and a written record of what they observed and learned
b.
6) Complete a written project, “What would you do?” about a mythical disease
a. Write one to two pates using key vocabulary, correct sentence structure, word choice,
mechanics and usage.
b. Explain what they know about the disease
c. Use a planning strategy
d. Support a central idea with relevant details
7) Take periodic quizzes and a final exam for the unit
Quadrant IVb) How will students share their final product?
Students will share their final products by:
- Giving oral reports that will be peer and teacher graded
- Reading reports of other students
- Taking quizzes and tests to show understanding and mastery of concepts
10) DIFFERENTIATION/ACCOMMODATIONS/ADAPTATIONS (How will you adapt the content, product or
process to meet the needs of all learners?)
For my newest students, they should be paired up with students that are stronger in written and
oral language. This will help them get more practice understanding English written language. Also, try
to pair the students with different L1 languages so they are more likely to be using English to
communicate with each other. All students, with help, should be able to complete the activity.
Some students may need more time to finish projects. If this is the case, time can be given
outside of class to those that need it in order to finish their projects, papers, or labs.
If it is the paper, students will be able to use a translation dictionary as well as an English
dictionary to help them through. They may also use Microsoft Word to help with spell check,
grammatical errors and sentence structure.
We will also be doing a variety of different arrangements (single work, pairs, and group work) so
students can have an opportunity to work to the best of their ability with the right amount of support.
11) FORMATIVE/SUMMATIVE ASSESSMENTS (How will you know if students have mastered your objectives?)
- Students will be evaluated by a rubric that clearly explains what is needed to get the grade their desire (this is for
all projects)
- Students will create unique posters and papers to demonstrate key ideas.
- Students will peer review and peer assess each other
- Teacher will monitor students for comprehension of vocabulary and spend more time if needed
- Students will take periodic quizzes and tests to test for understanding and knowledge of material covered