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CMS Lesson Plan Template Teacher: Rawlins, Jolly-Smith, Wallace Course/Level: 7th Grade Life Science Week of: 3/23-27/15 Focused Standard/Element(s) Essential Question(s) Monday 3/23/15 Tuesday 3/24/15 Wednesday 3/25/15 S7L3. Students will recognize how biological traits are passed on to successive generations. a. Explain the role of genes and chromosomes in the process of inheriting a specific trait. b. Compare and contrast that organisms reproduce asexually and sexually (bacteria, protists, fungi, plants & animals). c. Recognize that selective breeding can produce plants or animals with desired traits. S7L3. Students will recognize how biological traits are passed on to successive generations. a. Explain the role of genes and chromosomes in the process of inheriting a specific trait. b. Compare and contrast that organisms reproduce asexually and sexually (bacteria, protists, fungi, plants & animals). c. Recognize that selective breeding can produce plants or animals with desired traits. S7L3. Students will recognize how biological traits are passed on to successive generations. a. Explain the role of genes and chromosomes in the process of inheriting a specific trait. b. Compare and contrast that organisms reproduce asexually and sexually (bacteria, protists, fungi, plants & animals). c. Recognize that selective breeding can produce plants or animals with desired traits. Explain the difference between dominant and recessive alleles. Compare asexual and sexual reproduction. What is selective breeding? Brain Pop Video: DNA Brain Pop Video: Asexual Reproduction Discussion of the methods humans use to ensure better crops, more productive animals, and medicines. Opening (5-10 min) Work-Time Activities (40 min) Cells and Genetics review Georgia GPS Edition Science Coach Book Cells and Genetics review Georgia GPS Edition Science Coach Book Read Pgs.79-82 Genes and Chromosomes Read pgs.84- 86 Asexual and Sexual reproduction Cells and Genetics review Georgia GPS Edition Science coach book Read pgs.89-90 Selective Breeding Test practice pg. 91 and mixed review Test practice pg.83 Test practice pg.87 Pgs.92-93 Discussion of test practice Closure Activity (10 min) Discussion of test practice Discussion of review Paired groups, peer tutors, and individualized instructions when needed. Paired groups, peer tutors, and individualized instructions when needed. Paired groups, peer tutors, and individualized instructions when needed. Thursday 3/26/15 Friday 3/27/15 Additional Notes S7L3. Students will recognize how biological traits are passed on to successive generations. a. Explain the role of genes and chromosomes in the process of inheriting a specific trait. b. Compare and contrast that organisms reproduce asexually and sexually (bacteria, protists, fungi, plants & animals). c. Recognize that selective breeding can produce plants or animals with desired traits. S7L3. Students will recognize how biological traits are passed on to successive generations. a. Explain the role of genes and chromosomes in the process of inheriting a specific trait. b. Compare and contrast that organisms reproduce asexually and sexually (bacteria, protists, fungi, plants & animals). c. Recognize that selective breeding can produce plants or animals with desired traits. http://ngm.nationalgeographic.com/2006/11/evolut ion/zimmer-text Differentiation Strategies (targeting student growth) Focused Standard/Element(s) Writing Prompt: “In every human body roughly ten trillion cells-brainless units of life-come together to work as a unified whole.” From your knowledge of cells and the above quote from the article, what can your infer regarding cells, their role, and importance? What are permanent changes to DNA called? How can you predict the results of genetic crosses? Essential Question(s) Mutations Images DNA Video Opening (5-10 min) Brain Pop Video: Genetic Mutations and quiz Work-Time Activities (40 min) Predicting the possible results of genetic crosses Skills lab: Make the Right Call Discussion of results Discussion of lab findings Paired groups, peer tutors, and individualized instructions when needed. Paired groups, peer tutors, and individualized instructions when needed. Closure Activity (10 min) Differentiation Strategies (targeting student growth)