Download 45 Minute Content Lesson Plan

45 Minute Content Lesson Plan – Asexual Reproduction
Objectives:
SWBAT identify the different types of asexual reproduction and give an example of each.
SWBAT answer questions 4144, 1982, 1886, and 1776.
Set Up – 5 minutes
Students come in, get their notebooks out and copy the following questions into their
notebook:
1. What kinds of organisms reproduce asexually?
2. What are some examples of asexual reproduction?
3. What are the advantages and disadvantages of asexual reproduction?
Purpose/Overview – 3 Minutes
This is the first/introductory unit of the year. Throughout the first marking period, our
focus will be on the continuity of life on Earth and adaptations that occur in response to
environmental changes. I will discuss the importance asexual reproduction has for the
survival of many organisms.
Mini-Lesson: “Asexual Reproduction” – 20 Minutes
I will go over the answers to each of the questions the students copied into their
notebooks.
1. What kinds of organisms reproduce asexually?
a. Unicellular organisms (ex. Amoeba) and multi-cellular organisms (ex.
Plants).
2. What are some examples of asexual reproduction?
a. In addition to discussing binary fission, budding, reproduction from
spores, vegetative propagation and regeneration, I will show some
pictures on the overhead projector.
3. What are the advantages and disadvantages of asexual reproduction?
a. One parent required v. No variety among offspring
Independent Reading – 10 Minutes
The students will read the section in their textbooks that corresponds to asexual
reproduction in their textbooks. As they are reading, they will use post its to write down
the important ideas they are reading about.
Whole Class Review – 5 Minutes
As a means of review, as a class we will go through some sample test questions and
answers.
Closure/Exit Slip – 2 Minutes
What did I learn today? What am I still confused about?
45 Minute Lesson Plan – Mitosis and Meiosis
Objectives:
SWBAT identify the process of cell division for the production of identical daughter cells
or gametes.
SWBAT compare and contract meiosis and mitosis.
Set Up – 5 minutes
Students come in, get their notebooks out and copy the following questions into their
notebook:
1. When a cell replicates, how do the number of chromosomes stay the same?
2. What is the end result of mitosis?
3. What are gametes?
4. What is the end result of meiosis?
5. How can we tell if a cell will perform meiosis or mitosis?
Purpose/Overview – 2 Minutes
The focus of the lesson today is to look into the differences in reproduction of unicellular
organisms and multi-cellular organisms. We will discuss some possible benefits or
challenges asexual and sexual reproduction present (ex. Variety v. finding a mate).
Mini-Lesson: “Mitosis and Meiosis” – 20 Minutes
I will go over the answers to each of the questions the students copied into their
notebooks. As I am answering each question, I will have pictures of the stages of
mitosis and meiosis on the overhead projector for the students to copy into their
notebooks.
1. When a cell replicates, how do the number of chromosomes stay the same?
a. Mitosis (Interphase, Prophase, Metaphase, Anaphase and Telophase)
2. What is the end result of mitosis?
a. Two identical daughter cells
3. What are gametes?
a. Male and female sex cells
4. What is the end result of meiosis?
a. Haploid gametes
5. How can we tell if a cell will perform meiosis or mitosis?
a. Synapsis and tetrad formation
Group Work - 10 Minutes
The students will work in groups of 4 to create a Venn diagram comparing mitosis and
meiosis.
Whole Class Review – 5 Minutes
As a means of review, as a class we will create a class Venn diagram and incorporate all
of the answers each group came up with. Students will write down any missing factors
in their notebooks.
Closure/Exit Slip – 3 Minutes
How would you describe meiosis and mitosis to your parent or guardian?
45 Minute Lesson Plan – Heredity
Objectives:
SWBAT make the connection between meiosis and genetics.
SWBAT understand the difference between genotype and phenotype.
SWBAT have a basic understanding of Mendelian Genetics.
Set Up – 5 minutes
Students come in, get their notebooks out and copy the following questions into their
notebook:
1. Define the following words; chromosome, genes, alleles, dominant trait,
recessive trait, genotype and phenotype.
2. What is a Punnett Square?
3. How can we use the Punnett Square to predict the phenotype and genotype of
the next generation of offspring?
Purpose/Overview – 2 Minutes
The purpose of today’s lesson is for students to achieve a better understanding of This
is the first/introductory unit of the year. Throughout the first marking period, our focus
will be on the continuity of life on Earth and adaptations that occur in response to
environmental changes. I will discuss the importance asexual reproduction has for the
survival of many organisms.
Mini-Lesson: “Heredity” – 20 Minutes
Before answering each of the questions the students copied into their notebooks, I will
quickly review ratios with the students. Once I feel as though they understand ratios, I
will go over the answers to each of the questions. As I am answering each question, I
will have pictures of the stages of mitosis and meiosis on the overhead projector for the
students to copy into their notebooks.
1. Define the following termsi:
a. Genes – hereditary factor passed from generation to generation
b. Alleles – different forms of genes for a trait
c. Trait – a unique feature of an organism (ex. Height, eye color)
d. Genotype – allele combination for a trait
e. Phenotype – characteristic of a trait you can see
2. What is a Punnett Square?
a. A diagram used to solve genetic problems.
3. How can we use the Punnett Square to predict the phenotype and genotype of
the next generation of offspring?
a. Ex. Tall plants crossed w/short plant produce all tall plants in next
generation; all heterozygous
b. Ex. Heterozygous tall plant w/another heterozygous tall plant results in
25% homozygous tall, 50% heterozygous tall, 25% short
Group Work – 10 Minutes
The students will work in homozygous groups of 4 to create work on the following
Punnett Square problems.
1. BB x Bb
2. Bb x Bb
3. BB x bb
4. Bb x bb
Whole Class Review – 6 Minutes
As a means of review, as a class we will go over the ratios to the problems the students
were working on. Students will correct any mistakes they may have made while
working in their groups.
Closure/Exit Slip – 2 Minutes
What did I learn today? What am I still confused about?
45 Minute Lesson Plan – Competition
Objectives:
SWBAT understand that organisms with similar needs may compete with one another
for territory, food or a mate.
SWBAT to discuss competition between two species of seals on Harbor Island.
Do Now - 5 minutes
Students come in, get their notebooks out and:
1. Copy the following questions into their notebook:
a. What is competition?
b. What eventually happens to species that compete with one another?
c. How are scientists able to study competition?
2. Write down any examples of competition in nature they can think of.
Purpose/Overview – 2 Minutes
The purpose of the lesson is to provide students with an understanding of how the
competition between species can over time result in one species surviving and the other
becoming extinct. They will investigate whether environmental changes have an effect
on the continuity of life (the success or decline of a species).
Mini-Lesson: “Competition among Species” – 15 Minutes
I will go over the answers to each of the questions the students copied into their
notebooks.
1. What is competition?
a. A circumstance where species compete for resources (ex. territory, food
and water).
2. What eventually happens to species that compete with one another?
a. One survives and the other dies
3. How are scientists able to study competition?
a. Ex. I will discuss the Scientists in SE Nova Scotia who are studying the
competition between Harbor and gray seals through the attachment of a
“Crittercam”.ii Recently, the gray seals have been thriving, but the
population of harbor seals has decreased dramatically.
Group Work - 10 Minutes
I will give the students a handout about sharks (a predator of the seals) and sand lances
(a source of food) for the seals. The students will work in pairs to discuss and make a
list of the role sharks and sand lances play in competition between gray seals and
Harbor seals.
Whole Class Review – 10 Minutes
Once the pairs seem to have completed the activity, one person from each pair will
share the role they think sharks and sand lances have on competition. Students will add
ideas to their lists as we discuss them.
Closure/Exit Slip – 3 Minutes
Can you think of two other species of animals that compete for resources? What was
the importance of today’s lesson?
i
Rechtman, Max. Cliffs Study Solver: Biology. Hoboken: Wiley Publishing, Inc., 2004.
ii
“Competition on Sable Island”, National Geographic Xpeditions Lesson Plans,
http://www.nationalgeographic.com/xpeditions/lessons/08/g68/ccsable.html, last visited July 20, 2008.