Download GCMS lesson plan october 17

ELA standards and matching activity are highlighted in yellow.
Janell Toney
Grade Science
Lesson Plans
October 17 – October 21, 2016
7th
Monday
Competency: Historical Contributions and Heredity
Standard: Heredity and Genetics 7.3d(c) Mitosis/Meiosis, Structure of DNA/Karyotype. 7.3
Heredity and Genetics 8.3d a. How traits are passed from parents to offspring through pairs of
genes. Heredity and Genetics 7.3d d. Historical contributions and significance of discoveries of
Gregor Mendel and Thomas Hunt Morgan as related to genetics.
Essential Question: Based on Mendel and Morgan’s research, how does the heredity of genes
influence phenotypes and genotypes?
Focus Question: Why are Mendel and Moran’s contributions significant?
Bellringer: ACT Questions
Anticipatory Set: TTW as the students to think about if they lost a dog and wanted to put up posters
around town but couldn’t put a picture on the poster, what would you write so people would know it
was your dog? TSW should think about the particular breed of dog. TTW ask, “What types of features
indicate a particular breed? Can you tell individuals apart within a breed?”
Guided Practice: By responding to these questions, ttw introduce the students to new
vocabulary terms. The anticipatory set will develop key vocabulary terms as tt and ts discuss the
answers. TTW also discuss who Mendel and Morgan are and how their contributions were
significant. TSW record this information as it will develop into notes.
Independent Practice: TSW work in pairs exploring the codons of “Snorks”. This activity is
based on make-believe animals. TSW read various reading frames and determine the anticodon
of each Snork. The anticodons are also the genotypes of each animal. Once ts have produce the
genotypes, they will be able to decipher phenotypes of each snork. The phenotypes will be
used to match the snork with its correct name. This lesson connects the previous concept
(Transcription/Translation) to the current lesson.
Teacher Input: TTW help the students develop one or two codons as a guide and example. TTW
walk around class to ensure the students are on task and properly managing time.
Differentiations:
Below Grade Level: Allowing the students to work in pairs will help the students below grade
level. One above grade level student will be paired with a below grade level student. The peer
teaching method will help accommodate these students.
On grade level: These students will have examples provided by the teacher that are derivatives
of the activity questions. These examples will guide the students with actually using the lesson
questions.
Above Grade Level: These students will have to model and explain with each activity question
requiring them to have and demonstrate a deeper understanding of the lesson.
ELA standards and matching activity are highlighted in yellow.
Closure: TSW tell one thing that they have learned from this lesson and it has to be uniquely
different from the other students.
Homework: Students were provided with the paperwork to begin their Pamphlet project last
week on Thursday. TSW work on their projects at home. Projects are due on Thursday.
Tuesday
Competency: Historical Contributions and Heredity
Standard: Heredity and Genetics 7.3d(c) Mitosis/Meiosis, Structure of DNA/Karyotype. 7.3
Heredity and Genetics 8.3d a. How traits are passed from parents to offspring through pairs of
genes. Heredity and Genetics 7.3d d. Historical contributions and significance of discoveries of
Gregor Mendel and Thomas Hunt Morgan as related to genetics.
Essential Question: Based on Mendel and Morgan’s research, how does the heredity of genes
influence phenotypes and genotypes?
Focus Question: How does heredity, genes, and chromosomes relate?
Bellringer: ACT Questions
Anticipatory Set: TSW watch a brief video on heredity
Guided Practice: TTW draw pictures demonstrating the relationship and differences between
DNA, genes/alleles, and chromosomes. TTW elaborate on the drawings showing how each
chromosome contains various genes that determine phenotype. The elaborations will exhibit
allele and gene relationship. TSW develop definitions and notes based on the demonstrations
and discussion questions.
Independent Practice: Working in pairs, tsw explore 3 karyotypes. After reviewing each
karyotype, tsw determine the gender of each organism. The student-pairs will also have to
determine how many chromosomal pairs are present and if the organism has a haploid or
diploid set. Using a chart, the pairs will finally have to determine what type of organism each
karyotype represents.
Differentiations:
Below Grade Level: Allowing the students to work in pairs will help the students below grade
level. One above grade level student will be paired with a below grade level student. The peer
teaching method will help accommodate these students.
On grade level and Above Grade Level: These students will have to model and explain with each
karyotype picture and questions requiring them to have and demonstrate a deeper
understanding of the lesson.
Teacher Input: TTW put a karyotype on the projector and identify the sex chromosomes, the
number of chromosomal pairs, and if it is haploid or diploid. After modeling how to interpt a
karyotype, ttw walk around class to ensure the students are on task, understanding and
properly managing time.
Closure: On an exit slip, tsw briefly discuss the relationship between genes, alleles, and
chromosomes.
ELA standards and matching activity are highlighted in yellow.
Homework: Students were provided with the paperwork to begin their Pamphlet project last
week on Thursday. TSW work on their projects at home. Projects are due on Thursday.
Wednesday
Competency: Historical Contributions and Heredity
Standard: Heredity and Genetics 7.3d(c) Mitosis/Meiosis, Structure of DNA/Karyotype. 7.3
Heredity and Genetics 8.3d a. How traits are passed from parents to offspring through pairs of
genes. Heredity and Genetics 7.3d d. Historical contributions and significance of discoveries of
Gregor Mendel and Thomas Hunt Morgan as related to genetics.
Essential Question: Based on Mendel and Morgan’s research, how does the heredity of genes
influence phenotypes and genotypes?
Focus Question: How does various combinations of sex cells lead to genetic variations?
Bellringer: ACT Questions
Anticipatory Set: TTW provide the students with a scenario of a population’s gene pool being
effected by a cold water byproduct. TSW have to rationalize which organism of the population
will survive and why.
Guided Practice: Through explain the various phenotypes and which ones will increase chance
of survival, tsw be able to develop notes as it relates to recombination of sex cells and genetic
variations. TSW have an understanding of how organisms can look the same on the outside but
vary in genetic coding. This understanding will reinforce the difference between genotype and
phenotype.
Independent Practice: TSW be given several phrase and codes. They will have to determine if
the phrase or code is a genotype or phenotype.
Differentiations:
Below Grade Level: TTW break down each phrase and code relating it to the functions of nouns
and adjectives. Allowing the students to work in pairs will help the students below grade level.
One above grade level student will be paired with a below grade level student. The peer
teaching method will help accommodate these students.
On grade level: TTW ask these students to work in reverse to develop phrases and codes based
on the terms genotype and phenotype. Each phrase/code-genotype/phenotype relationship
will be developed based on an organism provided by the teacher.
Above Grade Level: TSW have to demonstrate a deeper understanding by developing phrases
and codes based on the terms genotype and phenotype then drawing pictures that represent
each possible phenotype of the organisms provided by the teacher.
Teacher Input: TTW walk around the class monitoring the students responding to questions and
concerns. TTW also provide examples for differentiations for below and on grade level
students, and cross-curriculum support for below grade level students.
Closure: TSW chorally recite the levels of hierarchy of DNA.
ELA standards and matching activity are highlighted in yellow.
Homework: Students were provided with the paperwork to begin their Pamphlet project last
week on Thursday. TSW work on their projects at home. Projects are due on Thursday.
Thursday
Competency: Historical Contributions and Heredity
Standard: Heredity and Genetics 7.3d(c) Mitosis/Meiosis, Structure of DNA/Karyotype. 7.3
Heredity and Genetics 8.3d a. How traits are passed from parents to offspring through pairs of
genes. Heredity and Genetics 7.3d d. Historical contributions and significance of discoveries of
Gregor Mendel and Thomas Hunt Morgan as related to genetics.
Essential Question: Based on Mendel and Morgan’s research, how does the heredity of genes
influence phenotypes and genotypes?
Focus Question: How does various combinations of sex cells lead to genetic variations?
Bellringer: ACT Questions
Independent Practice: TSW complete three worksheets that explore the connections between
genes, alleles, DNA, heredity, genotypes, and phenotypes. TSW also submit their projects
today.
Teacher Input: TTW be out of class today. Today is the district Science curriculum meeting.
Friday
Competency: Historical Contributions and Heredity
Standard: Heredity and Genetics 7.3d(c) Mitosis/Meiosis, Structure of DNA/Karyotype. 7.3
Heredity and Genetics 8.3d a. How traits are passed from parents to offspring through pairs of
genes. Heredity and Genetics 7.3d d. Historical contributions and significance of discoveries of
Gregor Mendel and Thomas Hunt Morgan as related to genetics. RST.2 Determine a central idea
or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge
or opinions. WHST.2 Write informative/explanatory texts, including the narration of historical
events, scientific procedures/experiments or technical processes.
Essential Question: Based on Mendel and Morgan’s research, how does the heredity of genes
influence phenotypes and genotypes?
Focus Question: How does various combinations of sex cells lead to genetic variations?
Independent Practice: TSW complete their mixed practice quiz at the start of class. They will
have 15 minutes to complete the quiz.
Independent Practice: TSW read a short article that discusses a link between blood sugar and
Down syndrome. This discovery occurred after a scientist examined the karyotypes of patients
with both disorders. TSW write a summary of the article highlighting the karyotype and gene
contributions.
Differentiations:
Below Grade Level: After the students have had time to read the article, ttw read the article
aloud to accommodate these students. They will highlight important information that will be
included in their summary. TSW be required to write a minimal of 6 sentences in their summary
ELA standards and matching activity are highlighted in yellow.
On grade level: TSW have to also discuss the gender of each karyotype and entail how they
know the person has Down syndrome. TSW be required to write a minimal of 8 sentences in
their summary.
Above Grade Level: TSW have to discuss a possible solution to either disorder in addition to
identifying the gender of each karyotype and explaining how it is known the person has Down
syndrome. TSW be required to write a minimal of 10 sentences in their summary.
Teacher Input: TTW respond to any questions the students have as it relates to writing
assignment.
Closure: In a two-minute whole group discussion, tsw determine the gender of the organisms
based on the karyotypes of the articles.