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SUMRALL HIGH SCHOOL LESSON PLAN
TEACHER’S NAME: RHolder
DATE: April 19 to 23, 2010
MS FRAMEWORKS COMPETENCY/GOAL:
4. Analyze and explain the structures and function of the levels of biological
organization.
a. Differentiate among plant and animal cells and eukaryotic and prokaryotic cells.(DOK
2)
• Functions of all major cell organelles and structures (e.g., nucleus,
mitochondrion, rough ER, smooth ER, ribosomes, Golgi bodies, vesicles,
lysosomes, vacuoles, microtubules, microfiliaments, chloroplast,
cytoskeleton, centrioles, nucleolus, chromosomes, nuclear membrane,
cell wall, cell membrane [active and passive transport], cytosol)
b. Differentiate between types of cellular reproduction. (DOK 1)
• Main events in the cell cycle and cell mitosis (including differences in
plant and animal cell divisions
• Binary fission (e.g., budding, vegetative propagation, etc.)
• Significance of meiosis in sexual reproduction
• Significance of crossing over
5. Demonstrate an understanding of the molecular basis of heredity.
a. Analyze and explain the molecular basis of heredity and the inheritance of traits to
successive generations by using the Central Dogma of Molecular Biology.(DOK 3)
• Structures of DNA and RNA
• Processes of replication, transcription, and translation
• Messenger RNA codon charts
b. Utilize Mendel’s laws to evaluate the results of monohybrid Punnett squares
involving complete dominance, incomplete dominance, codominance, sex
linked, and multiple alleles (including outcome percentage of both genotypes and
phenotypes.
c. Examine inheritance patterns using current technology (e.g., pedigrees,
karyotypes, gel electrophoresis). (DOK 2)
d. Discuss the characteristics and implications of both chromosomal and genemutations.
(DOK 2)
• Significance of nondisjunction, deletion, substitutions, translocation,
frame shift mutation in animals
• Occurrence and significance of genetic disorders such as sickle cell
anemia, Tay-Sachs disorder, cystic fibrosis, hemophilia, Downs
Syndrome, color blindness
ATTACH UNIT/FORMAL ASSESSMENT
SUBJECT: Biology I
WEBB’S DOK LEVEL: 1,2,3
GRADE: 9,10
DAILY OBJECTIVE
BELLRINGER
1.
2.
SET
Establish objective
Restate objective
3. Involve learner
T20
Explanations
Directions
Activities
Questioning
Responding
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
TLW: review
TLW: analyze
TLW: complete TLW: complete
TLW: complete
mitosis and
results obtained Punnett square practice
assessment on
meiosis; analyze by Mendel in his problems on
problems using Genetics and
results obtained experiments with monohybrid
incomplete
Inheritance – test
by Mendel in his peas; predict the crosses
dominance, co- today.
experiments with possible
dominance, and
peas; predict the offspring of a
sex-linked traits
possible
genetic cross by
offspring of a
using a Punnett
genetic cross by square
using a Punnett
square
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competency 4 & 5 competency 4 & 5 competency 4 & 5 competency 4 & 5 competency 4 & 5
Describe
Mendel's
contributions to
the study of
genetics.
Why do you not
look exactly like
your mother or
your father?
If your mother
Use picture of
has type A blood checkered
and your father chicken to ask
has type B blood, why is the
how can you
chicken
have type o blood checkered and
and be from the not a mixture of
same parents?
black and white?
Teacher lecture Teacher lecture Explanation of
Explanation of
with student
using OHP and Punnett square incomplete
notes on
board to do
problems using dominance; coterminology used practice
blood typing.
dominance; and
in basic genetics. problems;
TLW determine sex-linked traits;
Define nonstudents practice the parents of 4 guided and
disjunction and ID’ing Heter and mixed up babies independent
relate to
Homo genotypes at birth.
practice
difference in
Explanation of
problems. Test
chromosome #;
incomplete
Review for test
dominance; co- on Genetics
dominance; and tomorrow.
sex-linked traits;
Picture of red and
white and pink
snapdragons
Written test on
Genetics and
Patterns of
Inheritance.
guided and
independent
practice
problems
Have students
Review news
determine which article on
characteristics
genetics (to be
they exhibit and if read upon
they are
completion of
recessive or
test)
dominant. (using
list)
Problem Solving Complete
Practice
EVIDENCE OF LEARNING
page 218 #1-4;
unfinished
problems to be
The students will show evidence of learning
page
224
#5-8;
10;
punnett
squares
completed for
the competency and objective by:
page 225 #1-4
homework;
SK&S; page 283 #
2,6,7,24,27,29
CLOSURE
Summarize
Involve learner
Check for understanding
Double bubble
map of mitosis
and meiosis
So who
Monday, we will
determines which look at a 7
sex of the child, karyotypes
the father or
mother?
Practice
problems to be
completed for
homework
Unit Test
DIFFERENTIATED INSTRUCTION
Level 1
Level 2
Level 3
Individual
practice
Interactive
practice on board
Peer partners