Description of Classroom: Biology grade 9-12 Type of class: P1=22 students;P2=24 students;P4=21 students;P5= 21 students Demographics: Hispanic, Asian Age: 14-19 Gender: P1=13 boys; 9 girls, P2=15 boys; 9 girls, P4= 10 boys; 11girls, P5= 11 boys, 10 girls
Background:
The lesson: Genetics- Codominance, Incomplete Dominance and Test cross fits into the Science Curriculum benchmarks Biology I 6760 Second semester Third Quarter: Genetics The students stage of learning relative to content : proficiency, maintenance, generalization Content Objective(s):
After using blended instruction to practice and comprehend Codominance, Incomplete Dominance and Test Cross the students will be able to: Explain the ratios of inherited patterns by constructing Punnet squares involving single alleles, multiple alleles, monohybrid crosses, incomplete dominance, codominance and test cross Calculate the ratios of inherited patterns by constructing Punnet squares involving codominance, Incomplete dominance and Test cross Compare and contrast Codominance, Incomplete Dominance and Test cross Identify the characteristics of inheritance patterns Apply all theories on hands on practice or assessment
Language Objective(s):
Students will be able to write new information about each pattern of inherited Traits working in groups designated to investigate Codominance group 1, Incomplete Dominance group 2 g and Test-cross group 3. Students will collaborate, reading and summarizing the main ideas to be able to present them to the next group of investigators. They will write questions and draw diagrams They will listen to the teacher guidance and directions for blended instruction, review The students will discuss and communicate with their partners during blended instruction.
Nevada Standards:
7.4 The student will calculate the ratios of inheritance patterns by constructing Punnett squares involving single alleles, multiple alleles, monohybrid crosses, Dihybrid crosses, incomplete dominance, and codominance[L 12.A 4] 7.5 The student will discuss the impact of communication and technology on the study of genetics. (N.12. A2 N.12 B1]
Key Vocabulary:
Codominance = a relationship between two versions of a gene. Individuals receive one version of a gene, called an allele, from each parent. If the alleles are different, the dominant allele usually will be expressed, while the effect of the other allele, called recessive, is masked.
Incomplete Dominance = refers to a genetic situation in which one allele does not completely dominate another allele, and therefore results in a new phenotype.
Test Cross = Crossing an organism with dominant genotype to a recessive homozygote for a specific phenotype in order to determine dominance/recessiveness of the unknown genotype and the pattern of inheritance based on the phenotype of each progeny
Best Practices: (put an X next to those that you address in your lesson) Preparation Scaffolding Grouping Options x
Adaptation of content Modeling x
Whole Class Links to background x
Guided practice x
Small groups x
Links to past learning x
Independent practice Partners Strategies incorporated x
Verbal scaffolds x
Independent Procedural scaffolds Integration of Processes Application Assessment x
Listening x
Hands-on x
Individual x
Speaking Authentic (Meaningful) x
Group x
Reading x
Linked to objectives x
Written x
Writing x
Promotes engagement x
Oral
Teaching Strategies:
1. Jigsaw 2. Flipping the classroom 3. Rotational Model( blended instructions) The "rotation: model, in which students move back and forth between online and classroom instruction;
Warm Up Activity:
Incomplete Dominance Problem: T=tall(511- 62); Tt = medium height (54- 510) t = short(53-or smaller) M= 55 Dad 600
What are the possible height outcomes of their children? (5 min)
Lesson Sequence:
Warm up: 5 min The students will be divided into 3 equal groups G1 - Codominance Watch the video and the explanations in Khanacademy.org Summarize the main ideas Teach group 2 about what they learned G2- Incomplete Dominance Watch the video and the explanations in Khanacademy.org Summarize the main ideas Teach group 3 about what they learned
G3- Test Cross Watch the video and the explanations in Khanacademy.org Summarize the main ideas Teach group 1 about what they learned
Rotational period every 15 min.( on the smart board will be a timer) After jigsaw: SW match blood type and practice on an interactive website, blood transfusion:
Web site: http //www.nobelprize.org/educational/medicine/bloodtypinggame/game/index.html
Closure and wrap up; question out the door (5 min.)
1. What did you like on todays lesson? 2. What was the most difficult part of the blended instruction? 3.What was working very easy? (5 min)
Accommodations:
The class will meet all required student accommodations. The seating chart will be used to help students to become involved in class participation Each table will provide enough space for all students group work. The students will help each other and the teacher will help with the guidance needed for blended instruction activities. Extra time provided for students who need it. Students can translate for each other.
Review/Assessment: 1. Formative assessment built into interactive assessment(web site) 2. Teacher rotating through each station asking oral questions to group members (formative assessment) 3. Summative assessment: group presentation with rubric for grading system(see rubistar.4teachrs.org ) Groups will present their portion of the lesson and will be assessed on presentation and content.
Reflection:
As part of the technology I will prepare a plan B in case the IPods or internet is not working. Reflecting on technology (i.e. all IPads are charged). In retrospect this lesson could lend itself to flipping the class ( flip model) help the students to review the interactive lessons at home and when they come in class next day they finish off with lesson material and group presentation.