Understanding by

Design
Whitney Powell
Established Goals
LS.12 The student will investigate and understand that organisms
reproduce and transmit genetic information to new generations. Key concepts
include
c) phenotypes;
d) characteristics that can and cannot be inherited;
Essential Questions
The student will observe, analyze, and interpret the differences between
individuals phenotypes students will observe their own and their peers
phenotypes.


Genetics Lesson Plan - Stage One

Activity Sheet
Proves students applied and conceptual knowledge of characteristics that
can and cannot be inherited specifically phenotypes by assessing their own
phenotypes and other students phenotypes in the classroom. In addition,
students should be recognizing connections between their phenotypes
and those of their parents.
Summative Assessment
Shows both applied and conceptual understanding of inherited traits and
phenotypes by completing the attached summative assessment. Students
should now understand that the phenotype of offspring is not directly
inherited from solely one parent but offspring DNA is composed of 50%of
each parent.

Genetics Lesson Plan - Stage
Two
Genetics Lesson Plan

WHERE TO
Genetics Lesson Plan - Stage
Three
1. The 6th grade science teachers need your help! The 6th graders are
struggling remembering the difference between genotype and phenotype.
Please use the rest of this sheet of paper to identify the relationship
between genotype and phenotype. Make sure to include a catchy way to
remember what each term means

2. Mr. and Mrs. Smith are having a baby girl! Mr. Smith is so excited that his
child will look identical to his wife, since they are both girls. Use the
space below to support or reject this statement.

3. Imagine that an alien mother has purple eyes, which are recessive. The
alien father has red eyes, which are dominant. What color are the
offsprings eyes if aliens inherit genes in the same way as humans? Explain
what alleles the father may have.

Summative Assessment
Established Goals
L.S. 11 The student will investigate and understand the relationships
between ecosystem
dynamics and human activity. Key concepts include:
b. Change in habitat size, quality, and structure;
d. Population disturbances and factors that threaten and enhance
species survival;
e. Environmental issues.
Essential Questions
The student will interpret and make inferences about fluctuations in fish
populations from actual data analyze, describe, and explain the effects
of human use and habitat changes on a fish population

Salmon Lesson Plan - Stage One


Activity Sheet
Applied learning takes place through answering questions, graphing, and
analyzing data on the activity sheet. In addition, students must
conceptually construct reasoning to understand what environmental issues
are destroying fish populations.

Summative Assessment
The summative assessment will be a couple open ended questions that
students will need to critically think to answer. Students will be expected
to elaborate on each question and present valid points to receive full
credit for the assessment.
Salmon Lesson Plan - Stage Two
The learning plan is addressed throughout the attached
Where Have All the Salmon Gone? 5E lesson plan.

Throughout the lesson, students are expected to
graph, analyze, and interpret data
participate in discussion
become actively engaged
Foster critical thinking

WHERE TO
Salmon Lesson Plan - Stage
Three