Integrated Numeracy and ICT Lesson Plan

Lesson Title: Heredity Year Level: 10 Duration: 50 minutes

Designed by: Natasha Lancaster (2165911) & Molly Hunter (2166154)
Context Statement:
This lesson is the second to last lesson of the heredity (or ‘how are genes passed on’) unit, consisting
of ten lessons in total, only to be followed by a summary/assessment lesson. Students have already
learned the structure and function of the reproductive system, how contraceptives work, meiosis,
variation, sex determination, Mendelian traits, and dominant and recessive genes.

Teacher Content Knowledge (Australian Curriculum)

Learning Area, Strand and Sub-Strand: Relevant Content Descriptors:

Year 10 Science Transmission of heritable

characteristics from one
Science Understanding - Biological Sciences generation to the next involves
DNA and genes (ACSSU184)

Select and use appropriate

equipment, including digital
technologies, to collect and
record data systematically and
accurately (ACSIS200)

Links to Numeracy general capability Links to ICT general capability

Transmission of heritable characteristics from one Select and use appropriate

generation to the next involves DNA and genes equipment, including digital
(ACSSU184). technologies, to collect and
 Representing patterns of inheritance of a simple record data systematically and
dominant/recessive characteristic through accurately (ACSIS200)
generations of a family  Select and use
 Predicting simple ratios of offspring genotypes hardware and software
and phenotypes in crosses involving  Locate, generate, and
dominant/recessive gene pairs or ni genes that access data and
are sex linked information
Specific Learning Outcome(s):

All students must be able to:

 Draw and complete Punnett squares for simple Mendelian crosses.
 Predict the ratio (or fraction) of likelihood for each phenotype from crosses involving
dominant/recessive gene pairs.

Most students should be able to:

 Predict the ratio of offspring genotypes and phenotypes from crosses involving
dominant/recessive gene pairs.

Some students could:

 Draw and complete dihybrid Punnett squares for Mendelian crosses.

Teacher Technological Knowledge

What technology will be used in this lesson to expand curriculum, learning opportunities for
students in this lesson?

 Google Slides
 Used to display information on interactive whiteboard for class.
 Students further have access to the slides individually.
 YouTube Video
 Used to explain genotypes and phenotypes.
 https://www.youtube.com/watch?v=lYAHx7NiF3g
 Kahoot
 Used to assess students basic understanding of genotypes and
phenotypes.
 https://play.kahoot.it/#/k/93beea2c-8163-49f9-92d0-377feaf0ee5c
 Online Punnett square generator
 Used to generate Punnett squares, explore genotypes and phenotypes.
 http://www.glencoe.com/sites/common_assets/science/virtual_labs/E09/E0
9.html

Teacher Numeracy Pedagogical Knowledge

See Australian Government WA brochure (available via FLO):
‘Numeracy: Demands and Opportunities Across the Curriculum’
 Identify which of the following numeracy teaching strategies you will use in this lesson.

o Capturing the numeracy in the moment: Be open to the numeracy demands and flexible in going
with the students’ interests and learning needs in the experience.
o Being aware of possible numeracy demands when planning: Consider the numeracy demands
and the range in student strategies and approaches for handling the learning experience across
the curriculum.
o Allowing students to work it out: Provide students with both individual and collaborative
opportunities to work things out for themselves and engage with the numeracy demands.
o Giving Time: Be patient and flexible with time to allow students to engage with the numeracy
themselves, ask questions, fully understand the lesson and gain confidence in themselves as
learners.
o Questioning: 
Facilitate discussion and support students’ deliberations by asking questions about
their handling of the task. Questioning can help students identify the numeracy and then use their
mathematics. Try to keep the questions open to encourage a willingness to participate.
o Motivating: Let students explore a concept driven by enthusiasm rather than teaching the required
skill prior to tackling the activity.
o Listening purposefully: Monitor students’ numeracy knowledge and skills by asking questions and
listening purposefully as students engage with numeracy in a moment.
o Debriefing the numeracy: Ask open questions that encourage students to reflect on the use of
mathematics in the situation and the role numeracy played in their learning, understanding and
problem solving.

Teacher Technological Pedagogical Content Knowledge (TPACK)

Describe how this lesson draws together your teacher technological pedagogical content
knowledge.
Punnett Square Generator
 Allows students to become familiar with the idea of percentages, ratios, and fractions being
interchangeable and indicating likelihood of particular phenotypes.
 Allows students to be critical of which mathematical method they see most useful to
describe the likelihood of each phenotype being expressed. (Point for discussion)

Assessment

What will be the assessment strategies related to your identified lesson outcomes?

Kahoot - Allows for whole class assessment of terminology understanding (genotype/phenotype)

- Results could be recorded as anecdotal notes

Punnett Square Generator - Assessing students as they explore the generator

- Asking students questions in order to assess their understanding
- Ensuring to extend students that require extension

Required Resources
 Use of interactive whiteboard (or projector) - kahoot and class instruction
Each student (or in pairs if necessary) must have access to a device - Punnett square generator

Lesson Outline

Refer to
http://www.teachertechnologies.com/the_four_part_lesson/
Connect / Starter
This should be for about 5 minutes.

5 Introduction to the lesson including lesson outline and learning intentions:

min  Classroom expectations.
 Learning Objectives:
o Understanding how genes are passed on - specifically the difference between
genotypes and phenotypes.
o Introduction to the use of punnett squares and how to generate them based on
specific genotypes and phenotypes.
o Understanding the probability and percentage someone will have a specific
genotype based on those presented by both parents.

Recap of previous learning:

 Students will have an understanding of what heredity is and the traits they have acquired
from their parents.
 Students understand genes and DNA, specifically how genes and alleles are transmissible
from parents to child.
 Students already have a basic understanding of the difference between genotypes and
phenotypes in terms of heredity (brief introduction was made in the previous lesson).
 The difference between recessive and dominant genotypes.

Activate
This part of the lesson should take 15 minutes.
 Recap of Genotypes and Phenotypes:
 Introductory video: https://www.youtube.com/watch?v=lYAHx7NiF3g
15
 Students should already have an understanding of the meaning behind genotypes and
min phenotypes. This short video will help activate their learning and apply it to the later stages of
the lesson when punnett squares are introduced.
 Can lead to a class discussion if students are still unsure.

Genotypes and Phenotypes Formative Assessment:

 Kahoot Quiz: https://play.kahoot.it/#/k/93beea2c-8163-49f9-92d0-377feaf0ee5c
 Allows for whole class assessment of the terminology surrounding genotypes and
phenotypes.
 Results can be recorded to identify any students who may not have the required
understanding of genotype/phenotype terminology based on the individual results from the
kahoot quiz.

If a number of students record results in which demonstrate they do not fully understand the key
concepts further learning will be implemented to ensure all students have the full required
understanding to move to the next stage of the lesson. Students who were identified to have a low-level
of understanding will be supported through alternative measures such as individual one-on-one
support.

Introduction to Punnett Squares

 Brief overview of what a Punnett square is and why they are used.
o Punnett squares are used to help determine what genes a person will receive based
on the genes of both the parents (including understanding the difference between
recessive and dominant genotypes).
o Everyone has two sets of genes for each trait they have called alleles. Parents will
have two genes each; therefore, a punnett square helps determine which two alleles
the child will receive (students will already have an understanding of this concept due
to it being covered in previous lessons).

Demonstration of Punnett Square Generator

 Using the interactive whiteboard access the site:
http://www.glencoe.com/sites/common_assets/science/virtual_labs/E09/E09.html
 The teacher will demonstrate how to use the generator through a step-by-step process using
the eyes section.
o Allow students to ask questions along the way on any concepts of the generator they
may not fully understand.
o Steps will further be written on the whiteboard for students to refer back to when they
do their student-directed learning on the punnett square generator after the
demonstration.

Demonstrate (Assessment for Learning)

This part of the lesson should take 20 minutes.
 Student Directed Learning: Individual use of Punnett Square Generator
 The teacher will act as the facilitator during this time. Students are to create their own
20 monster on the punnett square generator using the tools provided on the interactive site.
min Each generator contains different genotypes.
 During this time the teacher poses questions in regards to the probability and percentage of
the monster acquiring a specific genotype and therefore, phenotype. Students are required to
record down in their books the percentages and probability of each genotype (e.g., type of
eyes).
 Once all the students have completed their punnett square monsters, they can engage in a
think-pair-share activity with the person next to them. This allows for peer collaboration.
Students can question each other on :
o What they have created based on the genotypes presented to them.
o An example of the probability and percentages which presented themselves through
the specific alleles.
o One thing they learned or found interesting.
 Students are further required to answer the questions in the journal section of the glencoe
interactive website (located to the left of the generator). There are three questions which the
students are required to answer. They have the choice to either record their answers on the
site or in their science book. The teacher will come around the classroom monitoring and
questioning students on their understanding (this will further allow the teacher to identify any
students who may be struggling with the content or exceeding to the next level - possible
implication for extension work).

Through the use of the interactive game and implication of finding percentages allows implication of
numeracy and ICT into the biological science sub-topic.

Consolidate / Plenary
This part of the lesson should take 10 minutes.

Lesson Reflection - Class Discussion

10  Teacher to facilitate class discussion through guiding questions:
o How can we use punnett squares to figure out the percentage of receiving a
min specific genotype?
o What are the key qualities of genotypes, phenotypes and punnett squares?
o Can anyone provide an example of their own genotype they have specifically
acquired from their parents? (E.g., A students whose father has brown eyes
and their mother has green eyes acquired brown eyes. This means they have
gained the alleles and genotype for brown eyes).

End of Lesson - Exit Card

 Each student will be required to complete an exit card at the end of the class. The exit
card question is:
o What is one thing you have learned from today's lesson and what is one thing
you are still unsure or/are questioning?
How will this lesson cater for the needs of all students?

This lesson is adaptable for students with various needs:

 Opportunity to have added instructions
 Opportunities for extension tasks
 Visually impaired students would need to be considered (could adapt lesson to be verbal)
 Students with dyslexia may struggle with reading from a screen and require individual
adaptations

What questions will you ask after the lesson to reflect on the design of the lesson;
your performance during its implementation, and on students’ achievements of the
identified learning outcomes?

 Did most of the students meet the learning outcomes?

 Did the students appear engaged?
 What worked/didn’t work?
 How could the lesson be improved for next time?
 We’re there any unforeseen ICT issues?