Geneva College

Beaver Falls, PA

Lesson Plan Template

Name: ____Shannon Staver__& Logan Hykes____Date: ___11-16-20__________

Subject: _____Biology_____________________________ Grade Level: __9/10_________________

I. Topic
Gregor Mendel/Mendelian Genetics
II. PA or Common Core Standards
Standard - 3.1.10.B1
Describe how genetic information is inherited and expressed.
Standard - 3.1.B.B5
Describe how Mendel’s laws of segregation and independent assortment can be observed through patterns of
inheritance.
Eligible Content:
Distinguish among observed inheritance patterns caused by several types of genetic traits (dominant, recessive,
codominant, sex-linked, polygenic, incomplete dominance, multiple alleles)

PA History Standards
Standard - 8.1.W.A
Evaluate patterns of continuity and change over time, applying context of events.

III. Learning Objectives: Objectives must be written using observable verbs

After going through Station 2…
1. TSWBAT-correctly complete a Punnett Square. (hybrid cross) on the station 3 worksheet
2. TSWBAT- correctly complete a Punnett Square (dihybrid cross) on the station 3 worksheet
3. TSWBAT- explain the difference between homozygous and heterozygous with a partner after the completion of
the biology PowerPoint
4. TSWBAT- explain the importance of Mendel’s studies on the station 3 worksheet
5. TSWBAT- The students will be able to describe historical context surrounding Gregor Mendel

IV. Materials
Teacher: need access to a computer, internet, PowerPoints, modified notes, and worksheet, modified
worksheet.
Students: will need a note sheet, and a pencil, and adapted notes and worksheets when necessary
V. Lesson Development
Station 2
A. Introduction ( 1 minute )
Shannon (the teacher) Will greet the class, and ask them how their weekend was
 Then the teacher give a basic introduction to who and what we are learning about before
beginning the PowerPoint.

B. Lesson development (activities, procedures) (5-6 Minutes)(5-6 minutes)

Second, the teacher will go through the PowerPoint slide by slide.
Third, the teacher will give a brief introduction to who Gregor Mendel was. (slide 2)
Have you ever heard about Mendel before, if so when?
Fourth, the teacher will explain the basis of what the studies did (slide 3 and 4)
Fifth, the teacher will explain what a Punnett square is. (slide 5)
Sixth, the teacher will explain the law of segregation, the difference between homozygous and
heterozygous, recessive, and dominant. (slide 6 and 7)
Would this individual be Homozygous Dominant or recessive, or Heterozygous Dominant?
Seventh, the teacher will explain the law of independent assortment and the expected ratio.
(slide 8)
Eighth, the teacher will explain the importance of Mendelian Genetics. (Slide 9).

Logan First, the teacher will introduce the students to the material by explaining to the students that
they will be learning about context for Gregor Mendel, or what was going on in Europe at the time of his
studies.

Second, the teacher will move the PowerPoint presentation to the first slide and show the students
factors that add historical context for Gregor Mendel. Are you familiar with any of these things?

Third, , the teacher will move the presentation to the next slide and describe the Spring of Nations in
1848.

Fourth, the teacher will move the presentation to the next slide on Germany and explain its history at
the time of Gregor Mendel.

Fifth,, the teacher will explain the Crimean War after showing the Crimean War slide.
Have you heard of this war before? If so, what do you know about it?

Sixth, the teacher will move the presentation to the final slide and explain the legacy of Gregor Mendel.

This process should only take no longer than 5-6 minutes.

C. Evidence of differentiated instruction (content, process, product, or learning environment)

Content
Using fill in the blank notes for students in need. These notes will have the blanks already filled in.

Process
If students desire to work alone, they may at station 3.
If they need help in the Biology area, they can work with the teacher at Station 2.
If they need help in the history area, they can work with the teacher at Station 1.
 Learning environment:
Station teaching will be used to create smaller and more directed learning environments.

D. Closure (summary) (1 Minute)

Shannon: the teacher will close the station by asking students to discuss with a partner what the
difference between homozygous and heterozygous individuals/organism

Logan: The teacher will summarize the lesson by reviewing the main points to the students.

THEN: students will work independently as teachers assist. Students’ work on worksheet (12-15
Minutes to complete worksheet)

VI. Assessment/evaluation
Assessment- Our station 3 assessment will cover objectives 1,2,4,5.
Station1- The teacher will ask the students to tell their neighbor one thing that they have learned from the
lesson as a formative assessment.
Station 2 – will be an informal assessment of walking around and listening to student discussion as they talk
about homozygous and heterozygous individuals/organisms to check for understanding. This assessment will
cover assessment 3.
Station 3- Will be a formal assessment, there worksheet will be turned in for a completion grade, this will
provide them with a grade and will allow us to observe what they obtained and what they struggle with.
This station allows students who feel comfortable to work independently. It also allows students who feel
uncomfortable with either the biology or history to work with the respective teacher on the worksheet.

VII. Modifications or accommodations

For students with ADHD- a more detailed/directed worksheet will be provided to them.
For students with physical disabilities- a copy of the notes will be given to them with the notes already filled in.