K-STEP Lesson Plan- Tuesday

Teacher: Miss Gaudreau Date: 2/7/23 Grade: 8

Subject: Science Topic:Inheritance Number of Students: 15

Lesson Name Dog Trait Inheritance Part 1

Lesson Number This will be the first lesson for the topic of Inheritance. This lesson will involve an
activity that will take two days to be conducted.

Learning Goals Students will understand the concepts of how traits are passed on from parents to
offspring.

Ohio Standard 8.LS.3: The characteristics of an organism are a result of inherited traits from
parent(s).
- Expression of all traits is determined by genes and environmental factors to
varying degrees. Many genes influence more than one trait, and many traits
are influenced by more than one gene.
- During reproduction, genetic information (DNA) is transmitted between
parent and offspring. In asexual reproduction, the lone parent contributes
DNA to the offspring. In sexual reproduction, both parents contribute DNA to
the offspring.

Measurable & Students will be able to…

Observable 1. Provide examples of inherited traits.
Learning 2. Accurately explain a specific stage of Meiosis.
Objectives 3. Correctly identify the phenotype of an offspring given the genotype.
4. Explain how different genes on DNA can code for different traits.
5. Explain how the process of Meiosis relates to the transferring of traits from
generation to generation.

Procedures Teacher Actions Student Actions

● I will start out the class by having all of
the students join my Poll Everywhere
Link. I will have the link posted on the
Smartboard.
● I will ask the students to answer the
question that is on the Everywhere Poll
Link. The question asks for the
students to give an example of an
inherited trait. Once students submit
their answers, the website will create a
word cloud for all the students to see.
● I will do a quick 3 question review
with the students on the Smartboard.
● I will tell the students that we are going
to dive deeper into understanding what
● Students will get out their
chromebooks. Students will then join
the Poll Everywhere with the link on
the board.
● Students will type an example of an
inherited trait on Everywhere Poll.
● Students will do a 3 question review
with their table partner.
● Students will tilt their chromebooks
and listen to me while I explain what
 an inherited trait is and how they are inherited traits are, and how they get
passed on from generations. I will passed on.
emphasize the importance of DNA
coding.
● I will tell the class that we are going to ● Students will listen to me as I explain
look at artificial samples of DNA to what we are going to do today.
understand how traits can be passed on.
I will emphasize to them that different
strands of DNA have different genes,
which code for different traits.
● I will hand each student a “Dog DNA ● Students will receive a “Dog DNA
Package” which will include 6 pieces Package” from me.
of DNA that have genes on them and a
piece of paper cut out in a circle that
represents a dog somatic cell. These
pieces of paper will be bundled up
together with a paperclip.
● I will have the students unbundle their ● Students will organize their strips of
paper clipped papers and organize their DNA into 2 columns.
6 strands of DNA into 2 columns. I
will tell the students that this is the first
step of Meiosis.
● I will have the students look at the Dog ● Students will look at the Dog Trait
Trait Key and determine which traits Key and determine which traits their
their dog has. I will have the students parent cell has. Students will write
write down their dog’s trait on their down the parent traits on their
worksheet. worksheet.
● I will have the students cut out 6 more ● Students will cut out 6 blank pieces of
strands of DNA, but this time they will DNA and line them up to their
blank pieces. original DNA.
● I will have the students “duplicate” ● Students will “duplicate” their DNA.
their DNA. I will have them do this by They will then copy and write down
writing with a marker the same letters all the letters on the new DNA that
that were on their original DNA were on the original DNA.
strands. I will explain how this is the
2nd step of Meiosis.
● I will have the students match up each ● Students will match up each piece of
piece of old DNA with each piece of old DNA with a piece of new DNA.
new DNA. There will be 6 piles. I will
tell the students that we just formed
chromosomes. I will explain how this
is the 3rd step of Meiosis.
● I will have the students line up the ● Students will line up their
chromosomes in pairs along the middle chromosomes in pairs along the
of their table. I will explain how this is middle of their table.
the 4th step of Meiosis.
● I will have the students pull apart each ● Students will pull apart their
pair of chromosomes to opposite sides chromosomes and place them on
of the table. This shows the opposite sides of the table.
chromosomes splitting. I will explain
 how this is the 5th step of Meiosis.
● I will have the students pull apart each
half of the chromosome on each side of
the table. This is where the cell splits a
second time. I will explain how this is
the 6th step of Meiosis.
● I will have one table partner cut out 4
sperm cells and one table partner cut
out 4 egg cells.
● I will pass out 8 paperclips per table.
● I will have the students bundle up each
column of their DNA into each of the
egg and sperm cells. They will bundle
them up with the paperclip.
● I will have the students randomly pick
one bundled up egg cell and one
bundled up sperm cell that they are
going to use to make their fertilized
egg. This will become the new puppy.
● I will have each table write down their
new puppy’s genotypes and
phenotypes.
● I will walk around the classroom and
check students’ worksheets. I will carry
around with me a progress check to
mark down any students who may need
extra support..
● I will have the students give me a
thumbs up/thumbs down based on how
they feel about the process of Meiosis
and the transferring of traits.
● If there is time, students can start
working on constructing their puppies.
They will use construction paper,
scissors, and glue.
● Students will pull apart their
chromosomes once again. They will
do this for all of the chromosomes on
each side of the table.
● Students will cut out the sperm and
egg cells.
● Students will receive 8 paperclips.
● Students will bundle up each column
of DNA with each egg and sperm cell.
● Students will randomly pick one
bundled up egg and sperm cell. They
will use these 2 gametes to form their
fertilized egg.
● Students will write down their
puppy’s genotypes and phenotypes.
● Students will give me a thumbs
up/thumbs down based on how they
feel about the process of Meiosis and
the transferring of traits
● Students will start constructing their
puppies if there is time.

Differentiation ● “Check-ins” → I will conduct these throughout the lesson with those students
who need extra support. I can also help redirect them if needed.
● Partner work → I will encourage students to work with one another during
class to help each other with any questions they may have. This promotes
community within the classroom.

Instructional ● Smartboard
Resources/Mater ● Student Chromebooks
ials ● Week of 2/6 Powerpoint
● Make a Dog Activity- DNA Strips (85)
● Make a Dog Activity- Trait Key (85)
● Dog Genotype/Phenotype Chart (85)
● Progress Check- Dog DNA Worksheet (1)
● Scissors (85)
 ● Paperclips (300)
● Large Pieces of Construction Paper (yellow and brown) (50)
● Glue Sticks (85)
● Markers

Technology ● Smartboard
● Student Chromebooks
● Everywhere Poll Link
● Kahoot Link

Vocabulary ● Meiosis
● Fertilization
● Inheritance
● Trait
● Acquired Trait
● Inherited Trait
● Genotype
● Phenotype
● Allele
● Gene

Informal ● 3 Review Questions → I will ask these at the beginning of class, and have the
Assessments students work with their table partner to answer them.
● Thumbs up/Thumbs Down → I will ask the students to give me a thumbs up
or thumbs down on how they feel about the process of Meiosis and the
transfer of traits.
● Check-ins → I will walk around the room during partner work time and check
in with each group to see if they need any help or redirection.

Formal ● Progress Check- Dog DNA Worksheet→ I will use this to check everyone’s
Assessments dog DNA worksheet before they start making their puppy. I will look for
accuracy on their worksheet.
 K-STEP Lesson Plan- Wednesday

Teacher: Miss Gaudreau Date: 2/8/23 Grade: 8

Subject: Science Topic:Inheritance Number of Students: 17

Lesson Name Dog Trait Inheritance Part 2

Lesson Number This will be the second lesson within the Inheritance Unit. We will be doing the
second part of the Dog Inheritance Activity. This is where they construct their
own dogs out of various supplies.

Learning Goal Students will understand the concepts of how traits are passed on from parents to
offspring.

Ohio Standards 8.LS.3: The characteristics of an organism are a result of inherited traits from
parent(s).
- Expression of all traits is determined by genes and environmental factors
to varying degrees. Many genes influence more than one trait, and many
traits are influenced by more than one gene.
- During reproduction, genetic information (DNA) is transmitted between
parent and offspring. In asexual reproduction, the lone parent contributes
DNA to the offspring. In sexual reproduction, both parents contribute
DNA to the offspring.

Measurable & Students will be able to…

Observable 1. Correctly identify the phenotype of an offspring given the genotype.
Learning Objectives 2. Construct paper puppies using the genotypes and phenotypes of their
daughter cell.
3. Demonstrate their understanding of how traits are passed on through
Meiosis on their Exit Ticket.

Procedures Teacher Actions Student Actions

● I will have the students join a ● Students will join the Kahoot game.
Kahoot game. The game will
include new vocabulary words.
I will play the game for 4
rounds.
● I will have the students get out ● Students will get out their Dog DNA
their Dog DNA activity that we activity stuff that we worked on
worked on yesterday. yesterday.
● I will remind the students that ● Students will turn and talk to their table
yesterday, we learned about partner and come up with one thing that
how DNA gets transferred they learned from yesterday’s lesson
from parent to offspring. I will about DNA transfer.
ask the students to talk to their
table partner and share one
thing they learned from
 yesterday’s lesson.
● I will explain to the class how ● Students will listen to me as I explain
we are going to construct our that they are going to be constructing
puppies using the genotypes puppies based on the given genotypes
and phenotypes from our and phenotypes of their fertilized egg.
chosen fertilized egg. I will
explain to the students that
they are going to be making the
same puppy as their table
partner.
● I will allow the students to start ● Students will begin working on
working on constructing their constructing their puppies.
puppies. I will walk around the
room and help those who need
help. I will have an example
puppy up front.
● I will ask the students to use a ● Students will use a 1-4 finger scale so I
finger scale to let me know can informally check to see where they
how well they understand how are at with the material.
to find a phenotype given a
genotype. ● Students will fill out an exit ticket during
● I will allow the last 10 minutes the last 10 minutes of class.
of class for an exit ticket. I will
ask the students to work
independently to fill it out.

Differentiation ● “Check-ins” → I will conduct these throughout the lesson with those
students who need extra support. I can also help redirect them if needed.
● Example Puppy → I will have an example puppy in the front of the
classroom for those students who may need extra support on how to
create their puppy.
● Exit Ticket → I will have a differentiated exit ticket for three students that
need limited answer choices.

Instructional ● Smartboard
Resources/Materials ● Student Chromebooks
● Kahoot Link
● Dog DNA Activity Worksheet (85)
● Large Pieces of Construction Paper (yellow and brown) (50)
● Scissors
● Glue Sticks
● Markers
● Exit Tickets (85)
● Differentiated Exit Tickets (5)

Technology ● Smartboard
● Student Chromebooks
● Kahoot Link

Vocabulary ● Meiosis
 ● Fertilization
● Inheritance
● Trait
● Acquired Trait
● Inherited Trait
● Genotype
● Phenotype

Informal ● Partner Check ins → I will walk around the room during partner work
Assessments time and check in with each group to see if they need any help or
redirection.
● Finger Scale → I will ask the students to use a 1-4 finger scale to let me
know how well they understand how to figure out a trait given a
genotype.

Formal Assessments ● Kahoot Game → I can use this as a formal assessment because I can look
at which questions students need more help with.
● Exit Ticket → I will give the students an exit ticket at the end of class.