Apprentice Teacher Name: Brooke Cody | | Subject: HS Biology | Lesson Plan Week 4/10-4/14

Apprentice Teaching
Lesson Plans
Dates Monday Tuesday Wednesday Thursday Friday
4/10 4/11 4/12 4/13 4/14

Times Period(s) / Time(s) Period(s) / Time(s) Period(s) / Time(s) Period(s) / Time(s) Period(s) / Time(s)
Day A Period 1 Day B Period 1 Day A Period 1 Day B Period 1 Day B Period 1
9:00am to 10:30am 9:00am to 10:30am 9:00am to 10:30am 9:00am to 10:30am 9:00am to 10:30am
Period 4 Period 4 Period 4 Period 4
1:00pm to 2:00pm 1:00pm to 2:00pm 1:00pm to 2:00pm 1:00pm to 2:00pm

*No classes* Professional *No Classes/

Development Day 9th Grade field trip*
Senior project presentations

Objectives Objective(s): Objective(s): Objective(s): Objective(s): Objective(s):

Students will… Students will… Students will… Students will… Students will…

Encounter the potential Participate in critique of a Participate in critique of a

impacts and implications of
mutations in organisms.
Analyze a case study on sickle
cell anemia
documentary on Watson’s documentary on Watson’s
research and the future of research and the future of
genetics technology. genetics technology.

Demonstrate adequacy in
genetic problem solving and
inferencing from scientific data.
Intro(10-15 Warm up Warm up Warm up
mins)
Students will pick up the Instructor will give
Mutations sheet. background and
disclosure/warning
Instructor will ask students statements before starting the
documentary.
1.How is the meaning of each
sentence affected by letter
Instructor will explain
change?
discussion post assignment
2.Match the type of change with a associated with the class
specific type of mutation (back activity.
page).
This is to ensure students are
watching documentaries from
a critiquing perspective rather
than taking all information
noted in film as fact.
This will help students learn
how to be more skeptical in
their interpretation of
information associated with
scientific discoveries and
study.
Warm up Warm up
Instructor will give background
and disclosure/warning
statements before starting the
documentary.
Instructor will explain
discussion post assignment
associated with the class
activity.
This is to ensure students are
watching documentaries from
a critiquing perspective rather
than taking all information
noted in film as fact.
This will help students learn
how to be more skeptical in
their interpretation of
information associated with
scientific discoveries and
study.
Activity Prep Instructor will give a mini
presentation on different types
of mutation types as a follow up
to the warm up class discussion.
Students will be assigned a case
study on sickle cell anemia
which includes questions that
involve.
● Pedigrees
● Punnett squares
● Transcription/Translati
on/amino acid
sequencing
● Analyzing figures and
charts to infer trends
between and among
populations inflicted
with malaria and
sickle cell anemia.
& Activity
Instructor will start the
documentary and pause it
when deemed necessary for
clarification.
Students should be paying
attention to the documentary
and noting down what they
would like to include in their
discussion posts on CANVAS.
Guiding questions for
students to address in their
discussion posts include;
1. What do you think
about Watson's idea
of manipulating
human genetic
material? Why do
you think that way?
2. According to you,
what are two
lessons or important
points that one may
take from this
documentary?
Why?
Students should also respond
to at least one post of their
peers (writing ONLY that they
agree or disagree receives no
credit)
Instructor will start the
documentary and pause it
when deemed necessary for
clarification.
Students should be paying
attention to the documentary
and noting down what they
would like to include in their
discussion posts on CANVAS.
Guiding questions for students
to address in their discussion
posts include;
3. What do you think
about Watson's idea
of manipulating
human genetic
material? Why do
you think that way?
4. According to you,
what are two lessons
or important points
that one may take
from this
documentary? Why?
Students should also respond
to at least one post of their
peers (writing ONLY that they
agree or disagree receives no
credit)
 Closing Instructor will guide students in
Remarks(10 a closing explanation of the
mins) reasons behind increased
frequencies of the sickle cell
trait in areas largely inflicted by
malaria.
This discussion will include
students sharing
inferences/deductions they
made based on data in the case
study.
Students should turn in their
case studies before the
conclusion of the period.
Period 4:
Students will be following a
similar lesson plan to the
Wednesday Day A classes (as
they have already finished their
Mutation assignments.)
Instructor will facilitate a
debrief following the viewing
of the documentary. Students
will first share their
comments/critiques with a
partner situated at the same
table as them. Students will
then participate in an open
class discussion of the several
inconsistencies/misconceptio
ns/subjective takes on
genetics that were brought up
in the documentary.
Students should take away a
few key points about;
● The ethical
considerations
surrounding genetic
modification
● The implications of
both potential
benefits and
dangers involving
DNA recombinant
technology.
Instructor will facilitate a
debrief following the viewing
of the documentary. Students
will first share their
comments/critiques with a
partner situated at the same
table as them. Students will
then participate in an open
class discussion of the several
inconsistencies/misconception
s/subjective takes on genetics
that were brought up in the
documentary.
Students should take away a
few key points about;
● The ethical
considerations
surrounding genetic
modification
● The implications of
both potential
benefits and dangers
involving DNA
recombinant
technology.
Period 4:
Students will have a
debrief/discussion of the
documentary followed by
more Transcription/
Translation/Protein Synthesis
practice. This will aid in
 summing up the topic for
students prior to spring break.

Resources: - Mutations warm up sheet Usage of projector, speakers, Usage of projector, speakers,
and computer for showing of and computer for showing of
Mutation presentation
documentary documentary
Sickle Cell Anemia case study
Access to CANVAS for Access to CANVAS for students
handouts
students to upload discussion to upload discussion posts
posts based on documentary based on documentary
Period 4

Usage of projector, speakers, Period 4

and computer for showing of
Protein synthesis handout
documentary
Gene expression presentation
Access to CANVAS for students
to upload discussion posts Gene Expression PHET
based on documentary simulation