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Student Worksheet – Some genes are dominant.

 

Lesson Plan

Your Name:  Jacqueline Gutierrez                     4/8/07

Type of Lesson: Tutor

Lesson Plan Title – Some genes are dominant.

Discipline and Topic –Science-Classical Genetics

Target Population –

Grade Level: 7th Grade students

Population Characteristics: The students are enrolled in a seventh grade general science class that is working on a unit that introduces students to genetics.  This lesson will be done with classes of regular students and of Honors students.

Lesson Groupings: Students work in pairs of two students per computer. 

Curriculum Links –

Intermediate Level Science, Core Curriculum, Grades 5-8, THE UNIVERSITY OF THE STATE OF NEW YORK, THE STATE EDUCATION DEPARTMENT, http://www.nysed.gov

Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring., PERFORMANCE

INDICATOR 2.2, Describe simple mechanisms related to the inheritance of some physical traits in offspring., Major Understandings:2.2a In all organisms, genetic traits are passed on from generation to generation., 2.2b Some genes are dominant and some are recessive. Some traits are inherited bymechanisms other than dominance and recessiveness., 2.2c The probability of traits being expressed can be determined using models of genetic inheritance. Some models of prediction are pedigree charts and Punnett squares.

Objectives –

Students will be able to….

* Utilize the website called “DNA From the Beginning, Some genes are dominant.”

* Answer questions related to Mendel’s work on genetics based on information gathered from this website.

* Identify the correct ways to determine if a cross would result in dominant offspring, recessive offspring, or a mixture of both.

* Synthesize information learned from this website and apply the information to Punnett square related questions.

Media Literacy Objectives –

• Analyze & explain audio presentations

• Analyze & explain films & videos

• Synthesize information from nonprint media

• Demonstrate an understanding of the concepts underlying hardware, software & connectivity tools

• Take notes & gather data from nonprint sources

• Work cooperatively using technology

Materials and Timing –

Materials: computers with internet connections, Flash Player, and RealPlayer, handout/worksheet

Website: DNA From The Beginning – Some genes are dominant

http://www.dnaftb.org/dnaftb/4/concept/index.html

by Dolan DNA Center, Cold Spring Harbor Laboratory, Source: MERLOT.org

Timing: Students will be given one 45-minute period in the computer lab to complete this lesson. 

Scope and Sequence –

1) The class would meet at the computer lab the day of this activity. The lesson will be conducted during one 45-minute period. 

2) We will Mendel’s theory of how dominant and recessive traits are inherited. 

3) Students will work in groups of two.  They will log into their computer terminals and go to the website: http://www.dnaftb.org/dnaftb/4/concept/index.html

4) Each student will be given a worksheet that contains both instructions and questions to answer.  The worksheet questions will be collected and graded. 

5) Go to the “Concept” page first to get an overview of how Mendel found out about dominant and recessive genes.  Next, go to the “Animation,” “Gallery,” “Audio/Video,” “Bio,” and “Problem” as mentioned on the worksheet.    

6) Fill out the attached worksheet. 

7) Wrap-up.  The way that we can show how Mendel’s theory of how dominant and recessive genes are inherited applies to the Punnett square will be discussed. 

Students are also being graded on how well they work through the activity with their partners. 

Supplemental Materials – Instruction sheet/worksheet

Evaluation of Students –

Students will receive between 1-3 points for each objective achieved based on the rubric below.

19-24 Points = Excellent; 13-19 = Good; 8-13 = Needs Improvement

Objectives

1 point

2 points

3 points

Students will show an understanding of Mendel’s theory of genetic inheritance.

Students show no understanding of Mendel’s theory of genetic inheritance as stated on worksheet.

Students show some understanding of Mendel’s theory of genetic inheritance as stated on worksheet.

Students showed a complete understanding of Mendel’s theory of genetic inheritance as stated on worksheet.

Students will be able to describe at least one way in which Gregor Mendel was honored for his work in genetics.

Students show no understanding how Gregor Mendel was honored for his work in genetics as stated on worksheet.

Students will have some understanding that Gregor Mendel was honored for his work in genetics as stated on worksheet.

Students will be describe at least one way in which Gregor Mendel was honored for his work in genetics.

Students will be able to define a dihybrid cross, and mention both the genotypes and phenotypes of the offspring.

Students will not recall what a dihybrid cross is.

Students will recall what a dihybrid cross is, but will not be able to describe the resulting genotypes and phenotypes.

Students will be able to define a dihybrid cross.  They will mention both the genotypes and phenotypes of the offspring.

Students will analyze & explain films & videos

successfully by watching the video clips from Professor Robert Olby and be able to explain that Mendel’s original published studies largely were unknown and unrecognized at first because the journals were largely unread at the institutions who received them, and that Olby compared Mendel to Doppler because Doppler had to publish his work in several places before it finally got noticed, just happened with Mendel’s work.

Students will not view all three video clips and will not answer the questions with the correct information.

Students will view the video clips but answer the questions incompletely.

Students will successfully watch the video clips and be able to explain that Mendel’s original published studies largely were unknown and unrecognized at first because the journals were largely unread at the institutions who received them, and that Olby compared Mendel to Doppler because Doppler had to publish his work in several places before it finally got noticed, just happened with Mendel’s work.

Students will be able to “What do you do to see which color is dominant?” properly by answering that you need to cross with a pure white recessive, answer “What kind of flowers do you expect if colored flower is dominant?” by saying all colored, and to answer “What is the genotype of these F1 plants” by saying that all the plants are Cc.

Students will not answer these questions completely.

Students will get two out of three correct. 

Students will answer all three of these questions correctly. 

Students will navigate between web pages, using the toolbar at the bottom of the screen.

Students will not even try to navigate between web pages.

Students will navigate between some web pages.

Students will navigate between all related web pages.

Students will interpret and synthesize information from nonprint media as demonstrated by being able to go through the website and to complete the worksheet.

Students will not know how to interpret synthesize information from nonprint media. 

Students will interpret and synthesize some of the information from nonprint media.

Students will interpret and synthesize all the information from nonprint media as demonstrated by being able to go through the website and to complete the worksheet.

Students will work cooperatively using technology as evidenced by completion of the activities.

Students will not move along and will get stuck, constantly asking for help.  They will not be able to work cooperatively in their assigned groups of two.

Students will ask for occasional help before moving on to the next task.  They will have trouble sharing the computer terminal. 

Students will move from step to step on their own and at their own pace. Students will work cooperatively using technology as evidenced by completion of the activities.

Evaluation of the Lesson –

            To evaluate the lesson, I would walk around the computer lab to see how students are progressing and ask them questions about the activity.  I would try to pace the students so the activity could be finished within the 45-minute period, as computer lab time is precious.  The completed worksheet will be collected and graded.  I would also take into account the understanding showed during the wrap-up.  Although this worksheet reflects the genetics concepts involved, it also reflects the students’ understanding of the website. 

Student Worksheet – Some genes are dominant.

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