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Pages one through four are thinking and planning worksheets, critical to complete before
deciding on daily plans.
I. (5 POINTS) NAME OF THE BIGGER UNIT OR TOPIC OF STUDY IN WHICH
THE LEARNING SEGMENT OCCURS: GeneticsInheritance of Traits
A. Desired Results for the Unit or Topic of Study
Goals (What Will Students Know, Understand, and be Able to Do at the end of the 2 week unit or semester?):
Students will ask questions and construct explanations that demonstrate how the relationship between the
structure of DNA, chromosomes, genes and alleles determines the inheritance of traits from parents to
offspring.
B. Assessment Evidence:
Summative Assessments (Benchmarks, Culminating Assignments, Grade Determinants)
Benchmarks: Students will display knowledge and understanding in group conversations (pairs, small groups, and
class), warm-ups, and QW. They will display the ability to apply knowledge by white-board and other group activities.
Students will display knowledge, understanding, and the ability to apply knowledge in writing assignments and tests.
C. Language Demands (Reading, Writing, Speaking, Listening, Performance Expectations. Reference CC
Literacy and ELD Standards)
Students will need to be able to read articles, written directions, and other written materials. They will need to
be also to understand conversational and scientific language.
Students will need to write about scientific concepts using specific science language as well as conversational
English.
Students will need to speak about scientific observations and questions in groups.
Students will need to listen to each others comments during discussions and activities in order to complete
tasks as well as to comment on each others thoughts.
Students will be expected to do all these things. Activities will be structured in such a way that they cannot be
completed unless students perform the reading, writing, speaking, and listening asked of them. For example,
during discussions I will ask students to comment on what another student has said. Or another example is
that an activity will be divided up like a jig saw, and each group will need the information from the other
groups in order to complete later tasks.
D. Student Academic Development Readiness (Consider what students have learned, what they appear to
know, understand, not know and misunderstand. Consider social development as well, in terms of peer
collaboration, problem solving)
Students know the basic structure of DNA and RNA. They know the basic steps of protein synthesis. They
know that DNA is composed of genes that code for proteins.
They dont know that peoples DNA is in 46 chromosomes.
They do not know about inheritance of genes, alleles, or how different pairing of alleles influences traits.
Although they know there are genes in DNA, they dont know that each gene has a special location on a
special chromosome.
Low English learners: These have a difficult time expressing themselves in constructive ways. During pairshare times these often stay silent, and one may shout out the answer to the whole class rather than share with
a partner. However, all are relatively capable of working through problems with others, working with others
when they need help, or not reacting negatively when they are upset. They still need to learn to talk more
constructively with each other, really using the pair-share times as a time to practice academic and
conversational English
Medium English learners: There is quite a spectrum represented among these students. A few are very quiet
because of shyness, but most are willing to speak out when called on (or not called on). Most will willingly
pair-share and there has been no major social conflict with any of them. They happily help others or get help
themselves as needed. They still need to learn how to talk more constructively with each other, really using the
pair-share times as a time to practice academic and conversational English.
High English learners: This group talks a lot. However, they often switch between English and Spanish and
often have non-class related discussions. They compare their work with each other to avoid mistakes. Just as
the rest of the class, they seem to not have any major social problems with each other or anyone else in the
class. Also, just as the rest of the class, these still need learn to use their pair-share times better.
There is some sort of social dichotomy between several of the Hispanic students and several of the nonHispanic students. They have not been mean to each other, but prefer to not work together or interact
extensively. I would call this a silent wall between two groups, not disrupting class or interrupting learning, but
definitely present.
(3-5 hours of instruction for Math, English, Science, SS/History, PE, WL, and Music. Art
needs a longer period of time.)
A. General Topic: Nature, structure, function, and
inheritance of chromosomes, genes, and alleles
Grade(s): 10
B. Essential Question(s):
How is this picture [of a human karyogram] connected to your life, your parents lives, an Easter egg, and your
fingerprints?
Students will ask questions and construct explanations that demonstrate how the relationship between the
structure of DNA, chromosomes, genes and alleles determines the inheritance of traits from parents to offspring.
D. Learning Goals & Outcomes: Students will
Students will be able to understand, know, and apply the terms and concepts associated with: chromosome,
allele, gene, trait, homozygous alleles, heterozygous alleles, dominant allele, recessive allele, genotype, and
phenotype.
Students will be able to understand the structure of chromosomes.
Students will understand that each species shares a unique location for each gene, and that each person has two
copies of each gene.
Students will understand each copy of a gene is inherited from ones parents. One copy of a gene comes from one
parent and the other copy from the other parent.
Students will understand that the reason people have different traits for the same gene is because people have
variations of genes called alleles.
Students will understand that dominant alleles determine ones phenotype, but that the two alleles of any given
gene are an organisms genotype.
Students will understand that if an individual has two dominant or two recessive copies of a gene, it has
homozygous alleles, and if an individual has one dominant allele and one recessive allele it has heterozygous
alleles.
Students will apply their knowledge of inheritance by determining genotypes and phenotypes of children and
parents.
Students will apply knowledge of everything they have learned by a final writing assignment.
E. Common Core Literacy or ELA Standards Addressed: Speaking, Listening, Reading, Writing, and Performing
(Standards can be clustered but every lesson need not address every strand.)
Reading standards for Literacy in Science and Technical Subjects 9-10
4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a
specific scientific or technical context relevant to grades 910 texts and topics.
Speaking and Listening Standards 9-10
4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can
follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose,
audience, and task.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
appropriate. (See grades 910 Language standards 1 and 3 on page 54 for specific expectations.)
Writing Standards for literacy in History/Social Studies, Science, and Technical Subjects 9-10
1. Write arguments focused on discipline-specific content.
b. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audiences knowledge of the topic.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style
appropriate to the discipline and context as well as to the expertise of likely readers.
Research
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 9-10
7. Conduct short as well as more sustained research projects to answer a question (including a self- generated
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation.
*Movement (not CC, but important to consider as a form of communication)
F. List Texts (texts may be other than print, like music, art, video)
Complete a Preparatory Analysis of Text (PAT) worksheet for planning reading tasks and strategies. PAT Worksheet follows the template.
1. Article to close read:
"What Is a Chromosome?" What Is a Chromosome? Wellcome Trust Sanger Institute. Web. 28 Feb. 2016.
<http://www.yourgenome.org/facts/what-is-a-chromosome>.
G. California ELD Standards for Learning Segment and Performance Levels (reading, writing, speaking,
listening, performing). Align with Common Core Content Standards.
Reference CA ELD Standards. Select only those that apply to the Learning Segment.
Part 1: Interacting in Meaningful Ways
Collaborative
CCCS
-
Emerging- These students will be able to work with their (specially assigned) partner who can help translate things for
them. They can write down first, with the aid of their more English proficient partner, what they may be required to
speak. Since we are using a model they can demonstrate answers as well as read their prewritten responses.
Expanding- (This also doubles for Emerging as well) These students will be able to work on developing content
specific language as each partner in a pair share will be assigned a specific job, such as As share with Bs if you
think you are looking at 2 or 4 genes. Make sure and say why you think this. Up on the board will be a prompt
such as I think I am looking at ___ genes. The reason I think this is _____________.
Bridging- I will encourage students who feel confident to go beyond the sentence frames provided. I will
encourage these students to give more than one reason to support their claim.
Interpretive
Emerging- These students will be strategically seated by another student who can translate for them (and whom I
know is willing to do so). We will be going slowly through specific vocabulary words so these students will be able
to take their time processing and contextualizing the terms. We will be using models, pictures, as well as spoken
and written language to convey ideas. When reading the close-read article I will assign these students a smaller
portion of the article to focus on.
Expanding- All the strategies above will work for these as well. However, these should be able to read a larger
portion of the article, if not the entire article. These may not need to use all the written directions that will be
given with all oral directions.
Bridging- These students should be able to read and comprehend the entire article in the short amount of time we
have (all the others can too, just not in the 15-20 minutes given for the task). There will be details in the oral
presentations and in the articles that these should be able to perceive and absorb that perhaps the other students
may not perceive because they are focusing on the specific terms and content that is being stressed and repeated.
Productive
Emerging- These students will have chances to write first what they are expected to speak. This way they can work
with a partner through challenging words and phrases. Also there will be opportunities for these students to
demonstrate with a model what they understand. There will be sentence frames for these students to use for the
writing pieces.
Expanding- These students will be supported just like the emerging students, but may choose to not write before
they speak. They will also be free to use sentence frames if they need them but will be encouraged to not if they
feel confident enough.
Bridging- I will encourage these students to not use sentence frames. I will also encourage these students to write
beyond the required prompts.
Part 2: Learning about How English Works
CCCS
Emerging- The same models and pictures will be used multiple times to help students connect ideas. Other visuals
will be used. We also will be repeating vocab terms every day, each day adding the definitions that were learned
the previous day. The writing pieces will allow these students to practice writing the new terms and information.
Expanding- In addition to what is written above, the article will provide extra information for students to connect
ideas. The amount of writing throughout the unit will also help. Students will write not only the basic information,
but also additional details. The repetition throughout the segment will also help these students.
Bridging- The same as above. However, these students will be able to go deeper with all the supports given. Not
only will they be remembering specific words and basic definitions as we review the same pictures, words, and
definitions, but the repetition of these will also trigger remembrance of deeper information. Some of the deeper
information that has stuck out as significant or a special point of interest, will be repeated as well.
Formative: These occur during instruction. They let you check for
understandings and misunderstandings; they give students
critical feedback when they are saying, making, and doing, and
they allow for changes in the instructional plan.
E.g., oral response, whole class cues, observation of pair work, observation of group
work, records of work, worksheets, notes, annotations, drafts, organizers, outlines,
journals, discussions
1.
2.
3.
4.
5.
6.
7.
Pair sharing
Group sharing
Class discussions
Warm-up responses (oral and written)
Annotations on close read article
Group activities
T/F whole body response movement
Day 1
1. Observation of picture and Big
Idea Question posed
2. Inquiry of model
3. Close-read an article on
chromosomes
4. Compare facts from article to
model activity
Day 2
5. Locate genes in model
6. Make class gene graph SHOULD
BE DATA TABLE in science
journal
7. Pair-share about 2 or 4 genes?
8. Class discussion about special
location for each gene
9. On gene graph DATA TABLE
fill in visible traits that go with
genes in model
10. Pair-share and class discussion
about if two copies for each
gene, why only one trait? =
alleles
Day 3
11. Warm-up that leads to the
problem that although two
genes, only one gene shows.
Which allele shows itself?
12. Baby and parent activity to show
inheritance of alleles
13. Class discussion on Punnet
Square picture of eye color to
help answer question in warm up
= dominant, recessive,
homozygous, heterozygous,
genotype, phenotype
14. Individually write down
phenotype, genotype, dominant
allele, and recessive allele in their
model
15. Full body movement T/F quiz to
provide, but students can if they feel like it would help them.
Day 4
16. Writing assignment
Opportunities for
Assessment, Formative
and Summative:
I will rotate and note
students written responses
which will be turned in
after students get to share
Students pair-share
conversations and verbal
answers
Students will pair share and then share out after they write
down their observations and questions. (Hopefully some
observations will be that there are 23 pairs of whatever we are
looking at).
Day: 1 Through
What will you do? What will students do?
5 min
After the warm up we will briefly review the terms gene
and trait, which students already are familiar with from
previous units. I will assign these two terms along with
chromosome, allele, genetics, phenotype,
genotype, dominant, and recessive to work on over
the next week or so using four-square vocab sheets. I will tell
them that over the next couple of days we will learn all these
terms really well so they can wait a little before beginning the
HW if they like.
To introduce the words I will say each term and have the
students say it after me, pointing to each word written on a
poster on the wall. With the words they already know I will
give a definition in normal lingo. The other words I will only
say, as we will encounter them in our lessons later where they
will make more sense.
I will ask students to tell me where genes are and where the
DNA of a cell is kept. They should know this from previous
lessons.
I will show them another karyogram that indicates a person
has Down Syndrome, and another that means female and
another that means male. I still wont tell students what the
picture means, but hopefully by hearing and seeing the
pictures it should engage them.
Then I will have a little plastic egg at each lab station (the
ones used during Easter). Inside each egg will be 46 twisted
strings. The 46 strings represent the 46 chromosomes inside
of each of their cells. 23 will be blue and 23 will be red, and
each blue string will have a red match. Each pair will have a
special number.
I will introduce the big idea question: How is this picture [of
a human karyogram] connected to your life, your parents
lives, an Easter egg, and your fingerprints?
10 min:
I will tell students that somehow what I am going to be giving
them is connected to the picture we just observed. I will tell
them I want them to solve the mystery. I will ask them to
work with a partner to explore the egg. Before we go to the
lab station each person will prep a page in their science
journal. I will ask students to write down 10 observations and
a hypothesis about what the connection is between the
picture and the egg. I will tell students they need to be able to
share WHY they have come up with the hypothesis they
have. Students will have 10 minutes to do this.
5 min
After 10 minutes students will come back to their seats. I will
give students 1 minute to share their hypothesis with another
group. Then I will call on people to share out using the pop-
connecting information
from the last unit (DNA) to
this one (Genetics and
Inheritance)
As students write I will
rotate and check their
responses. As students
speak I will be listening. I
will be looking for and
noting the following:
Observations of 46 and/or
23 pairs of chromosomes
If students can say why
they think the way they do
(defend their claims)
If students are annotating
and underlining the
important information in
their article
How many students are
participating in group
discussions and pair shares
and what those discussions
are about
If students show by their
comments if they
understand that every
person has 2 copies of
every gene, one from a
parent and another from
the other parent
I will be checking small
groups as they work on
comparing their model to
what they know about
DNA and chromosomes,
both what they are
discussing and what they
are writing about on their
whiteboards.
collaboration.
15 min.
I will tell them that they are in fact looking at a model of
DNA inside of a nucleus.
I will show them a diagram that displays why the DNA is the
way it is.
I will then give them the definition of a chromosome and
have them practice saying the word.
Doing a close-read of an
article, discussing it, and
applying the information
from it in class allows
students to: deeply process
the information of the article
and practice a good collegeprep reading strategy.
3 min
We will have to clarify some things that I think could
potentially be a source of misunderstanding.
All the traits and proteins in a human are coded for in DNA.
All these traits are divided up into 23 parts. Kind of like
storing all your school papers into 23 binders instead of 1.
This is connecting science to their everyday lives
Remember there is a lot of DNA in each cell, so much that
how long would it be? (6 ft). OK, so its divided into 23 parts.
How many chromosomes do we have though? (46).
So why do you think that is? (we have two copies of every
part)
Why do you think having two copies of every gene could be
important? (Extra copies in case you lose something?) This
is not the correct answer, but getting them thinking
about it no matter the answer will help them remember
the answer when we go over it later).
5 min
Next we will demonstrate chromosome characteristics with
our model.
I will ask one group of students to compare DNA structure
(double helix) to the chromosome structure using model
(This will be good to put groups in that have a mix of
students who I know understand DNA structure really
well paired with others who do not, so that the latter can
get some extra support)
I will ask another group to use their model to demonstrate
the fact that one copy of a chromosome comes from one
parent and another copy comes from the other.
I will ask another to demonstrate using their model the
number of chromosomes humans have (this will be a good
task for a few of my students who I know have a hard
time with English. This task gets them engaged in the
material and allows them to practice speaking with their
classmates as they need to ask every group about the
number in their model)
I will ask another group to demonstrate how chromosomes
Note: Attach relevant documents, such as worksheets, assessments, rubrics, scoring guides, etc.
Day 2: Students will know and understand the term allele. Students will understand that people have 2 copies of every
gene, and that every persons genes are in the same place on the same chromosome. They will also understand that the
reason people have the same genes but different traits is because they have different variations of the same genes. These
variations of genes are called alleles.
Opportunities for
Assessment, Formative
and Summative:
I will read what students
wrote and listen to their
conversations with their
partners. I will also listen to
what they share out.
Day 2: Through
What will you do? What will students do?
2 min
I briefly review vocabulary by doing I say you say for all the
words and by asking students to share known definitions.
I will ask students to put their egg model and their notes
from yesterday on the desk in front of them.
I will tell students that today we will be studying the genes on
their chromosomes. I will ask them where on their
chromosome are their genes?
In their groups they will have 3 minutes to find them. They
will do this activity at their desks.
3 min
There are 2 genes inside each nucleus. One gene will be for
the fingerprint of ones index finger (A), and the other will
be a gene for eye color (B). These will be labeled with
written labels taped onto the string. Students will not know
what the A and B mean.
15 min
After students have found their genes. I will ask students to
get out their science journals again. I will tell them they need
to know the location and type of genes in their classmates
eggs and compare them to their own, in order to solve a
problem I will present to them afterward. Students will make
a little graph in their journals to fill in as students share. The
graph will show the name of a person who will own the
chromosomes in the model, letter name of the gene, what the
gene is, and what the visible trait is (picture will be provided).
I will be noting in
another class discussion
how many students are
participating and what
their responses are in
order to see if they
understand that although
everyone has the same
genes not everyone has
the same traits, and these
variations of genes are
called alleles.
They should realize that each gene has two copies, one on a
red string and one on a blue string. I will ask them to discuss
with a partner why they think this is. Then I will use the popsickle method (3-by-5 cards) to call on about 5 students to
share their thoughts. Students should already know from
yesterday that the red string came from one parent and the
blue string came from another parent.
Today they should have realized from the activity that each
human has the same genes in the same locations.
3 min
After this exercise I will sum things up by guiding a class
discussion about how each gene has a special location on one
of their 46 chromosomes, and that in other humans the same
gene has the same location. I will show some pictures of
kayrographs again to illustrate this. (This will help students
better contextualize the scientific words and the English
by connecting it to pictures they have begun to become
familiar with)
10 min
Next I will tell students we need to fill in the part of our data
table about the traits the genes code for. Quickly each group
will share: the name on the egg that says whose
chromosomes the model belong to, and then 1. the index
finger print and 2. Eye color
10 min
Students should discover that although they have the same
genes, they have different traits. I will ask them about what
they think this means about the genes. Groups will discuss
what they think and get ready to say WHY they think the way
they do. A scaffold will be to tell students to look at their
close-read article if they have to. This will allow students
who are struggling either with the English or the
content to have support, but to allow freedom for others
who feel more comfortable to think beyond the article if
they desire. We will then share out and have a class
discussion. The product of the conversation should be that
students realize each person has different alleles than their
classmates. I will then show examples of karyograms to help
illustrate this point. By bringing them back to the same
pictures, as well as using the same models, as well as
looking the same data tables, as well as the same the
close-read article, students should be able to grow in
depth of knowledge. First, they will understand certain
styles of content presentations better than others.
Second, coming back to the same pictures, the same
model, the same data table, etc. students should not get
lost by too large a plethora of information.
Day 2: Beyond
How will you wrap up the lesson?
How will you ready students for homework or segue to the next lesson?
QW: students will give an example of one trait they have.
There will be 3-4 options if they need a choice this is an
example of having a scaffold if they need it but that they
do not need to use if they dont want it. They will share
the traits their parents have and give a possible pair of
alleles for each parent as well as themselves.
I expect them to have no pattern of dominance and recessive
yet, because we havent gotten there. My goal for them is to
connect one trait to 2 copies of a gene and to use the term
allele when referring to variations of the same gene.
Maybe some students will realize that one copy of the
parents two copies will be passed on. But we will come back
to this question the next day.
Day 3: Students will know and understand the terms genotype, phenotype, homozygous alleles, heterozygous alleles,
dominant allele, and recessive allele. Students will understand how children inherit one allele from each parent. They will
understand the genotypes and phenotypes, homozygous alleles and heterozygous alleles, and dominant alleles and recessive
alleles.
Opportunities for
Assessment, Formative
and Summative:
I will read students
responses to see if they are
understanding that every
person has 2 alleles for
every 1 trait.
Day 3: Through
What will you do? What will students do?
We will not share out our answers yet. Rather I will divide the
groups into larger groups so that each large group has three
models. I will then have one of the three empty their egg
model of all the chromosomes, and tell them that the person
who owns that cell is going to be the baby. Next, I will assign
each of the other two to be either mom or dad. I will ask
one student to choose one particular student to choose one
of the genes (I will choose a student who needs some
encouragement because they may have been struggling
with the material, or a student who has been silent
lately, so that they can get involved, engaged, and
practice speaking) I will ask students how the baby will get
his/her two alleles? Hopefully they will remember that they
get one from each parent. So then I will direct parents to
give one copy of their gene to the baby. Each group will use a
whiteboard to draw the alleles of each parent and the alleles
of the baby. Then students will rotate and observe other
groups whiteboards, comparing them to their own. One
member of each group will stay at their whiteboard to explain
and answer questions. *Assesment will be rotating and
observing what students have produced and what they
are saying
We will not discuss now why there are capital and lower case
letter names for genes.
I will ask students to look at their data tables again and look
only at the alleles and the corresponding traits. Students will
come up with an idea about why there is one trait though 2
alleles? After time to come up with an idea, they can explain
why they think the way they do, and after sharing out, I will
put a picture up on the projector of a Punnet square for eye
color.
I will lead a class discussion about what the letters mean. First
I will have 30 seconds of silence to allow students to think.
This exercises meets standards as demands the ability to
pull information from a table/graph. We will discuss
patterns we notice on the punnet square first, then try and
interpret all the symbols. We should come to the conclusion
that each letter represents a copy of a gene. The big letter
represents a stronger or dominant gene that shows. The little
letter, representing a recessive allele, wont show unless there are
two little ones. An organism with two of the same alleles are
homozygous and one with two different alleles are heterozygous.
The genes themselves are an organisms genotype, and what
trait shows is an organisms phenotype. I will
introduce/emphasize the vocab terms here, giving 2
definitions for each term. One that is in normal
conversational English and another that is scientific language.
We will do call and response for the definitions. This helps
builds listening as students will be listening to each
other and me, speaking as students will share their
thoughts and comment/challenge each others thinking,
collaboration as everyones participation is necessary for
a conclusion and as I will facilitate the conversation to
have students build understanding by discussing each
others comments, and science sense making as
defining scientific terms in normal conversational
language along with scientific language will allow
students to deepen understanding of scientific language.
on their classmates
comments, or ask them
some direct questions.
I will be looking for full
participation for call and
response for definitions.
I will be seeing if (by
reading and listening to
students) all students can
show understanding by
applying terms to their
models.
group discussion.
I am scaffolding the whole
day to slowly introduce
scientific terms and
concepts. Inheritance of
alleles-> dominant and
recessive -> phenotype and
genotype ->heterozygous
and homozygous
By doing this slowly with
modeling, observing,
discussion, writing, and
speaking students can get a
deep understanding of each
concept/term.
Understanding inheritance
of alleles first helps students
understand the other terms
second.
writing assignment.
Day 4: Students will apply knowing and understanding all terms and concepts.
Learning Activities and Corresponding Activity
Structures:
Opportunities for
Assessment, Formative
and Summative:
Day 4: Into
Warm-up: Johns genotype for eye color is bb, and his wifes
genotype for eye color is Bb. John has blue eyes and his wife
has brown eyes. What are each persons phenotype? Does
John have homozygous or heterozygous alleles? Does his
wife has homozygous or heterozygous alleles? Which allele is
dominant and which is recessive?
Day 4: Beyond
How will you wrap up the lesson?
How will you ready students for homework or segue to the next lesson?
I will have students turn in their writing piece. Then I will tell
them that next class we will begin looking at the phenotypes
in a population to hypothesize and analyze possible
genotypes of individuals.