Al Noor International School

Section
British Senior
Section
Subject
Biology
Lesson Plan
A-Level
Date
January 4th- 14th
Year
2016
Prepared by
Saba Parkar
Reviewed by
Anil Govind
Working Days
18
Total No. of Periods
18
#
Practicals
2
Test
1
Teaching Sessions*
15
*Teaching sessions = Total no. of Periods (Practical Periods + Test Periods)
# = Lesson plan for practicals is not included as the practicals are subject to
change based on availability of specimens and/or reagents

Subject -Biology

Prepared by
Dr. Saba D Parkar

Teacher-

Topic- Inherited change

Reviewed by
Mr. Anil Govind

Learning Objectives: At the end of the lesson, the students should be able to
recall the terms genes, locus, allele, dominant, recessive, homozygous, heterozygous, phenotype and genotype
explain an example of these terms with simple examples.
Apply the knowledge by annotating locus and allele and using examples draw homologous chromosomes
Date

Clas
s

Time
10min
in20m

Da
y

5min

10min

Cross Curricular
Links

Homework
Collaborative Learning
Techniques

Prepared by
Dr. Saba D Parkar

Lesson Steps

Methods/Activities/Strategies

Strategies

Resources /
Aids

Discussion of First term marks and results.

Introduction
Revise the
information of
IGCSE.
Main Part
Students write a
definition of terms
in their own words
in pairs
Followed by
understanding
glossary given by
teacher.

explain the terms locus, allele, gene,

Multiple
dominant, recessive, homozygous,
Intelligences:
heterozygous, phenotype and genotype,
Verbal-Linguistic
variation, meiosis, mitosis, genetic
Logicalengineering
and
co-dominance
Mathematical
CLT-Students discuss to match up the
Bodily-Kinesthetic
terms locus, allele, dominant, recessive,
Spatial-Visual
homozygous, heterozygous, phenotype
Musical
and genotype to their meanings.
Interpersonal
INDIVIDUAL Activity - Explanation of
homologous chromosomes .Draw
Teaching Strategy
diagrams of homologous chromosomes
Assessment for
to annotate locus and allele and using
Learning
examples draw homologous
Visual
chromosomes with homozygous alleles,
Direct Inter-active
heterozygous alleles and the effect on
Collaborative
the phenotype.
Reciprocal
Differentiation:
Simulations
=>Where is mitosis usually seen?
Any other
Ask elaboration by Low achievers.
=>What is triploid and tetraploid
cell. Ask elaboration by medium
achievers.
=>Can meosis take place in triploid
and tetraploid cell. Ask elaboration
by high achievers.
Conclusion &
Conclude the main points. Recapitulate
Evaluation
the main points. Q&A session to
evaluate understanding
Ask students to write a suitable example of each of the terms

Activity
sheets
Calculat
or
Geometr
y box
I.W.B
White
Board
Textbook
Noteboo
k
Charts /
pictures
Models

Others:

Assigned Discussion Leader-One person in the group is asked to present on a topic or review
material for the group and then lead the discussion for the group. The group leader gets answers from
each of his team who have to define 1-2 term.

Reviewed by
Mr. Anil Govind

2.
Subject -Biology

Teacher-

Topic- Inherited change

Learning Objectives: At the end of the lesson, the students should be able to
explain the describe, with the aid of diagrams, the behaviour of chromosomes during mitosis,
demonstrate the associated behavior of the nuclear envelope, cell membrane and centrioles from Prophase to Anaphase.
Date

Clas
s

Time
10min

Da
y

Methods/Activities/Strategies

Introduction
Introduction
Revise
definitions of
mitosis
and
Main Part
Explanation of
meiosisEmphasis of
crossing over.
Brief idea into
stages of meosis

CLT Activity
Presentation by preassigned member on
Mitosis from IGCSE (2-students).Other
learners have the opportunity to
converse
with peers, present
and of
Activity Demonstrate
the behavior
chromosomes during meiosis by using
colored clay. Use different colours to
represent the different chromosomes,
with homologous chromosomes being the
same color. Show students a 'cell' with
four chromosomes (two homologous
pairs) and ask them: how can the cell
divide in such as way that each daughter
cell gets just one copy of each
homologous pair. Through discussion and
demonstration, help them to understand
the behaviour of chromosomes during
the first and second divisions of meiosis.

25min

Cross Curricular
Links

Lesson Steps

Homework

min10

Differentiation:
Quiz the students on different
changes in the cell during division
=>Show photomicrographs and ask
for identification of stage

Collaborative Learning
Techniques

Prepared by
Dr. Saba D Parkar

Strategies

Resources /
Aids

Activity
sheets
Calculator
Geometry
box
I.W.B
White Board
Textbook
Notebook
Teaching Strategy Charts /
pictures
Assessment for
Learning
Models
Visual
Direct Inter-active Others:
Collaborative
Reciprocal
Simulations
Any other
Multiple
Intelligences:
Verbal-Linguistic
LogicalMathematical
Bodily-Kinesthetic
Spatial-Visual
Musical
Interpersonal

Conclusion &
Evaluation

Conclude the main points. Recapitulate

the main points. Q&A session to
evaluate understanding
Making a series of clear annotated diagrams to illustrate the behaviour of chromosomes during mitosis
INDIVIDUAL PRESENTATION ON INFORMATION FROM IGCSE. An individual presentation is an
uninterrupted presentation by one person to the group. Group members present on a topic, question,
or issue to the group.

Reviewed by
Mr. Anil Govind

3.
Subject -Biology

Teacher-

Topic- Inherited change

min
min
10 10min
min
min
10
1010 10min
25min

25min
25min

10min
10min
10min
10min
10min
10min
25min
25min
25min
25min

Learning Objectives:
Subject
-Biology
TeacherTopic- Inherited change
At the end
of the lesson, the students should be
able to explain the describe, with the aid of diagrams,
Subject
-Biology
TeacherTopicInherited
change
the
behaviour
of
chromosomes
during
meiosis,
Subject
-Biology
TeacherTopicInherited
change
Learning Objectives: At the end of the lesson, the students should be able use Use genetic
diagrams
to solve
problems involving
demonstrate
the
associated
behavior
of
the
nuclear
envelope,
cell
membrane
and
centrioles
from
Prophase
to
Anaphase
monohybrid
crosses
Learning
Objectives:
At
the
end
of
the
lesson,
the
students
should
be
able
to
Learning Objectives: At the end of the lesson, the students should be able use Use genetic diagrams to solve problems involving
Understand
the
role
of
meiosis
in
gametogenesis
in
humans
and
in
the
formation
of
pollen
grains
and
embryo
sacs
in flowering plants
Subject
-Biology
TeacherTopic- Inherited change

explain
the describe, with the aid of diagrams,
the behaviour of chromosomes during meiosis,
dihybrid
crosses
Da
Date
Clas
Time
Lesson
Steps
Methods/Activities/Strategies
Strategies
Resources

describe,
with
the
aid
of
photomicrographs
and
diagrams,
the
behaviour
of
chromosomes
in
plant
and
animal
cells
during
meiosis, /
demonstrate
associated
of the
the lesson,
nuclearthe
envelope,
cell
membrane
centrioles from Anaphase to Telophase
Learning
Objectives:
Atbehavior
theofend
of
students
should
be ableand
to
y
s
Aids
and
the
associated
behaviour
the
nuclear
envelope,cell
surface
membrane
and
the
spindle
Da
Date
Clas how
Time
Lesson
Steps
Methods/Activities/Strategies
Strategies
Resources
/
explain
the explain
meiosis
and fertilisation
can
lead
to variation
Introduction
CLT
ACTIVITY
=Presentation
by
preassigned
y
s
Aids
Da
Date
Time
Lesson Steps
Steps member Methods/Activities/Strategies
Methods/Activities/Strategies
Strategies
Resources
/
Da
Date Clas
Clas
Time Explain
Lesson
Strategies
Resources
6.
from
IGCSE=Presentation
(1-students).Other
Multiple
Activity
sheets//
CLT ACTIVITY
by
Da
Date Clas
Time Introduction
Lesson Steps
Methods/Activities/Strategies
Strategies
Resources
y
s
Aids
y
s
Aids
Subject
-Biology
TeacherTopicInherited change
Monohybrid
learners
have
the
opportunity
to
converse
Intelligences:
y
s
Explain
preassigned
member
from
IGCSE
(1Multiple
Aids
Calculator
Activity
sheets
Introduction
CLT
ACTIVITY
=THINK
PAIR
SHAREIntroduction
CLT
ACTIVITY
=Presentation
by
with
peers,
present
and
defend
ideas
Verbal-Linguistic
Monohybrid
students).Other
learners
have
the
Intelligences:
Introduction
Revise
the
terms
meiosis
and
Learning Objectives: At theinheritance
end
of
the
lesson,
the
students
should
be
able
use
genetic
diagrams
to
solve
problems
involving
sex
Geometry
box
Discuss
stages
Students
work
in groups
to explain
Multiple
Calculator
Activity
Discuss
stages of
of
preassigned
member
on with
Meiosis
Multiple
LogicalActivity sheets
sheets
Cross
Curricular
Main Part
INDIVIDUAL
ActivityGive
a set offrom
inheritance
opportunity
to
converse
Verbal-Linguistic
Revise
homologous
fertilization.
Multiple
linkage

Activity
sheets
7.
meosis
how
meiosis
leads to more variation
Intelligences:

I.W.B
meosis
IGCSE
(2-students).Other
Intelligences:
Geometry
Mathematical
Calculator
Links
problems
for
monohybrid
Calculator box
peers,
present
and
defend
ideas how
Logicalchromosomes
to describe
CLT
ActivityAsk
students
Intelligences:
Cross Curricular
Main Part
ActivityGive
a
set
of crosses
problems
for
Verbal-Linguistic

Calculator
learners
have
the
opportunity
to
Verbal-Linguistic
Bodily-Kinesthetic
White
Board
Da
Date Clas
Time locus
Lesson
Steps
Methods/Activities/Strategies
Strategies
Resources
Explanation
Students
must
be
adept
at phenotype?
I.W.B
box
Mathematical
and allele
using
Genotype
affects
Verbal-Linguistic
Geometry
Geometry
box /
Links
Explanation
ofand
monohybrid
crosses
LogicalCross
Curricular
Main
Part
Explanation
of
meiosis
-- for
Emphasis
of
converse
with
peers,
present
and
LogicalSpatial-Visual
Geometry
box
Cross
y
Curricular s
Main
Part
Explanation
of
meiosis
Emphasis
of
Aids
of
how
to
set
-marking
each
others
diagrams
accuracy.

Textbook
Bodily-Kinesthetic
examples
-what
happens
whentell
crossing
over LogicalWhite
Board
how
setdraw
out a
Students
must
be adept
atActivity
I.W.B
Cross
Curricular
MaintoPart
Individual
Activitystudents
Mathematical
I.W.B
Links
independent
assortment.
Mathematical
Musical
Links
independent
assortment.
Activity
Introduction
the
X CL
Activity
Discuss
modelling
out
genetic
-discussing
good
and
poor
genetic
diagrams
I.W.B
Spatial-Visual
Mathematical
Notebook
genetic
diagram
-marking
each
others
diagrams
for
Links
Ask astudents
toShow
show
to
show
diagramatically
howvarious
Textbook
Bodily-Kinesthetic
Board
Demonstrate
the
behavior
of
Bodily-Kinesthetic
Interpersonal
White
White
Board
Demonstrate
the
behavior
of
and
diagram
Y
chromosomes
carry
Multiple
crosses
between
parents
with
and
without
Activity
Musical
Bodily-Kinesthetic
White
Board
correctly
to show
a
how Genotype
affects
siblings
differ
though
they
accuracy.
Spatial-Visual

Charts
/ sheets
pictures
Notebook
chromosomes
during
meiosis
by
using
Spatial-Visual

Textbook
chromosomes
during
meiosis
by
using
different
genes
and
are
Intelligence
correctly
to

Textbook
the
colour
blindness
allele
Interpersonal
Spatial-Visual
dihybrid
cross
Calculator
phenotype?
have
same
set
of
parents?
-discussing
good
and
poor
genetic

Textbook
Musical
colored
clay.
Use
colours
Musical
Differentiation:
Models / pictures
Charts
colored
clay. each
Use different
different
colours to
to the Teaching
largely
show
a non-homologous.
s: Strategy
Then
leader must
discusses
Musical
Notebook
Notebook
between
-Introduce
concept=>In
of represent
Expected
answer
include
diagrams
Interpersonal
Geometry
box
the
different
chromosomes,
Interpersonal
Notebook
pea
plants,
spherical
seeds
(S)
are
Assessment
for
9.
represent
the
different
chromosomes,
Use
an
example
of
a
sexVerbalmonohybrid
salient
points
Teaching
Strategy
Models
Cross Curricular
Main
Part
INDIVIDUAL
Activity
how
to
draw
a
Interpersonal

Charts
/
pictures
A
homozygous
Punnett
square dominant
crossing
over
and
independent
Differentiation:

Charts
/
pictures
with
homologous
chromosomes
being
the
to
dented
seeds
(s).
In
a
Learning
I.W.B
Others:
with
homologous
chromosomes
being
the

Charts
/
pictures
cross
between
Linguistic
for
Links
the
X and
Y meiosis
chromosomes
genetic
diagram
showing
sexcolor
recessive
and
- show
how
assortment.
Shown
using
2linkage Assessment
In summer
squash,
white
fruit
Teaching
Strategy
Models
same
color.
Ask
students
to
show
Teaching
Strategy
Subject -Biology
TeacherTopic- LogicalInherited
change
genetic
of
two
plants
are
Visual
samecross
color.
Ask
students
tothat
show
A
homozygous
White Board
Learning
-solving
different
problems
involving
sex
Teaching
Strategy
Models
Models
Others:
and
the
red/green
colour
heterozygous
results in variationheterozygous
in the
pairs
of
chromosomes
(W)
is
dominant
over
yellow
fruit
Assessment
for
independent
assortment
Assessment
for
for
the
seed
shape
trait,
Direct
Inter-active
independent
assortment
and
Mathematic
Visual
linkage
Assessment
for
Learning Objectives: At the
end
of
the
lesson,
the
students
should
be
able
use
genetic
diagrams
to
solve
problems
involving

Textbook codominance
blindness
gene
to
show
organisms
gametes and drawing
Differentiation:
color
(w) and
disk-shaped
fruit (D) is Learning
Learning
Others:
what
fraction
of the
offspring should
Differentiation:
Collaborative
Others:
al
heterozygous
Direct
Inter-active
Learning
1:1:1:1
ratio
annotated
diagrams
to
the
formation
of the
Askstudents
ifover
bothsphere-shaped
parents
had
dominant
fruit
Visual
Others:
Notebook
Visual
haveQuiz
spherical
seeds?
Askdifferent
elaboration
the
on
Reciprocal
BodilyDa
Date Clas
Time organisms
Lesson
Methods/Activities/Strategies
Strategies
Resources /
Differentiation:
Visual
two heterozygous
explain
variation
in
(d)..achievers.
If
a in
squash
plant
true-breeding
gametes
by meiosis
heterozygous
genotype,
and if any Collaborative
Direct Inter-active
Direct
Inter-active

Charts
/
pictures
by
Low
changes
the
cell
during
division
Simulations
Kinesthetic
y
s
two
Steps
Aids
Quiz
the
students
on
different
Reciprocal
Direct
Inter-active
organisms.
meiosis
for
white,
fruit
is ask
Collaborative
one
ofdisk-shaped
the maleblack
gametes
could
Collaborative
=>In
a certain
animal,
fur
is
=>Show
photomicrographs
and
Any
other
Differentiation:
heterozygous
Spatial
Models
Introduction
CLT
ACTIVITY
=Presentation
by
preassigned
member
changes
in
the
cell
during
division
Simulations
Collaborative
9:3:3:1 ratio
crossed
with
plant
true-breeding
Reciprocal
fuse
withaany
ofDetermine
the
Reciprocal
dominant
to
white
fur.
the
for
identification
of
stages
Differentiation
by female
Tasklearners
Visual Multiple
organisms.
from
IGCSE
(1-students).Other
the
=>Show
photomicrographs
and
ask have
Activity
Any
other
Reciprocal
for
yellow,
sphere-shaped
fruit,
Simulations
gametes,
what
possible
genotypes
possible
offspring
from
crosses
Monohybrid
opportunity
to converse
with peers, presentSimulations
and MusicalIntelligences:
Others:
for
identification
of
stages
sheets
Simulations
what could
will the
phenotypic
and
Any
Any other
other
between:
there
be in the offspring?
Low Achievers
Interperson
ratios 3:1 and
defend
ideas
Verbal-Linguistic Calculator
Any
other
genotypic
ratios
for: Recapitulate
Conclusion &
Conclude
the
main be
points.
a. Homozygous
black
x white
SAQ17.12
1:1
must
be
al
LogicalCross Curricular
Main
Part
Individual
Activity
-drawing
genetic
Geometry
Evaluation
the
main
points.
Q&A
to diagrams to show
Conclusion
&
Conclude
the
main
points.
b. Heterozygous
black
xsession
heterozygous
Conclusion
& the
Conclude
the
main
points.
Recapitulate
Medium
to high
achievers
explained
Mathematical
Links
results
of
various
crosses
showing
codominance
box
a.
the
F1
generation?
b.
the
F2
evaluate
understanding
Evaluation
Recapitulate
the
main
points.
Q&A
black
Evaluation
the
main
points.
Q&A session
http://www.utilitypoultry.co.uk/sexlinkage.
Homework
Making a series ofand
clear
annotated
diagrams
to
illustrate
the behaviour ofTeaching
chromosomes during meiosis
noting
the
resulting
ratios
oftophenotypes

I.W.B
generation?
session
to
evaluate
Ask
elaboration
by
medium
achievers
evaluate
understanding
Strategy
shtml
Homework
Ask
students
by of
using
symbols
tomain
draw
a genetic
diagramthe
and
using
a Punnet
square to obtain
Homework
Making
a series
clear
annotated
diagrams
to
illustrate
behaviour
of
chromosomes
during
Conclusion
&
Conclude
the
points.
and
high
achievers
Collaborative Learning
THINK PAIR
SHARE
Group
members
think
aboutRecapitulate
a question/topic
individually,
then
share their thoughts
Assessment
the
genotypes
of
the
offspring
Evaluation
the
main
points.Q&A
session
to
meiosis
Conclusion
& Teacher
Conclude
the on
main
points. Recapitulate
Techniques
with a partner.
lists the
salient
points
board.
Conclude
main
points.
Recapitulate
the
for Learning
evaluate
understanding
Evaluation
the
main
points.Q&A
session
to
Prepared by Learning
by
main
points.Q&A
session
to
evaluate
Visual
Collaborative
Homework
THINK
PAIR
SHARE
Group
members
think
about
a
topic
individually,
then share
theirReviewed
thoughts
Give
a set ofPRESENTATION
problems for dihybrid
crosses
Collaborative Learning
INDIVIDUAL
ON
INFORMATION
FROM
IGCSE.
An
individual
presentation
is
an
evaluate
understanding
understanding
Dr. Saba D Parkar
Mr. Anil Govind
Direct InterTechniques
with
aa partner.
Homework
Give
set of problems
problems
involving
sex
for
monohybrid
crosses
Techniques
uninterrupted
presentation
by
person
to linkage
the
group.
Group
on a topic,
Collaborative Learning
INDIVIDUAL PRESENTATION
ONone
INFORMATION
FROM
IGCSE.
An members
individualpresent
presentation
is an
question,
issue
to the
group.
Techniques
Collaborative
Learning
INDIVIDUALor
Assigned
Discussion
PRESENTATION
Leader-One
ONby
INFORMATION
in FROM
the
group
IGCSE.
is asked
AnGroup
individual
to present
presentation
on apresent
topic is
oran
review
uninterrupted
material
uninterrupted
presentation
oneperson
person
to the
group.
members
on
a topic,
Techniques
presentation
for
the
group
by
and
one
then
person
lead
to
the
the
discussion
group.
Group
for
the
members
group.
The
present
group
on
leader
a
topic,
gets
question,
answers
or
from
issue
each
to
the
of his
question, or issue to the group.
groupwho have to define 1-2 term.
team

min10

25min

10min

10min

min10

Differentiation:
Bodily White Board
High achievers
Kinesthetic
Textbook
Suppose in a species of house fly wing speed is controlled by
Spatial-Visual
Notebook
a set of genes that exhibit codominance, F represents fast
Musical
Charts /
beating of wings and S represents slow
Interpersonal
pictures
beating of wings. Find the phenotypic and genotypic ratios of
Models
the following crosses.
Teaching
a. WFWF X WSWS
Strategy
Others:
b. WFWS X WFWS
Assessment for
F
F
F
S
c. W W X W W
Learning
Low to medium achievers
Visual
In a species of insect the gene for blue eyes and the gene for Direct Interyellow eyes show codominance. B represents the allele for
active
blue
eyes
and
Y
the
allele
for
yellow
eyes.
Carry
out
the
cross
Collaborative
Subject -Biology
TeacherTopic- Inherited change
a. CBCB X CYCY
Reciprocal
Y
Learning Objectives: At the end of the lesson,
involving multiple
b.the
CBCstudents
X CBCY should be able use genetic diagrams to solve problems
Simulations
alleles
Any other
Conclusion
Conclude the main points. Recapitulate the main points.Q&A
&
session to evaluate understanding
Da
Date Clas
Time
Lesson Steps
Methods/Activities/Strategies
Strategies
Resources /
Evaluation
Homework
Give a set of problems problems involving codominance.
y
s
Aids
Introduction
CLT ACTIVITY =Presentation by
Collaborative
Learning
INDIVIDUAL PRESENTATION
ONmember
INFORMATION
FROM
AnMultiple
individualchange
presentation
an
Subject
-Biology
TeacherTopicInherited
Revise
preassigned
from IGCSE
(1- IGCSE.
Activityissheets
Techniques
uninterrupted presentation
by one person
to
thethe
group. GroupIntelligences:
members present
on
a
topic,
question, or
codominance
students).Other
learners
have
Calculator
Learning Objectives: At the end of the lesson, the students should be able use genetic diagrams to solve problems involving
verbally.
opportunity
to
converse
with
peers,
present
Verbalissueover
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ratios of the following crosses.
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Reviewed by
Homework

Dr. Saba D Parkar

Collaborative Learning
Techniques

Give a set of problems problems involving multiple alleles

Mr. Anil Govind

INDIVIDUAL PRESENTATION ON INFORMATION FROM IGCSE. An individual presentation is an
uninterrupted presentation by one person to the group. Group members present on a topic,
question, or issue to the group.

12.
Subject -Biology

Teacher-

Topic- Inherited change

Learning Objectives: At the end of the lesson, the students should be able use genetic diagrams to solve problems using test
crosses
Date

Clas
s

Time
10min

Da
y

Lesson Steps

Strategies

Resources /
Aids

15 min

10mn 10min
25min
min10
25min
25min

Start with a game. Ask students if I had a

tall plant. How could I find if it was
Multiple
Activity sheets
homozygous tall or heterozygous?
Intelligences:
Subject -Biology
TeacherInherited change Calculator
Assigned Discussion Leader provideTopic- VerbalCross Curricular
Main Part
Activity -drawing genetic diagrams to show
Geometry box
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students
be various
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explain,
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the
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phenotype
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black body (b)
is recessive
to the
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use the chi-squared test to test
the significance of differences
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14.
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gray body.
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about
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the
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chi
square
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emphasising
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and the
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main
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involve either whole understanding
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Give
a
set
of
problems
involving
test
crosses.
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studying
the
results
tests
to
write
a
valid
conclusion
about
the
chromosomes or just
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person in the group is asked to
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15.
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each of
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team who by
have
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term.
Notebook
Learning Objectives: use the
knowledge
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in Task
new
to solve
related problems
a
gene
mutation
such Differentiation
results
are
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other diseases
caused by Genetic
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as that causing
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statistically
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Methods/Activities/Strategies
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/ Aids
cell
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9:3:3:1
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Problem
1 ratio usingPg 391 Question 17.2 Text book
A. Multiple
caused by Genetic mutation Example
Teaching
Others:
the chi-square test
Visual
Intelligences::
Thalassaemia Cystic Fibrosis
Strategy
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main
points.
session to evaluate
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Reviewed by
Simulations
Haemophilia
understanding
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Dr. Saba D Parkar
Mr. Anil Govind
Any other
Homework
Give
a set of&problems involving
chi-squared
testRecapitulate
Conclusion
Conclude the
main points.
Evaluation
the main points. Q&A session to
Collaborative Learning
THINK PAIR SHARE Group
members think about a question/topic individually, then share their
evaluate understanding
Techniques
Homework
thoughts with
Research
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a partner.
Syndrome and Sickle Cell Anemia
min10min10

Introduction

Methods/Activities/Strategies

Problem 2

Pg 391 Question 17.3 Text book

5 min 10min

15 min

w/board

Prepared by
Dr. Saba D Parkar

Text
books
Problem 3

SAQ 17.13 , SAQ 17.14 and SAQ 17.15

Notebook
s

LogicalMathematical
BodilyKinesthetic
Spatial-Visual
Musical
Interpersonal
Intrapersonal

Discussion

Reviewed by
Mr. Anil Govind