edTPA Lesson Plan

Name Yaritza Prendergast/Alleyne Thomas

Lesson #, Lesson Title Punnett Square

Date and Day of the Week

Grade Level and Class
Period and Length
Materials Needed
PowerPoint, Smartboard, Graphic Organizer
Standards and Objectives
Standards:
Some genes are dominant and some are recessive. Some traits are inherited by mechanism other than dominance and
recessiveness. (2.2b)

The probability of traits being expressed can be determined using models of genetic inheritance. Some models of
predictions are pedigree and Punnett squares. (2.2c)

Math Standard:

7.SP.C.5: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of
the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a
probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely
event
Learning Objectives:
1. Students will be able to understand how to set-up and complete a Punnett Square
2. Students will be able to demonstrate how each square of a Punnett Square has equal probability of occurring
3. Students will be able to infer predictions about the genotypes and phenotypes of potential offspring from a
Punnett Square

Central Focus: Students will be able to determine how genetic information is expressed.
Academic Language Demands:

Vocabulary:
Dominant allele, recessive allele, heterozygous, homozygous, Genotype , Phenotype

Language Functions:
Infer how genes are expressed.
Justify and persuade the genetic outcomes
Solve problems using the Punnett square

Syntax:
Using a Punnett square to predict the probability of offspring

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Discourse:
Using Expository Writing to convey how genetic information is expressed the possible outcomes.

Instructional Strategies and Learning Tasks that Support Student Needs

Time Action Rationale

Launch (Motivation) To review and apply

vocabulary words from the
5 Min Do Now:
previous lesson.
Using the Word Bank fill in the blanks.

1. B is an example of a ______________ allele.

2. b is an example of a _______________allele.
3. BB is an example of a ______________pair.
4. Bb is an example of a ______________ pair.

Word Bank: Dominant, Recessive, Heterozygous, Homozygous

25 Min Instructional Procedure (Explore)

Step 1: (slide 3) : Students are introduced to a Punnett square by

showing them an image of a blank Punnett square. Using the blank
Punnett square they are going to visualize possible outcomes
(probability) of Mendels experiment.

Step 2: Briefly Review Mendels Concepts : (slide 4 and 5)

Students will be given an image of Mendels pea plant

experiment and together we will demonstrate Mendels first
generation probability.
Students will be given an image of Mendels pea plant
experiment and together we will demonstrate Mendels second
generation probability.

Step 3: Group Activity/ Practice (slide 6)

Students are given an example and together we will solve the Punnett
square.

Turn and talk: think, pair, share with their group partners for
about 2 mins.
Solve/ review as a class

Step 4: Independent Practice (Slide 7)

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 Students are given a case study and are asked to answer and solve
independently.

Differentiation: extended learning provided to facilitate students

learning.

10 Min Assessment- Case Study: Sickle Cell Anemia

Sickle-cell anemia is known to be a hereditary disease. It has a pattern

of inheritance that closely follows the model for recessive traits
described by early geneticist Gregor Mendel. For a recessive trait to
appear, a person must have inherited to copies of the recessive gene.

1. John and his wife Anna are heterozygous for Sickle-cell. Create
a Punnett Square to analyze the odds of any offspring
inheriting sickle-cell anemia.
2. What is the probability that their offspring will inherit sickle-
cell anemia?
3. Fill in the Genotype
_____Homozygous Recessive
_____Homozygous Dominant
_____Heterozygous

1. [Assessment during Instructional Procedure]

Refer to Lesson Plan Guide for clarification.

Circulation during Do now and Independent Practice

Checking for Understanding during mini lesson

Structured Practice and Application

[Assessment during and/or after Structured Practice]

Refer to Lesson Plan Guide for clarification.

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 Closure:

Exit Ticket:

Directions: Draw a Punnett Square and answer the question

below

The gene for freckles has two alleles.

F =freckles (dominant allele)

f=no freckles (recessive allele)

Dan is homozygous for freckles. His wife, Deborah, does not

have any freckle. Create a Punnett square to predict the results of
their children.

What percentage of their children will have freckles?

What percentage of their children will not have freckles?

PLANNING COMMENTARY

Describe your students. (What they know and can do related to the Central focusinclude students culture,
experiences, language background, practices and interests This is your context for learning.

How does this lesson connect to and build on prior learning or previous lessons?

How will this lesson prepare students for subsequent lessons?

Teacher Self-Assessment and Reflection

Explain how your lessons build on each other to facilitate student understanding
Describe how you meet the needs of your diverse learners.
Predict areas where you might have problems in the lessons. Explain how the scaffolds and strategies work to
mitigate misunderstandings.
Discuss the research and/or theories that support your learning tasks. CITE your sources.
Explain how your assessments and activities are differentiated and provide evidence of learning objective
(goal).

edTPA Lesson Plan Guide

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Name
Lesson # and Lesson Title
Date and Day of the Week
Grade Level and Class
Period and Length
Materials Needed

Standards and Objectives

Rubric 1 CCSS (list number of the standard(s) and write out the portion of the standard(s) addressed in
this lesson)

Rubric 5 List concrete, specific and measurable (observable) learning objectives for the lesson [what
will be learned]

Rubric 1; Central Focus

Glossary What is the big idea (or central focus) for the content of the learning segment?

Rubric 4 and Identify Academic Language Demands (vocabulary, symbols, syntax, and discourse) and
14 Language Functions (students will analyze, define, explain, justify, etc.) [the how]

Identify and list academic language, particularly words/phrases that are essential to understand
the context of this lesson.
What language function do you want students to develop in this lesson? Keep Blooms
Taxonomy in mind.
What must students understand to be intellectually engaged in this lesson?
What content specific (vocabulary) do students need to support learning of the objective(s) for
this lesson?
What specific way(s) will students need to use language (reading, writing, listening, and/or
speaking) to participate in learning tasks and demonstrate their learning for this lesson?
What are your students abilities with regards to the oral and written language associated with
this lesson?
How will you support students so they can understand and use the language associated with the
language function of this lesson and other demands involved in meeting the learning objective(s)
of this lesson?

You should write in a general way about your methods and strategies

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 Assessments Related to this Lesson
Context for The Assessments
Learning; Provide evidence of full range of subject specific understanding
Are differentiated for all learners, IEP/504 Plans, Struggling Students, Gifted and
Rubric 5 Talented, ENL
Allow for meaningful student feedback (rubrics, self-assessment, teacher feedback)
Should be based on research

Assessment Type Purpose/Objective

(formal/informal)
Rubric 5; Description of What evidence of student
Task 3 Assessment learning (related to the
Modification to the learning objective(s) and
assessment so that all central focus) does the
students demonstrate assessment provide?
their learning Evaluation criteria/rubrics
Tools/Procedures related to this lesson (Rubric
used in this lesson to will be the one you develop
monitor students to make sure that students
learning of the lesson have met your learning goal.)
objective(s) How will you know whether
Is this assessment for your students are making
instructional strategy progress toward your
or structured learning goals(s), and/or how
practice? will you assess the extent to
which they have met your
goal(s)?

Thread these assessments throughout your lesson plansuse at least 2 per lesson.

Instructional Strategies and Learning Tasks that Support Diverse Student Needs
Context for Activities are sequenced (This is where you plan, step by step, what you will be doing
Learning; in the classroom)
Rubric 2 Explicit questions for students are carefully worded to facilitate high-level inquiry and
discussion. Write out the questions the way you would ask them.
Planned supports are evident (if students do not understand this, then I will)
Scaffolds address varying students language needs
Infuse Technology to promote engagement and support various learning modalities
Diversity is acknowledged. Measures are developed to meet the needs of the students
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 Diverse students include: ICT/SPED, ENL, SES, College and Career Ready, Gifted
and Talented, races/ethnicities, religions, sexual orientation, etc.

Time Instructional Strategies and Learning Tasks Rationale

Launch (Motivation) Why have you chosen the

motivation that you have chosen?
How will you start the lesson to engage and motivate It should be based in research.
students in learning?

Rubric 3 Instructional Procedure (Explore) How will you engage students to

help them understand the
What will you do to engage students in developing concepts?
understanding of this lessons objective(s)?
What will you say and do? How linking new content (skills
What will the students do?
and concepts) to students prior
What questions will you ask? (Make a list of the
questions you are going to ask and phrase the questions academic learning and their
as you would ask them). person/cultural and community
What are the learning tasks for this lesson that are assets facilitate learning?
appropriate for your students?
How are you supporting your diverse students?

Think about theoretical principles and/or research-based Assess learning!

best practices and explain more fully in the Planning
Commentary. Cite the research that best supports your
pedagogical decisions.

How will you determine if students are meeting the

intended learning objective(s)? (Before you move onto
structured practice, you must make sure that your
students are getting the learning objective. You need to
do a check for understanding.)

Structured Practice and Application

How will you give the students the opportunity to
practice so you can provide feedback? (Create an activity
where students work individually, in pairs, or in a group).
How will students apply what they have learned?
How will you determine if students are meeting the
intended learning objectives?
How will you structure opportunities for students to work
with partners or in groups?
What criteria will you use when forming groups?
Discuss the rationale for your
methods (i.e. group work, text
rendering, accountable talk, etc.)
Discuss the reasoning for how you
structured the activity (individual
work, pair work, or group work).
(If group work, what kind of

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 grouping procedures did you use?
Base in research.

Make sure you include supports

and strategies for whole class,
individuals, and/or groups of
students with special needs.

Assess learning of objective!

Closure Sometimes its good to revisit the

objective and reframe it as a
How will you end the lesson? closing question

Complete this portion before and after lesson planning:

PLANNING COMMENTARY

Rubric 2 Describe your students.

How can you relate your students experiences, culture, language background, practices and
interests to the Central Focus of your lesson?

Rubric 1 How does this lesson connect to and build on prior learning or previous lessons?

What knowledge, skills, and/or academic language must students already know to be successful
with this lesson? (What do your students know and what can they do that is related to the
Central Focus?)

What prior knowledge and/or gaps in knowledge do these students have that are necessary to
support the learning of the objectives, skills, and concepts for this lesson?

What are the common errors or misunderstandings of students related to the central focus of this
lesson?

How will you address them for this group of students?

What supports and strategies have you planned that are appropriate for whole class, individuals,
and/or groups of students with specific needs?

Rubric 5 & How will this lesson prepare students for subsequent lessons?
15

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 How do these lessons connect with and build on the previous lesson(s) and succeeding
lesson(s)?

How do you expect to build on these lessons in subsequent lessons?

Rubric 5; Teacher Self-Assessment and Reflection

Task 1
Explain how your lesson activities build on each other to facilitate student understanding.

How did you meet the needs of your diverse learners?

Predict areas where you might have problems in the lesson. (Problems may include but is
not limited to slow or fast pacing). Explain how your scaffolds will help you respond to
potential misunderstandings.

Discuss the research and/or theories that support your learning tasks. Cite.

Explain how your assessment(s) and activities are differentiated and provide evidence of
addressing the learning objective (goal). (Use research-based practices and cite them.)

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