1Unit Plan and lesson Plan 5173

Unit Plan

Title: Mendel “The Father of GeneticsSubjects/ Curricular Areas: Science and Language Arts Resource Grade Level: 7h grade (Science) ResourceUnit Length: 5 days (45 minute classes)

Goals: For Students to be able to recognize the events that led to Mendel and Natural Selection. For students to know the vocabulary that is a part of the lessons and follows along with the lesson. For students to be able to verbally recall the meanings of the words.Objectives:

Students will have knowledge of Mendel background and be able to verbally recite the scientist

achievement with 80% accuracy. be able to identify vocabulary words and verbally recite their meaning with 80%

accuracy. have knowledge of the different parts of flowered plants with 80% accuracy. be able to identify and label a flowered plant diagram with 80% accuracy. have knowledge of the X and Y chromosome with 100% accuracy. be able to identify and recite verbally the chromosome of male and female

humans XX and XY with 100% accuracy. fully participate in all cooperative actives including but not limited to group work,

group discussions, and group presentations. take notes on every lecture and write in a vocabulary journal.

1.(A)Student will (B) be able to recognize the difference between genotype and phenotype, X and Y chromosome, different parts of the flowered plants [Knowledge level of Bloom’s Taxonomy] (C) while observing the physical features of the students in the classroom (D) with 100% accuracy2.(C) Given a worksheet on phenotypes (A) the student (B) will be able to identify the difference from the different phenotype features in the pictures on the worksheet and diagram a flowered plant[Comprehension level of Bloom’s Taxonomy] (D) for all of the questions given3. (C) Given vocabulary terms (A) the student (B) will write the terms and their definitions in the vocabulary notebooks4. (A) the student (B) will review previous words for a quiz over definitions. [Application level of Bloom’s Taxonomy]

2Unit Plan and lesson Plan 5173

5.(C) Given topics on genetic (A) the student (B) be will placed into groups of three, will be able to work as a group to make a creative poster on the topic using the internet for information (D) time span five days.

TEKS Objectives: Science 112.19The student uses critical thinking and scientific problem solving to make informed decisionsSE 7 3B Draw inferences based on data related to promotional materials for products and servicesSE 7 3C Represent the natural world using models and identify their limitationsSE 7 3D Evaluate the impact of research on scientific thought, society, and the environmentSE 7 3E Connect Grade 7 science concepts with the history of science and contributions of scientists

112.19 B (10) Organisms and environments. The student knows that there is a relationship between organisms and the environment. The student is expected to:

(A)  Observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms;

112.19 (11) Organisms and environments. The student knows that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations. The student is expected to:

(A)  Examine organisms or their structures such as insects or leaves and use dichotomous keys for identification;

(B)  Explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that enhance their survival such as migration, hibernation, or storage of food in a bulb; and

(C)  Identify some changes in genetic traits that have occurred over several generations through natural selection and selective breeding such as the Galapagos Medium Ground Finch (Geospiza fortis) or domestic animals.

112.19 (12) Organisms and environments. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. The student is expected to:

English Language Arts and Reading 110.19

3Unit Plan and lesson Plan 5173

English Language Arts and Reading 110.23 (15C), write to inform

English Language Arts and Reading 110.23 (16), compose original texts

Major Teaching Activities:

1. Students will listen to beginning lecture over Mendel the Father of Genetics. 2. Students will work independently on all worksheets on genetics.3. Teacher will assign partners in the groups of three for all group work and

presentations work.4. Worksheets will allow students to master the basic knowledge of genetics. 5. Promethean board will be used to give lectures over genetics and for genetic

games.6. Student groups will work as a group while researching assigned topics on

genetics. The students will use computers, internet, and textbooks to find facts. 7. Students will present their group finding on poster board in front of the class.8. Students will be assigned one 45min period to use computers. 9. Students will write in their vocabulary journals daily in preparation for

vocabulary test.

Vocabulary:

Genes- a segment of DNA that carries hereditary instructions and is passed from parent to offspring.

Alleles- multiple forms of the same gene. Genotype-an organism inherited combination of alleles. Phenotype-an organism inherited appearance. First-generation- the very first set of offspring from two parents. Dominant trait- the trait observed when at least one dominant allele for a

characteristic is inherited. Recessive trait- a trait that is apparent only when two recessive alleles for the

same characteristic are inherited Heredity- the passing of traits from parent to offspring. Self-pollinate- A plant is often able to pollinate by itself because it contains both

the male and female reproductive structures. This only requires 1 parent. True-breeding- all of the offspring will have the same trait as the parent when

self-pollinated

Materials:

4Unit Plan and lesson Plan 5173

Pencils and paperMarkersPoster boardWorksheetsPromethean BoardRulersVocabulary notebooksComputer with internetScience Text BookScience Work Books

Planning considerations:

Students need access to internet to gather information on assigned genetic topic.Teacher will reserve computer lab for one 45minute class period.

Books:7th grade science Natural Science Glencoe/McGraw-Hill7th grade Science Natural Science Glencoe/McGraw-Hill Workbooks

Websites: http://www.globalchange.umich.edu/globalchange 1/current/lectures/selection/ selection.htmlhttp://science.discovery.com/interactives/literacy/d arwin/darwin.html http://www.nysci.org/charlieandkiwi_finches/html

Evaluation/Assessment:

Presentation Poster board will be presented in front of class and placed on display in the hallway.Participation in group work, group discussions, and group presentations. Vocabulary notebook entriesWorksheetsVocabulary Quiz of unit wordsMendel game

Accommodation:* Special needs students will be given modified assignments per ARD paperwork. *ELL Students will have accommodation that specific to their learning needs

Lesson Plan

5Unit Plan and lesson Plan 5173

Unit title: Mendel “The Father of Genetics Lesson title: Why do people look different?Time Period: One 45 minute class

Objectives:

* Students will be able to understand why people look different. * Students will work alone on worksheets.*Students will write in vocabulary notebooks.

1.(A)Student will (B) be able to recognize the difference between genotype and phenotype [Knowledge level of Bloom’s Taxonomy] (C) while observing the physical features of the students in the classroom (D) with 100% accuracy2.(C) Given a worksheet on phenotypes (A) the student (B) will be able to identify the difference from the different phenotype features of the pictures on the worksheet[Comprehension level of Bloom’s Taxonomy] (D) for all of the questions given3. (C) Given vocabulary terms (A) the student (B) will write the terms and their definitions in their vocabulary worksheet4. (A) the student (B) will review previous words for a quiz over definitions. [Application level of Bloom’s Taxonomy]

TEKS addressed: Science 112.19The student uses critical thinking and scientific problem solving to make informed decisionsSE 7 3B Draw inferences based on data related to promotional materials for products and servicesSE 7 3C Represent the natural world using models and identify their limitationsSE 7 3D Evaluate the impact of research on scientific thought, society, and the environmentSE 7 3E Connect Grade 7 science concepts with the history of science and contributions of scientists

112.19 (10)  Organisms and environments. The student knows that there is a relationship between organisms and the environment. The student is expected to:

(A)  observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms;

6Unit Plan and lesson Plan 5173

(C)  observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds.

112.19 (11)  Organisms and environments. The student knows that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations. The student is expected to:

(A)  examine organisms or their structures such as insects or leaves and use dichotomous keys for identification;

(C)  identify some changes in genetic traits that have occurred over several generations through natural selection and selective breeding such as the Galapagos Medium Ground Finch (Geospiza fortis) or domestic animals.

112.19 (12)  Organisms and environments. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. The student is expected to:

(A)  investigate and explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants;

(C)  recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms;

(D)  differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole;

(E)  compare the functions of a cell to the functions of organisms such as waste removal;

English Language Arts and Reading 110.19

English Language Arts and Reading 110.23 (15C), write to inform

English Language Arts and Reading 110.23 (16), compose original texts

Major Teaching Activities:

1. Students will listen to beginning lecture over Mendel the Father of Genetics. 2. Students will work independently on all worksheets on genetics.3. Teacher will assign partners in the groups of three for all group work and

presentations work.4. Worksheets will allow students to master the basic knowledge of genetics. 5. Promethean board will be used to give lectures over genetics and for genetic

games.

7Unit Plan and lesson Plan 5173

6. Student groups will work as a group while researching assigned topics on genetics. The students will use computers, internet, and textbooks to find facts.

7. Students will present their group finding on poster board in front of the class.8. Students will be assigned one 45min period to use computers. 9. Students will write in their vocabulary journals daily in preparation for

vocabulary test.

Context/Modifications:

* Students will have basic understanding of genes and genetics. * Students will have basic understanding of designer genes, phenol type, recessive, and dominate trait.*Special needs students will be given accommodations as directed in ARD paperwork. *ELL Students will have accommodations that will be specific to their learning needs and noted in the paperwork or from caseworker.

Anticipatory Focus:

*Once students have written in vocabulary notebooks students will then be asked to look in a mirror. They are to look at their features and the features of their peers. *They will listen to a short lecture over dominant and recessive traits.

Setting Expectations:

* Students will work alone on worksheets. * Students will listen and work quietly without distracting others. *Students will participate in class discussion.

Input:

* Teacher of the class will give introductory lecture of genes, recessive, and dominate traits. * Teacher of the class will hand out worksheets and verbally instruct students on activities.

Modeling:

* Teacher of the class hands out worksheets with verbal directions* Teacher of the class uses students to reinforce what designer genes are.

Check for Understanding:

* Teacher of the class will ask students to raise their hand if help is needed and will walk around class to monitor student’s progress on worksheets. *Teacher of the class will use open group discussion to evaluate student’s knowledge on the topic.

8Unit Plan and lesson Plan 5173

* Teacher of the class will have students play a game using the promethean board over genetic using www.nysci.org .

Guided Practice:

* Teacher of the class will answer any questions that the student’s may have on worksheets. * Students complete worksheets in groups.

Reteach:

* Teacher will ask questions on what are recessive and dominant traits at the end of class.

Independent Practice:

* Students that have not completed worksheet will take home to complete. * Students will read the designer genes portion in the chapter.

Mastery Check:

* Teacher of the class will check vocabulary notebook for student completion. * Teacher will call on students to retell the lesson from the day before. * Teacher of the class will give vocabulary quiz over the previous day’s words.

Extension:

* Students asked to look at relatives to see if dominate genes are present in physical features. The next day they will report that findings verbally.

Closure:

* Grade worksheets and if needed have students perform corrections.

Reflective Critique:

* Teacher of the class will note the place where the lesson was ended for that day. * Students that need further direction on the lesson will be given resources to accommodate that need. * Teacher of the class will evaluate the class progress by the number of students completing the worksheets without any issues.

9Unit Plan and lesson Plan 5173

Creating the lesson plan was difficult for me. My coworkers did not create detailed lesson plans such as this one. The teachers do not include TEKS on the lesson plan. In their teacher edition text books, it states what TEKS are being taught in each chapter. I am happy that I was able to master this skill.

This lesson is a great method of promoting diversity in the classroom. Each student is learning that the way others look is genetic. The students are learning that being different is acceptable. The students are able to examine the other student’s phenol types and compare them with their own. In doing this, the student will develop an understanding for differences in fellow students. The differences observed by students will create opportunities for racial sensitivity in the classroom. The students will also become aware of characteristics like gender and sexual traits. They will create opportunities for gender sensitivity.

I used the Additive Approach. I have not changed the structure of the lesson plan, but I have added content such and phenol types to have students review each other’s physical features. This will promote acceptance within the student body of others that do not look the same. I have added a worksheet that asks students to compare the looks of other students in the class.