AK+Lesson+4+Appendix+A

=Appendix A- Lesson Script =  __Day One:__ Introduction At the beginning of the class period, I will put the Coin Toss activity on the projector screen and have the students complete the activity by working with a partner as a form of diagnostic assessment of the students’ previous knowledge of probability. As the students enter the classroom, I will hand each of them a coin and tell them to read the instructions posted on the projector/board. Once the bell rings, I will instruct the students to find a partner and begin the activity. As students are working, I will walk around the room to observe their ability to complete the activity and answer any questions. I will also make sure that the students stay on task so that the activity does not take longer than it needs to. After about seven minutes working in pairs, we will discuss the questions from the activity as a class. This way I can tell if the students have the basic understanding of probability that is necessary to continue with the lesson. If not, I will postpone the lesson and spend as much time as necessary covering probability because it is crucial to understand probability to complete the genetics problems. (10 minutes if there are no problems with probability)

Body When the students understand how probability works, I will ask them what the probability was that they would develop into a boy and what the probability was that they would develop into a girl. Then, I will ask if any of them have siblings. I will ask those with siblings to tell the class how many boys and how many girls are in their families. The results should show that not all families have a 50/50 ratio of boys to girls, so I will ask the students why not. They should come up with some sort of answer involving small sample size. Knowing how probability can be useful to predict genetic inheritance of a trait and the dangers of small sample size, they students should be ready for more complicated situations involving probability and the introduction of punnett squares. I will ask the students to get out their notes, and I will deliver a short lecture on probability and punnett squares that builds on the focus activity using a Power Point presentation. The material in the Power Point will cover monohybrid and dihybrid crosses as well as basic terminology (15 minutes) Then, as a form of formative assessment, I will pass out dry erase kits to each student to practice genetics problems as a class. From a list of prepared questions, I will ask the students to perform crosses using probability or punnett squares, predict genotype ratios, predict phenotype ratios, and use their previous knowledge of genetic concepts. Each student will answer every question, holding up their white boards to show me their answers when finished. I will pick one student with the correct answer to announce his or her answer to the class and explain how they got that answer. If it looked like many of the students missed a certain problem, I will ask the student to work the problem out on the board. (20 minutes)

Conclusion As a form of summative assessment over the lesson, I will assign a review worksheet as homework to be completed before the next class period. I will allow a little time before the bell rings to go over the instructions for the work sheet and make sure the students do not have any initial questions. (5 minutes)

__Day Two:__ Introduction When the students enter the room, I will have them sit in their seats and start the adult height activity on the projector/ board. After the bell rings, students will continue the activity until it looks like more of the students have finished. We will discuss the students’ answers to the questions from the activity as a class. (5 minutes) After the class discussion, I will have the students pass their homework from the previous day to the front of the classroom so that I can collect it. While they are passing in their homework, I will hand out a concept map to help them link the concepts from day one of the lesson to the new concepts. (3 minutes)

Body Since the students already hopefully have a grasp of the basic genetic cross material, instead of doing a lecture about the exceptions, I want the students to do a guided inquiry about the material for today’s lesson. I will split the class into 6 groups. Each group will get a different inquiry worksheet. All of the worksheets focus on one of the major topics important for today’s lesson. The students will work with their group members to investigate their topics and report their findings at the end of the class period. I will have book resources available to the students. They can use the Internet, their textbook, or any other resources that they think will help them investigate their topics. Each group is responsible for answering their questions on at least one piece of paper. I will then make copies of each group’s notes to compile a complete packet of information about the extensions of Mendelian genetics. While the students are working, I will walk around the room to make sure that each group is finding the information that they need to make their piece of the packet beneficial. I will not tell the groups what to look for, but I will help guide them. Unless there are huge holes in the material, whatever they find will constitute the material for the lesson. (30 minutes).

Conclusion To end the class period, a spokesperson from each group will share the group’s results. The groups will leave their information with me to make copies in order to compile the notes packet. I will not add to the notes unless the students missed a major concept, which they shouldn’t because their worksheets guide them to the material I want them to know. (10 minutes)

Back to Lesson Plan 4 Probability and Punnett Squares