Towson University

Department of Secondary Education

Lesson Plan for Genetic Disorders (Drill)
Name:

Danielle Ruff

Date: 2/12/14

Brief Class Description (contextual information including number of students, subject,

level, IEP/ELL/GT or other special considerations):
This lesson plan is designed for a ninth grade, honors biology class. There are a total of 26
students in the class. Class period is 90 minutes

Unit:

Lesson Topic:

Genetics

Genetic Disorders (Drill)

Alignment:Standard
Standard (State
Objective

Prior Knowledge (How

do you know students are
ready for this lesson?):
Students have previously
covered mendelian genetics,
incomplete dominance, codominance, and dihybrid
crosses.

Assessment

Activity(ies)

Students will be
assessed when
presenting their
genetic disorder to the
class.

Students will work in

lab groups to read an
information sheet on
genetic disorders and
answer questions on
the causes, symptoms,
and treatments. Each
group will present
their genetic disorder
to the class.

{CCRS/Other} and
Professional
Organization Content
Standard)

INDICATOR
3.3.4 The student will
interpret how the
effects of DNA
alteration can be
beneficial or harmful
to the individual,
society, and/or the
environment.

Students will be able

to describe a specific
genetic disorder by
completing a reading
and presenting their
findings to the class.

Materials Needed:
Genetic Disorder Readings (5)
Whiteboard (5)
Dry-Erase Markers (5)
Directions Sheet

Technology Integration/Needs:

Computer
Projector

Lesson Procedure:
Opening Activity (describe your warm-up, engagement/hook/motivation):
Students will be introduced to the topic of genetic disorders. Students will get into their lab
groups and be assigned a station from 1-5. Each station will contain a reading about a different
genetic disorder (Cystic Fibrosis, Huntington Disease, Methemoglobinemia, Maple Syrup Urine
Disease, and Albinism). Students will read the information sheet and find the causes, symptoms,
and possible treatments of the disease. After the reading, the students will designate a recorder to
write down the name of their genetic disorder, the causes, symptoms, and treatments on their
whiteboard. After all the students are done recording, each lab group will present to the class their
genetic disorder using their whiteboard as a visual representation, and discuss the causes,
symptoms, and treatments.
Time Allotted: 15
Adaptations (for IEP, ELL, culture, and other special needs):
Transition (explicitly linking concepts/activities/objectives):
Now that we have become familiar with some genetic disorders, it is important to think about
human disorders and the affect of one small change or mutation.
Activity 1 (describe activity):
Time Allotted:
Adaptations:
Transition:
Activity 2 describe activity):
Adaptations:
Transition:
Additional Activity(ies) add as necessary with time allotted, adaptations and transitions:
Closing Activity: (summarize learning and/or revisit objective) 5 minutes
Extension/Follow-up (homework, etc. optional):
Safety Valve (What will you have students do if you have time left in class?):
Students can participate in a Q&A activity if they have more questions about a groups genetic

disorder.

After the Lesson:

Reflection (How did you adjust instruction based on student responses? What are the
implications for future instruction?)
.