Teacher Candidate Name:

Grade Level:
Subject:
Date:

Dillon Dahl
10th grade
Biology
November 21, 2016

Millicent Atkins School of Education: Common Lesson Plan Template

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:
-HS-LS3-2- Making and defend a claim based on evidence that inheritable genetic variation
may result from new genetic combinations through meiosis.
-HS-LS3-3- Apply concepts of statistics and probability to explain the variation and
distribution of expressed
List the Learning Objective(s) to be addressed in this lesson. Use the following format:
Students will be able to
-Students will be able to model genetic variation from meiosis.
-Students will apply concepts of statistics and probability to explain the variation.
Describe how the objective is relevant to students lives.
-Students will learn the reason why they dont look identical to their brother and sister or
other family members.
List the words relevant to the content area that you will either introduce and/or review
during your lesson.
-Genotype, phenotype, Punnett square, monohybrid cross, dihybrid cross, dominant and
recessive traits
List the materials you will need to teach the lesson.
-Marshmallows (large and small), push pin, tacks, needle pin, pipe cleaner, and toothpicks

ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to measure students level
of understanding toward the learning objective(s) prior to teaching the lesson.
-For the pre-assessment, I will just ask the kids some questions about their genes. How do
you look the way you do? Why do you look different from your siblings? Why do kittens in
the same litter come in gray, black, white, and orange? Hoping they will mention genetic
variation and genes. I will do this as an introduction to the chapter.
APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

 Is your pre-assessment included at the end of this lesson plan?

Describe the timeline as to when you plan to administer the pre-assessment?
(Recommended timeline is a minimum of two days prior to teaching your lesson).
-I will just do this as an introduction to the chapter. I will do it the day we start the chapter.
Create and insert a table/chart/graph that shows the pre-assessment data results. (if
applicable)
-not applicable
Describe how the results of the pre-assessment (what the students have demonstrated they
know) will be used to design the lesson objectives, instruction, and post-assessment.
-Students could tell me that the reason why we look different from or siblings or our parents
is because we get different genes. Which is correct. This chapter dives deeper into genetic
variation. I will plan the lessons for this chapter to really hit hard on the deep reasoning and
how genetical variation works.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will
use to measure students level of understanding toward the learning objectives after teaching
the lesson.

Is your post-assessment included at the end of this lesson plan?

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a
model of the desired outcome.

Is your key included at the end of this lesson plan?

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to incorporate into the
lesson to enhance instruction and student learning.
-Previous lessons of this chapter used computer, projector, PowerPoint, but for this the
students do not need any technology.

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to meet the needs
of all learners and accommodate differences in students learning, culture, language, etc. *
Be sure that these accommodations are based on what you identified/described in your
contextual information (Task II).

-My input should be directional and clear up any misunderstanding. With having a student
that is new to the country, it is important that lectures and instructions are clear and direct.
-Reviewing the instructions, will also help clear up misconceptions about what is expected in
lab.
-I paired up the new student with a student, who always shows companion and a helping
hand towards others. I did this because in other groups the new student will get left out and
she will not take part in the activity. The pair work well together and they share the load of
work.
-All the other students are assigned lab partners. This will allow me to spend more time with
the students who need an extra eye on. It also allows the students how dont did much
supervision to work very independently.

MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs to keep students on task and actively engaged throughout
the lesson.

Management:
-This class is usually productive, but there are a few students who get distracted and are not
every productive. During the lab, I will walk around the groups and check to make sure they
are they are staying on task. This also allows me to enforce misbehavior and keep the
students focused on the object. I should keep near the students who get off task every easy.
Motivation:
- From what I have observed from this class, the students enjoyed and flourished on the
hands on and out of the untraditional labs. Working with marshmallow will be fun and I think
very engaging. Any time in science class I feel labs bring more motivation that other aspects
of the class.

LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of learning objectives)
Describe how you will activate student interest and present the learning objective in an
engaging way (this is your lesson opening).
-Since this lesson is in the middle of the chapter, students will have some background in the
content so I will just review some concepts with them before I explain the lab. I will ask the
students to tell how meiosis affects the way you and your family members do not look
identical. Hoping they with start a discussion with crossing over.

-After we get done reviewing some content, I will proceed with giving some instructions and
background on the Reebop lab. They will be creating an offspring of the two parent Reebops
that I have premade. I will give each group of two a bag with mother and father
chromosomes, along with a key of the traits. Then they are going to randomly choose one
trait from each parent or bag. After they get their genotype of their Reebop they will come
grab supplies. After they get done making their Reebop they are going to use critical thinking
to figure out what the parents genotype is by looking at the offspring and the parents.
Describe how you will communicate (to students) how the objective is relevant to their lives.
-This lesson will show the kids that meiosis and genetic variation play a huge role in making
who you are. I will communicate this by asking the students to tell me about how meiosis
affects the way that there are genetic differences in your families.
Describe what instructional strategies you will use to model/explain/demonstrate the
knowledge and skills required of the objective. (cite theories/theorists)
-Seymour Papert define constructionism is connecting mental models to understand the
world around them. Students are working with genetics and the Reebops are learning about
how traits are expressed in the world around them.
Describe how you will check for students understanding before moving on to guided
practice.
-After I get done giving the instructions for the lab, I will have the students repeat back some
of the instructions. This will help me make sure they know what is expected of them to do. If
the students cannot answer some of the questions I must go over them again so they know
what to do.
We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).
-For this lab, students will be modeling how traits are passed down from parent to offspring.

They will also be learning how to figure out how to figure out how to figure out the genotype
of the parents.
-Students will use Punnett squares and probability to figure out genotypes of some of the
Reebops.
-Since it is a lab, it's very important for the students to discover new things and not have the
teacher tell them. I will guide them towards the answers, but will not tell them the answer.
-During the lab, I will walk around making sure the students are on the right course of action
I want them to be on. During this time, I will be asking the questions about the lab. What
type of genotype will your Reebop have? What do you think it will look like?
-This is also a great time to review things with the students for the upcoming test. Asking
what some important terms will be.
Describe how you will check for students understanding before moving on to independent
practice.
-During the lab, I will walk around and ask them question about the phases of mitosis. I will

be observing how the groups are working. I will also make sure that everyone in the group is
participating and contributing equally.

You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives? (this is the post-assessment)

-After the students, have finished figuring out that their Reebops genotype and phenotype.
They build them out of the supplies. After the creation of their Reebops their jobs are to
write down the genotype and phenotype of their Reebop. Then the group of two will
problem some to figure out the genotype and phenotype of the two parents. For some it was
much easier than others.
- With this assignment isnt the post-assessment. I used this ask sort of a review after the
students have learned about meiosis. The next day will be the post-assessment over the
chapter of Meiosis and the Introduction to Genetics.
-For the activity, the students got a grade on writing down the genotype and phenotype of
both the parents and the offspring. Four points each the parents and offspring genotype and
phenotype. Two points for using a Punnett square correctly.
***** I did attach the post-assessment for the chapter below although it was not for this
lesson.
APPENDIX: Include a blank copy of your post-assessment.
Is your BLANK COPY of the post-assessment included at the end of this lesson plan?
Lesson Closing
Describe how you will reemphasize the lesson objective and any skills/content that were
taught in an interactive manner (whole/small group, etc.).
-This lab will only take up about half the class period giving me plenty of time to reflect with
the students about the lab. After we have a little discussion about the lab, I will do a review
for the test. I will go over how to correctly do Punnett squares both monohybrid and dihybrid
crosses. I will also go over a few terms they might need to know. Lastly, I will give the
students their study guide for the test.

ANALYZE
(This portion may only be done after the post assessment is collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the lesson will require reteaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data results.
If you used the same document for both the pre and post assessments, it is strongly
encouraged that you show the comparison.

Description: I attached a chart for the chapter test not the lab. In the lab, everyone got a 10 out of
10. I decided to put in the test for chapter 10 to show how they did. As you can see the students did
very well. I think this was the best test score they have done all year. All the students received an 84%
or higher. Four students received an 100%. One of the students who received a perfect score usually
doesnt do well testing at all. This is his second test that he has received an 100% on his test. After he
got his test back he was excited! It was very awesome to see him start taking ownership of his work
the last few chapters. Since all the students had passing scores and did very well on the test I see no
need to recover some of the material with them. I tried to relate some of the study guide questions
and the test questions to the students. One student has horses and is pretty involved with them, I
added a question that involved horses. By making it more relatable students found it easier to do the
study guide and the test.

REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).
-About two days prior I made the parents to get the feel for the lab and remove and bumps that
might come up in the lab. I feel that the planning and the implement of the lab went very well
student understood what was expected of them.
-Planning wise everything was ready to roll when class came around. Materials were set out, papers
with the instructions were at each of the lab stations. I didnt have to try motivate the student much
because they really want to dive right into the lab.
List and describe two things you feel were challenges during the planning, implementation
and/or assessment of the lesson.

-As I mentioned earlier, I created the parent Reebops two days prior to the lab. A few things I found
out was that marshmallows are much easier to work with when they are a bit hard. I left the
marshmallow out for two days to become hard.
-When class started, they were a bit rambunctious so it took a while to settle them down. All the
students could talk about was the possibility of a possible snow storm and how there was not going
to be any school. Once I got them to focus and discussed what we were going to do today, they
showed excitement to start the project.
List and describe two ideas for redesign you would make if you were to teach this lesson
again.
-One thing I would redesign would be giving them some more genetic questions to go with the lab.
After they have figured out what their Reebops and the parents Reebops genotype and phenotype, I
could have had them see what would happen if two groups would cross their offspring. So, using the
Punnett square they would have to figure out the possibilities of the offspring the would get.
-Another thing I would fix for next time is not handing out the study guide until we reviewed. I asked
the students if they wanted to review for the test or work on the study guide and all but two wanted
to work on the study guide. Next time I would make sure to review as a class.

Reebops
Offspring genotype- 2.5 pts
Offspring phenotype- 2.5 pts
Parents genotype- 2.5 pts
Parents Phenotype- 2.5 pts
Punnett square- 2 pts
Total- 10 pts

The chapter test:

Intro to Genetics Test
Name: ________Key______
Matching:
1.

_H_ Chromosomes that make up a pair

A. Gregory Mendel

2.

_D_ Sex cells that have half the number of chromosomes

B. Phenotype

3.

_A_ Father of genetics

C. Genes

4.

_F_ Chromosomal segment is exchanged between pair of

Homologous chromosomes.

D. Gametes

5.

_B_ Observable characteristic or outward expression

E. Meiosis

6.

_G_ Allele Pairs for a trait

F. Crossing over

7.

_C_ DNA on chromosomes arranged in segments

G. Genotype
H. Homologous

Short answer:
1. Why is meiosis so important and how does crossing over play a role in this?
EXPLAIN!! (3pts)
-Student answers will vary. But looking for genetic variation.
2. What is the difference between mitosis and meiosis? Make sure you include the
products of each. (4pts)
-Mitosis- produce body cells, 2 diploid cells, nucleus divides once
- Meiosis- produces gametes, 4 haploid cells, nucleus divides twice
3. Hornless (H) in cattle is dominant over horned (h). A homozygous hornless bull is
mated with a homozygous horned cow. What will be the genotype and phenotype of the
first generation? (5pts)

Offspring- 4/4 100% heterozygous hornless cattle

H

h Hh Hh
h Hh Hh
4. In horses, black is dependent upon a dominant gene, B, and chestnut upon its
recessive allele, b. The trotting gait is due to a dominant gene, T, the pacing gait to its

recessive allele, t. If a homozygous black pacer is mated to a homozygous chestnut

trotter, what will be the appearance and genotype of the offspring? (5pts)
-Offspring- 100% 16/16 heterozygous Black and trotter
Bt

Bt

Bt

Bt

bT BbTt BbTt BbTt BbTt

bT BbTt BbTt BbTt BbTt
bT BbTt BbTt BbTt BbTt
bT BbTt BbTt BbTt BbTt

5. In pea plants, round seeds (R) are dominant to wrinkled seeds (r) and Yellow (Y) is
dominant to green (y). In a genetic cross of two plants that are heterozygous for the
seed shape and color trait, what percentage of the offspring should have spherical and
green seeds?
-Students would create dihybrid cross between RrYy x RrYy. The answer is 3/16
individuals would be Rryy or RRyy