SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE Revised 1.4.17

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.
Name CWID Subject Area
Sexy Slytherin Biology
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Freshman Biology Sexy Birds 9-10 55 min
CLASS DESCRIPTION (including specific special needs and language proficiencies)

STANDARDS, OBJECTIVES, & ACCOMDOATIONS

Content Objective(s) SDAIE (Integrated ELD) Strategies
CCSS Math, CCSS ELA & Literacy History/Social Studies, Science and
(cognitive, psychomotor, for developing knowledge in the
Technical Subjects, NGSS, and Content Standards
affective) content area
Content driven:
Students will ask questions
regarding how "sexy bird gene" topics appropriate to grade
is created and expressed level
throughout a population.
5) HS-LS3-3 Apply concepts of statistics and probability to
Students will identify and Summative assessment:
explain the variation and distribution of expressed traits in a discuss any problems that may
interfere with "sexy bird gene" review of main topics and key
population.
expression. Students will vocabulary
6) HS-LS4-1 Communicate scientific information that common calculate the probability of
ancestry and biological evolution are supported by multiple lines "sexy bird gene" being
Low Affective Filter:
of empirical evidence. expressed in offspring of
parents with varying genes. New teaching material
Students will analyze their data introduced and presented by
to argue how "sexy bird gene" the teacher in a way that
will be expressed within their
engages the student.
population.

Tier II (General Academic) Vocabulary Tier III (Domain Specific) Vocabulary

Genotype, Phenotype, Homozygous Dominant, Heterozygous, and
Compare and Contrast, Probability, Variation, Distribution
Homozygous Recessive
Disciplinary Language SDAIE Strategies for developing
English Language Development Standards (ELD)
Objective(s) knowledge of disciplinary English

Emerging:
c. Use knowledge of morphology (e.g., common prefixes and
suffixes), context, reference materials, and visual cues
to determine the meaning of unknown and multiple-meaning
words on familiar topics. Comprehensible input -

Bridging: CCSS.ELA-LITERACY.WHST.11- graphic organizers (maps,

c. Use knowledge of morphology (e.g., suffixes, Greek and Latin 12.9 charts, graphs)
roots), context, reference materials, and visual cues to Draw evidence from
determine the meaning of unknown and multiple-meaning informational texts to support
Multisensory input-
words on familiar and new topics. analysis, reflection, and
research. audio-visual materials
Expanding:
c. Use knowledge of morphology (e.g., derivational suffixes),
context, reference materials, and visual cues to determine
the meaning, including figurative and connotative meanings, of
unknown and multiple-meaning words on a variety of new
topics.

Additional Student Accommodations (Behavioral, Cognitive, & Physical)

Specific Needs Specific Accommodations

One student is autistic and has trouble with communicating. In social
environments this student will not engage in conversation and becomes
very uncomfortable.
STUDENT ASSESSMENT
Type Purpose/Focus of Assessment
Have students review how
cellular division happens and
think about other ways that it
EL
can happen. Learn how sex
cells are created so that they
can be passed onto offspring
The use of exit tickets each
class period will help students
PM to review material learned in
the previous lessons and
monitor students learning.
Summative- Students will
create a comic strip that
follows the story of "sexy bird
S gene" from its creation to its
spread throughout a
population due to heredity
and reproduction.
The teacher will closely monitor his exit tickets to ensure that the
student in learning the material and understanding the concepts.
During group activities the teacher will check in with this student and
observe his interactions within the group. This student will be grouped
in a smaller group size and with other students that are positive and
supportive of his learning needs.
Implementation Feedback Strategy How Informs Teaching
Students review previous
Students create graphic
mitosis models before
organizer as a class. Students Tells teacher how well students
watching a meiosis video.
give their ideas before the understand cell division and
Students then complete a
whole class, which teacher how meiosis can be used to
graphic organizer comparing
hears and gives direct verbal create sex cells.
and contrasting mitosis and
feedback on.
meiosis.
This will inform the teacher as
Teacher will provide written to how well the students
Students will have an exit
feedback on the exit tickets to understand the material and
ticket activity to complete
return to students the next what information needs to be
each class period to answer in
class period. reviewed before moving on to
their interactive notebook.
the next lesson.
The story will include: How
DNA structure and mutation
created "sexy bird gene"
How the gene is passed from
one generation to the next
depending on parent
genotypes
The probability of gene As the teacher hears students
Students will receive feedback
expression in offspring present their storyboards, the
from their peers when they
Two or more problems the teacher can tell how when they
present their storyboards in
gene might encounter have grasped the concepts and
jigsaw groups.
(repression, selection, understand the material.
mutation, competition,
environmental factors)
Evidence from their crosses
that supports the proportion
of "sexy bird gene" expression
within their population.

INSTRUCTION
Lesson Introduction/Anticipatory Set
Time Teacher Does
Engage
Day 1:
1. Warm Up/Driving question: How do the sexy birds pass
on traits to their offspring?
2. Classwide discussion: The class has established that
DNA codes for proteins that function to keep the sexy
bird functioning and are part of what makes it a unique
Day 1: sexy bird, but how do the sexy birds pass DNA to their
1.5 min offspring? Teacher fields ideas from students, has them
2. 10 min write down their ideas on sticky notes which they put
3. 15 min up on a class-wide chart.
4. ~5 min 3. Have students get into their groups and revisit their
5. 15 min mitosis models. Gives students time to
6. 5 min Think/Pair/Share to review the process of mitosis.
Walks around the classroom, monitoring discussion.
Has backpocket questions ready to assess student
understanding of mitosis and how it leads to growth in
multicellular organisms.
4. Teacher puts on Video briefly detailing Meiosis:
https://www.youtube.com/watch?v=MNq015d03MU
5. Each group comes up with one similarity and one
difference that meiosis has from mitosis. Teacher
Student Does
Day 1:
1. Answer Warm Up question in interactive notebook
2. Students participate in discussion about passing on
traits, answering teacher questions and asking
questions of their own to clarify ideas or give their
hypothesis. Students write down their ideas about how
traits are inherited on sticky notes that they put on a
classwide chart about inheriting traits.
3. Students look at their models of mitosis from two
weeks ago. Students discuss what mitosis is and how it
is necessary for growth. Students answer teacher led
questions to further student thinking and start to think
about how mitosis and passing on traits might be
linked.
4. Students watch meiosis video
5. Students receive graphic organizer comparing and
contrasting mitosis and meiosis, and give ideas to fill it
out. As the teacher fills it out on the document cam, the
class fills it out
6. Students complete exit slip before leaving class.
 prepares graphic organizers for comparing and
contrasting Meiosis and Mitosis, and leads class in
filling it out.
6. Exit Slip: How does meiosis play a part in passing on
traits from parents to offspring?
Lesson Body
Time Teacher Does Student Does
Explore
Day 2:
1. Warm Up question: How does meiosis lead to variation
of traits?
2. Have students group up in the lab, where they will find
2 dishes that have M&Ms in them, 2 yellow and 2
green. Teacher explains that these M&Ms represent
Day 2:
Wing Color of birds. Each M&M is a gene that one of
1. Answer Warm Up question in interactive notebook
the parent birds can pass on to their offspring. The
2. Students get into lab groups and separate into two
teacher then sections off each lab group into 2 smaller
smaller groups. One student is the recorder and one
groups. In each smaller group, there is a recorder and a
student in the M&M picker. Students each pick 10
gene picker. The Gene picker closes their eyes and
genes, and tell the other group. Together, the groups
randomly selects a M&M, and the recorder writes
have made the genotype of one offspring. This is
down the M&M selected. After both smaller groups
written down in their lab notebook until 10 offspring
select one M&M, they determine which two genes the
have been created. Students respond to teacher
offspring got (Ex: If one small group picked a green
questions and ask questions when they need
M&M and the other picks a yellow M&M, the offspring
clarification. Students DON'T eat the M&Ms.
has inherited one green wing allele and one yellow
3. students listen to teacher and write down new vocab
wing allele). While this activity is happening, the
words in their notebook. Students use these new vocab
teacher monitors lab groups and asks questions to
words to identify the genotypes that they have created.
further student thinking: “What do you think happens
students check their answers with each other within
Day 2: when the offspring inherits a yellow and green allele?”
their lab group and with the teacher.
1.5 min 3. Teacher introduced key vocab words: Homozygous
4. Students write down new vocab words in their
2. 15 min Dominant, Heterozygous, and Homozygous Recessive.
notebook. Students then use these new vocab words to
3. 10 min Teacher tells students that if the bird inherits even one
identify the genotype and phenotype of each bird.
4. 10 min green allele, they will have green wings. Teacher then
students check their answers with each other within
5. 10 min has students determine the wing color of all of their
their lab group and with the teacher.
6. 5 min combinations.
5. Students take notes on Punnett Squares, making
4. Teacher describes Phenotype and Genotype to
specific notes about where to put parent and offspring
students, and uses the smart board to describe the
genotypes. Students calculate probability based on
Day 3: difference. Teacher has students determine the
their punnett squares.
1. 5 min genotype and phenotype of each of their
6. Students complete Punnett Square exit slip before
2. 5 min combinations.
leaving class.
3. 10 min 5. Teacher then transitions into talking about Punnett
4. 20 min Squares. Teacher completes a Punnett Square on the
Day 3:
5. 10 min board while students follow along. Teacher explains
1. Answer Warm Up question in interactive notebook
6. 5 min how to complete the Punnett Square and how to
2. Engage in questioning through class discussion.
determine the probability of an offspring having a
3. Receive handout.
certain genotype and phenotype.
4. Receive handout for storyboard. Take notes on
6. Exit Slip: Complete a Punnett Square with any two
directions and requirements for project. Begin first trait
parent genotypes from the lab. Write down the
on storyboard including how the trait passed from
Phenotypic and genotypic ratio.
parents through inheritance and meiosis and how they
were expressed in the bird.
Explain
5. Volunteer to present and each group will share out to
Day 3:
the class the origin of their birds traits an how the
1. Warm Up Question: “Look back on your sexy bird
genes were inherited.
model. Where did your birds traits come from? Where
6. Students complete a Punnett Square Cross for their bird
does variation come from and how did these traits get
with another bird having the same gene as the exit slip
passed on to your bird? Answer the questions and
before leaving class.
revise your model.”
2. Class discussion on the Warm-up question. Teacher will
focus on mutations, inheritance, and meiosis.
3. Give students a handout reviewing the topics covered
in previous classes.
4. Distribute handout to begin working on a storyboard
that shows the origin of their birds 2 most unique traits
(mutation) and how they were passed from parent to
offspring (inheritance and meiosis) and expressed in
 their bird. Students will be required to determine 2
alleles for each trait, determine each alleles pattern of
inheritance (dominant/recessive), and determine their
birds genotype and phenotype. Students will only
complete the first trait today.
5. Teacher will have student groups share the origin of
their birds traits and how the genes were inherited.
Presentations will be short and cover the 1st unique
trait and its pattern of inheritance and the birds
genotype.
6. Exit Slip: “Using the genotype for your bird, perform a
cross between your bird and a bird with the same
genotype. Write the genotype and phenotype ratios
for the possible offspring.”

Lesson Closure
Time Teacher Does
Elaborate
Day 4:
1. Warm Up question: “What is the phenotype if a bird
has two different dominant genes for wing color
(Dominant red and dominant blue, for example)?”
2. Class discussion- Create Punnett square on board to
remind students the distribution of alleles. Write
student ideas about how two different dominant traits
might be presented as phenotypes on a classroom
summary. Ask the question “Could there be other
factors that impact heredity, besides having two
different, dominant traits?” Ask students to jot
Day 4: answers to probing question as they continue through
1. 5 min class.
2. 10 min 3. Instruct students to get out their Chromebooks and
3. 5 min watch a short video on Incomplete and Codominance
4. 10 min (https://www.brightstorm.com/scienhttps://www.brig
5. 20 min htstorm.com/science/biology/mendelian-
6. 5 min genetics/codominance-incomplete-
dominance/ce/biology/mendelian-
genetics/codominance-incomplete-dominance/), while
answering the probing question.
4. Watch as a class
https://www.youtube.com/watch?v=h2xufrHWG3E
and refine explanations to probing question.
5. Instruct students that for the second trait being added
to their storyboard, they have to pick a trait that is sex-
linked, codominant, or incomplete dominant. Release
students to finish their storyboards.
Day 5: 6. Exit Slip: “Using the sex linked, codominant, or
1. 5 min incomplete dominant trait for your bird, perform a
2. 5 min cross between your bird and a bird with the same
3. 15 genotype. Write the genotype and phenotype ratios
4. 25 min for the possible offspring.”
5. 5 min Evaluate
Day 5:
1. Warm Up question: “ What is a sex-linked trait? How
does it impact the phenotype ratios for offspring?”
2. Provide students a presentation rubric for what
information they should know about their sexy bird
storyboard as they finish up their projects and prepare
to break off into a jigsaw to present their storyboards
in small groups.
3. Have students finish up their storyboards about their
birds in groups.
4. Give each student a number (1-4) and tell students to
place their storyboards on their lab table. Then have
Student Does
Day 4:
1. Answer Warm Up question in interactive notebook
2. Contribute ideas about how two different dominant
traits might might be expressed using prior knowledge
and reasoning. Jot answers to probing question.
3. Get out Chromebooks and watch Brightstorm video
while adding answers to probing question in interactive
notebook.
4. Further refine explanations in interactive notebook
while watching Youtube video as a class.
5. Pick a sex-linked, codominant, or incomplete dominant
trait for second storyboard trait. Add new trait into
storyboard and finish first trait from yesterday.
6. Perform a Punnett Square Cross for the special trait
with another bird having the same trait as an exit slip.
Day 5:
1. Answer Warm Up question in interactive notebook
2. Read through presentation rubric and make notes
about what to include from the storyboard in verbal
explanations.
3. Finish the first and second trait for storyboard.
4. Remember assigned number, set storyboard at lab
table, then go to another group, listening to verbal
explanations of other groups storyboards while thinking
of probing/clarifying questions and and making sure
the presentation rubric is achieved by the presenter.
5. When it is time for one student to present, he or she
will verbally describe the process of inheriting the two
unique traits and answer probing questions presented
by the audience. He or she will reference the rubric and
storyboard while presenting.
6. Describe the unique traits presented by peers and label
the traits as mendelian, sex-linked, codominant, or
incomplete dominant as an exit ticket.
 Student 1 stay at the lab table and each other student
spread out to a different lab table with their rubric.
5. Have student at the lab table present their story board
to students who have spread out to that table. Give
students 5 minutes to present their storyboards and
answer questions from peers about them. Instruct
listening students to ask questions based on the talking
points from the rubric to make sure the students have
hit all the points. When the timer goes off, Student 2
will go to the lab table to present and the other
students will go to a new lab table to hear another
storyboard. This will continue for Student 3 and 4 as
well. Have students return to their seats after
everyone has presented.
6. Exit Ticket: “What unique trait did you see presented in
the jigsaw? Was this Mendelian, sex-linked,
codominant, or incomplete dominant?”
Instructional Materials, Equipment, and Multimedia
Projector, computers, document camera, storyboard handout, rubric, Youtube video, Brainstorm video
Co-Teaching Strategies
☐One teach, one observe ☐One teach, one assist ☐Station teaching ☐Parallel teaching
☐Supplemental teaching ☐Differentiated teaching ☐Team teaching ☐Not applicable
CO-PLANNING NOTES