Lesson Plan 1

KLA: Science Stage of 5 Year 10 Lesson 60

Learner: Group: Duration: minutes
Safety Normal classroom safety Printing / PowerPoints
Considerations: Preparation: Students handout
Project instruction
Students extension
worksheet

Knowledge and Living world Working Scientifically Processing and

Understanding(K&U) (WS) Strand(s): Analysing Data
Strand: and
Information
K & U outcome(s): SC5-15LW WS outcome(s): SC5‐7WS
explains how biological A student
understanding has processes,
advanced through analyses and
scientific discoveries, evaluates data
technological from first-­‐hand
developments and the investigations
needs of society and secondary
sources to
develop
evidence-­‐based
arguments and
conclusions

K & U context LW3 WS context 7WS

statement: statement(s):
K& U content c&e WS content a-f
descriptor(s): descriptor(s):

Highlight any areas addressed within lesson:

General capabilities
Critical and Ethical Information and Intercultural Literacy Personal and
Numeracy
creative thinking understanding communication understanding social capability
technology
capability

Learning Intentions: Success Criteria:

Identify the

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

 Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive 1.2 Deep understanding 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.3 Problematic knowledge 1.6 Substantive
construction and requires students to engage in higher-order thinking and to communicate communication
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively 2.2 Engagement 2.5 Students’ self-regulation
in an environment clearly focused on learning. Such pedagogy sets high and explicit expectations 2.3 High Expectations 2.6 Student direction
and develops positive relationships between teacher and students and among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. 3.2 Cultural knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students’ prior knowledge and identities, with 3.3 Knowledge integration 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
2.2 Students are engaged using different teaching strategies giving the opportunity for the student to
Engagement involve in the learning.

Students are involved in the class discussion and promoted to express their exciting knowledge
3.1 Background and ideas to be used and interlinked into learning.
knowledge

Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
5min Activity 1
Begin the class with
presenting the student
with flower bouquet
that has different
colour, shape, and -Involve and PowerPoint
height. engage with the
- Introductory question to the topic (slide1).
Allow the students to idea of similarity
- Non-formative assessment (slide 2).
observe the surface and differentiation.
texture, colour and - possible response
shape. to introductory
While the students questions may be,
exploring and trying to Flower have
discover the reason of different colour,
showing them the shape, and height.
flowers, put the first
thinking question in
the slid one of
presentation.
-Ask the students
questions’’ class what
is Obvious when
observing these
flowers? ‘’ what come
to mind when seeing
same objects but still
each has its own
character?
 Draw upon student’s
prior knowledge by
guiding them
attention and thought
toward the question on
the board and by
asking
Why each flower is
different same as us?
What influence this
variation?
How the genetic
makeup of each flower
is related to its unique
look?

Body of Lesson:
Time Teacher Activity Student Activity Resources
6min
Activity 2
prior knowledge
Teacher provides an -Student are to
overview of cell demonstrate their PowerPoint presentation
structure related to previous
genetics, teacher asks knowledge by
the students what they responding to slid
already know about 2 questions.
genetic topic by Students try to
matching each predict the aim of
component to its the lesson.
correct term (this part Students are to
ca be informative revise their
assessment where the existing knowledge
teacher randomly by matching the
select students to terms.
provide answers to Students listen to
each term). teacher overview
and write notes in
. their exercise
book.
5min
Activity 3 Student are to
Defining genetics listen to definition PowerPoint
Teacher uses the and teacher’s
power point to explain explanation of
the purpose of the heredity topics.
lesson by providing
the student with a brief
definition of genetic
and its boarder
context.

15min Heredity
 Mendelian law
. PowerPoint
of inheritance-
Listening and . How Mendel's pea plants helped us understand
the teacher
taking notes, genetics
provides the
Engaging through https://www.youtube.com/watch?v=Mehz7tCxjSE
student with
the challenging or
interdictory
question from the
into world of
teacher.
genetic through
Collaborate in the . Whiteboard
Gregor Mendel
group activities
story of
and participate in
genetic.
the class
The teacher
discussions.
uses the
PowerPoint,
video to
explain:
 Mendel’s
Experiment
 Dominant Vs
recessive
 Genotype Vs
phenotype
The teacher revises
students understanding
of the content been
covered so far by
pointing a challenging
question (slide11).
Teacher writes the
question on the board
and asks students to
think, discus and write
the answers with the
person sitting next to.
Teacher write the
answer and asks
 students if they
answered the same if
not, the teacher will
further explain way
they did get it right.

8min Activity 4

Probabilities PowerPoint
What is Punnett Student ar to listen, Whiteboard
square? how we can write notes in their
apply probability in notebook and ask
genetics? questions where
relevant.
Variation
Still using the
PowerPoint, the
teacher demonstrates:
What we can conclude
from Mendel’s
experiments?
How Mendel’s law can
be limited in some
organisms such as
human – complete
dominant and
incomplete dominant?
How the pattern of
inherited trait can
differ from the
parents?

The teacher writes the

outcome of some
genetic traits with
further explanation.

15 Activity 5
Applying genetic
concepts Students are to Notebook
listen to game Whiteboard
Game instructions, form a Worksheet
The teacher hosts a group of 4 and Board
game to examine discus the possible
students understanding answer to their
of the lesson. question.
. As group work, the
student Draw the
answers on the
board as well as
 having written in
their notebook.
6min Activity 6
Unformal assessment
Class discussion, Students
questions and answers participate in the
challenge. Base on the class discussions
students answers to which allow the
applying genetic teacher to assess
concept game, the individual
teacher starts an open understanding of
class discussion, genetic Heredity.
Why some student
answers are right and
some’s are wrong.

Conclusion:
Time Teacher Activity Student Activity Resources
5min Conclusion Student integrate Flower
Teacher interlinks different aspect of Notebook
between the idea of genetic heredity.
been unique Students listen to
individuals discussed teacher conclusion
in the beginning of the on genetic
lesson and genetics heredity, go back
heredity. to flower and point
Teacher asks the out why each are
student to demonstrate unique.
what determines the
specific appearance of
each flower presented
in the beginning of the
lesson.

Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How this will be measured?

Describe how the Through students’ response to the questions presented throughout the lesson plan.
genetic traits of an Assessing student comparative learning and participating in a collaborative group
organism has a direct work environment.
influence on its
unique
characteristics.
Reflection:
What have I learned about
teaching and learning
processes when preparing
this lesson?
Through the process of constructing this lesson there has been many
challenges. Beginning with organising consecutive ideas which
incorporates five E’s and establishing a lesson where the students have the
opportunity to inquiry base learning. This is done in the lesson by
involving engaging and explaining phenomenal through posing questions
and directing students’ attention and thought toward learning.

Other Considerations:
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards
2.5 Know and
understand This lesson plan achieves an excellent literacy skill by students writing notes and
literacy and responding to teacher’s posing question. Numeracy is also achieved through ratio and
numeracy probability element covered in the lesson plan.
teaching
strategies and
their
application in
teaching
areas.
5.2 lesson plan constructed in a way that the teacher can test students’ knowledge and to
Demonstrate demonstrate feedback and explanation to assess students’ learning progress.
an
understanding
of the
purpose of
providing
timely and
appropriate
feedback to
students
about their
learning.

NOTE: Check your resources are attached

You must provide all the resources that will be used with this lesson in their entirety (e.g. all power point
slides, entire student handouts, etc.).
PowerPoints presentation
 Applying Genetic Concept – Game

Game instructions:

Teacher divides the class into 4 groups, (students are randomly selected) each group are given one heredity
scenario questions. The members of each group need to apply think pair and share strategy and come with
final answer to their question. The group members then to draw the outcome on the board and have the
answers of each question ready for class conversation. The group are given 10 points at the start and for
each wrong answer they loss a point. The winning team will be grant as genetic champions of the day.

Students handout questions

Group1 question
1. Pant height, if ‘T’ is the gene for tall and ‘t’ is the gene for short and a heterozygous tall plant was
crossed with a homozygous short plant,
a. What would be the possible genotypes of the offspring?
b. What are the offspring phenotypes?
c. What is the probability of offspring being tall?
d. What is the probability of offspring being short?

Grroup2 question
2. Draw a Punnet square to show the outcome of a cross between a homozygous dominant parent and a
homozygous recessive parent for the chicken colour (B=black and b=white). Give the ratio for the
genotype and phenotype of the offspring?
a. What would be the possible genotypes of the offspring?
b. What are the offspring phenotypes?
c. What is the probability of offspring being tall?
d. What is the probability of offspring being short?

Group 3 question
3. In a fruit fly the eye colour is determined by a single gene that has dominant and recessive alleles.
The allele for red eyes (R) is dominant over the allele for white eyes (r).
a) Two heterozygous red eyed flies are crossed. Show the parents and a punnet square to show the
outcome.
b) What ratio of the offspring would be homozygous recessive?
c) What the ratio of the offspring having red eyes?
d) What proportion of the offspring would be heterozygous?

Group 4 question
3. If Two individuals have a heterozygous gene for the dominant trait, e.g. right handedness.
a) Write out the genotypes of the parents.
b) Draw a Punnet square to calculate the possible offspring these parents may produce.
c) What proportion of offspring maybe right handedness?
d) What proportion of offspring would be homozygous recessive?
 Lesson Plan 2
KLA: Science Stage of 5 Year 10 Lesson 60
Learner: Group: Duration: minutes
Safety Normal lab and classroom safety Printing / Lab Experiment
Considerations: Preparation: worksheets
Homework project
Graph paper
IT accesses for students

Knowledge and Living world Working Scientifically -Processing and

Understanding(K&U) (WS) Strand(s): analysing data and
Strand: information.
-Communicating.
- conducting
investigations.
K & U outcome(s): SC5-15LW WS outcome(s): SC5-7WS processes,
A student explains analyses and evaluates
How biological data from first-hand
understanding investigations and
has advanced secondary sources to
through scientific develop evidence-based
discoveries, arguments and
technological conclusions.
developments and SC5-9WS presents
the needs of society science ideas and
evidence for a particular
purpose and to a specific
audience, using
appropriate scientific
language, conventions
and representations.
SC5-6WS ndertakes
first-hand investigations
to collect valid and
reliable data and
information,
individually and
collaboratively.

K & U context LW3 WS context WS7.1, WS7.2,

statement: statement(s): WS9
WS6

K& U content c&d WS content WS7.1 a, c, & b

descriptor(s): descriptor(s): WS7.2 a to d
WS9 1 a to e
WS6 a, b, c, & e

Highlight any areas addressed within lesson:

General capabilities
Critical Ethical Information Intercultural Literacy Numeracy Personal
and creative understanding and understanding and social
thinking communication
 technology capability
capability

Learning Intentions: Success Criteria:

Understand the relationship between genetic traits Show the ability to conduct an experiment and
and individual characters presenting the outcomes

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order
This refers to pedagogy focused on producing deep 1.2 Deep thinking
understanding of important, substantive concepts, skills understanding 1.5 Metalanguage
and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to knowledge communication
engage in higher-order thinking and to communicate
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where criteria 2.5 Students’ self-
students and teachers work productively in an 2.2 Engagement regulation
environment clearly focused on learning. Such pedagogy 2.3 High 2.6 Student direction
sets high and explicit expectations and develops positive Expectations
relationships between teacher and students and among
students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more knowledge 3.5 Connectedness
meaningful and important to students. Such pedagogy 3.2 Cultural 3.6 Narrative
draws clear connections with students’ prior knowledge knowledge
and identities, with contexts outside of the classroom, and 3.3 Knowledge
with multiple ways of knowing all cultural perspective. integration

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
2.6 Student Students will discuss their finding through the class discussion. Conduction the research
direction investigation via communicating with others and providing the student with a freedom to
different resource to enhance their knowledge.
2.2 The experiment part of the lesson allows the personally observe genetic trait by exploring
Engagement different phenotypes.

Lesson Script

Introduction:
Time/ Teacher Activity Student Activity Resources
minutes
3min Activity 1 Student move around the class 10x printed pictures
and observe and take notes of people with
 Teacher place photos around the common genetic
class and ask the student to move traits
and observe them.
Teacher aske the student to write
down if there is something has
grabbed their attention.

Body of Lesson:
Time/min Teacher Activity Student Activity Resources
5 Activity 2 Form their group. board
Teacher as the student to sit in Students’ present their finding
group of 4-5, ESL students when observing the pictures.
should be fairly paired so they
can be provided with an
assistance when needed.

Teacher ask students’ what they

saw think of the pictures?
What they quiz we looking at?
Teacher writes on the board any
answers related to the topic
covered in the previous lesson.
Teacher further direct student
attention to genetic inheritance
been covered as well assessing
student prior knowledge.

3 Notebook
Activity 3 Students take an experiment Worksheets
Teacher handout the worksheets worksheet and, listen carefully to Board
students’ need to complete their the teacher instructions.
investigation. students write their note of what
they require to do to complete
Teacher explains to the students their experiment.
the aim of the experiment and
what each group need to do.

30 Teacher direct the students’ Students conduct their Worksheets

through each section of the experiment by following the Access to computer
experiment and make sure all instructions provided in the work (excel program)
students have thorough sheets.
 understood of what they require -The students collect their finding Graph paper and
to complete. and transfer all the data into the ruler
During the experiment: excel sheet (table).
-Teacher monitors the groups and - students (individual task) plot a
assess provide help if need it. graph from the data provide and
-Teacher print out the excel sheet find the class percentage for each
with all class date and pass each trait.
group a copy.
-Teacher print an excel graph and
give one copy to each group after
each student have done their own
graph.

8 Activity 4 Students shear their group finding

Teacher generates class with the class.
discussion by: Student ask questions in form of
class discussion and according to
- Ask students how they
their finding.
found the experiment.
- What the finding of each
group, what was the most
common trait.
- Were calculations of traits
challenging task.

Conclusion:
Time Teacher Activity Student Activity Resources
10 Activity 5 -Students listen carefully to Extension worksheet
Teacher sings students to new teacher’s instruction and take the
investigation where they can homework sheets. Project handout
explore their own family common -Student decide what traits they
traits. want to investigate and which
Teacher hand out the homework group people they want.
project and explains to the -Student take their homework
students that they can choose any with their instruction been written
trait combination they interested on their notebook while listening
in. the teacher also hands out to the teacher.
information paper of each trait for
the student to review.
-An extension exercise sheet is
also provided for those are
interested.
-homework to be presents next
lesson (due 1 week)
Assessment:

How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How this will be measured?

Identify that some Conducting the experiment students begin to understand how genetic traits can be
traits are more measured in a population.
common that others
Explain the The exercises imbedded in the worksheets allow for assessing student own
relationship between reflection own their knowledge.
the genetic makeup
of individual and the
phonotype
characteristics.

Reflection:

What have I learned about Preparing a lesson plan that blends different teaching strategies and
teaching and learning learning criteria can be far from the reality especially with time limitation,
processes when preparing however, this plan lesson comprises of adequate elements to gain students
this lesson? interest of learning as well as activities that support their learning.

Other Considerations:

Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.

Graduate Standards Evidence within this lesson

2.5
Know and understand literacy and
numeracy teaching strategies and
Their application in teaching areas
Lesson plan contain a reasonable element that demonstrates
literacy and numeracy compound. Throughout the lesson there
are variety of activities such as writing an observation,
communicating, transferring data into statistical evidence,
plotting graphs etc.…

3.5 Demonstrate a range of verbal and
non-verbal communication strategies
to support student engagement.
Communication in achieved in this lesson plan through putting
the students’ in groups where they apply the experiment together
and shear their finding with the class. It is also achieved in the
class introductory where the students can express their guesses
based on their prior understanding.

References
For any lesson resource that is not a web-link, you need to list it here in APA format.
 Science Buddies Staff. (2017, July 28). Pedigree Analysis: A Family Tree of Traits. Retrieved August 17,
2017 from https://www.sciencebuddies.org/science-fair-projects/project-ideas/Genom_p010/genetics-
genomics/pedigree-analysis-a-family-tree-of-traits

NOTE: Check your resources are attached

You must provide all the resources that will be used with this lesson in their entirety (e.g. all power point
slides, entire student handouts, etc.).

Lesson activities -student’s handout

1. Identify the number of people in your who has the flowing trait by marking Yes or No. each group
should contain 4-5 peoples.

Traits Student1 Student2 Student3 Student4

Earlobe attachment

Tongue Rolling

Dimples

Handedness

Freckles

Curly hair

Cross left thumb

over right
Red/Green Colour
blindness
hitchhiker's thumb

Not straight hairline

(a widow's peak)

2. As a group calculate number of students for each trait then, within your group and find the
percentage for each trait.
Traits Number # of Traits Parentage % of
Students in your the trait in the
group class
Earlobe attachment Earlobe
attachment

Tongue Rolling Tongue Rolling

Dimples Dimples

Handedness Handedness

Freckles Freckles

Curly hair Curly hair

Cross left thumb over Cross left thumb

right over right

Red/Green Colour Red/Green

blindness Colour blindness

hitchhiker's thumb hitchhiker's

thumb
Not straight hairline (a Not straight
widow's peak) hairline (a
widow's peak)
3. Using the class data obtained from the excel sheet which is provided by the teacher. Each student is
required the following:
a. plot a bar graph in their notebook showing the number of students for each trait. The graph should
contain the Y and x axis and correct labelling.
b. Finding the parentage of each trait and recording them in the notebook with the graph attached as
well.
Pictures of Introductory questions- teachers’
Materials.

http://learn.genetics.utah.edu/content/basics/observable/
 An Inventory of My Traits - Homework project instruction and material
To complete the task the student need to:

1.tudents are required to choose a number of people such as family members and friends and conduct the
same experiment applied in the lesson. This point will ensure students have enough data for their graph.
2. fill all information in the worksheet provided.
3. plot a graph of trait percentage and share it with the class next lesson.

4. student need to search one common traits covered and write a brief information about chosen trait and
present their find in the next lesson.
5. The student is also to record his own family most common single traits and shared with the class if they
wish to.

Note the student will be given 2x copy of the table below, 2x graph paper.

Traits Number # of Traits Parentage %

people of the trait
Earlobe attachment Earlobe
attachment

Tongue Rolling Tongue

Rolling

Dimples Dimples

Handedness Handedness

Freckles Freckles

Curly hair Curly hair

Cross left thumb Cross left

over right thumb over
right
Red/Green Colour Red/Green
blindness Colour
blindness

hitchhiker's thumb hitchhiker's

thumb
Not straight hairline Not straight
(a widow's peak) hairline (a
widow's peak)
Total number of people been involved =
Students extension worksheet
https://www.nature.com/scitable/topicpage/inheritance-of-traits-by-offspring-follows-predictable-6524925
 Lesson Plan 3
KLA: Science Stage of 5 Year 10 Lesson 60
Learner: Group: Duration: minutes
Safety Normal classroom safety Printing / PowerPoint
Considerations: Preparation:

Knowledge and Living world Working Scientifically

- Processing and
Understanding(K&U) (WS) Strand(s):
analysing data
Strand:
information
- Communicating
K & U outcome(s): SC5-15LW WS outcome(s): SC5-7WS
explains how biological processes, analyses and
understanding has evaluates data from
advanced through first- hand investigations
scientific discoveries, and secondary sources
technological to develop evidence
developments and the based arguments and
needs of society conclusions.
SC5-9WS
presents science ideas
and evidence for a
particular purpose and to
a specific audience,
using appropriate
scientific language,
conventions and
representations
K & U context LW3 WS context WS9
statement: statement(s): WS7.1
WS7. 2
K& U content LW3 a- c WS content WS7.1, a-d
descriptor(s): descriptor(s): WS7. 2 a & b

Highlight any areas addressed within lesson:

General capabilities
Critical and Ethical Information and Intercultural Literacy Personal and
Numeracy
creative thinking understanding communication understanding social capability
technology
capability

Learning Intentions: Success Criteria:

This lesson plan has learning attention toward presenting and discussing individual finding.
enhancing students social and educational Begin to knowledge the correlation between genetic
capability. Students explain the variation of genetic traits and certain diseases.
trait within certain population.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

 Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive 1.2 Deep understanding 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.3 Problematic knowledge 1.6 Substantive
construction and requires students to engage in higher-order thinking and to communicate communication
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively 2.2 Engagement 2.5 Students’ self-regulation
in an environment clearly focused on learning. Such pedagogy sets high and explicit expectations 2.3 High Expectations 2.6 Student direction
and develops positive relationships between teacher and students and among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. 3.2 Cultural knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students’ prior knowledge and identities, with 3.3 Knowledge integration 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
2.6 Student Student are given the opportunity to decide their personal attention toward designing an individual
direction research experiment.

3.4 Inclusivity All student preforming have the same opportunity to present their finding as marked equally
according to their achevments.

Introduction:
Time/min Teacher Activity Student Activity Resources
8 Activity 1 Students present their homework
Teacher hosts then students project.
project finding by:
- Asking the students to
have their projects ready
to present when they
called and explain each
student will have 1 mins
for their presentation
(assuming there are 28
students)
- Teacher handout marking
rubric/ sheet for students
to mark each other.
- Teacher recall student’s
names alphabetically to
present.

Body of Lesson:
Time Teacher Activity Student Activity Resources
30 Activity 2 Students whom name called Marking sheet
present their project finding
- Teacher facilities students
while the audience (students)
project presentation and
listing carefully and mark their
marks each student on the
peer according to marking rubric
marking sheet.
 - Teacher provide a brief
feedback on students’
presentation.
- Teacher ends the
presentation and collects
students marking sheets.
- Teacher examine students
marking sheet as
informative assessment

5 Activity 3 . Students listen and respond to Board- fox thinking

teachers’ questions. tool
- Teacher draws a fox
Student integrate all the context
thinking tool on the board.
they been though to come with
starting point to teacher’s
- Teacher starts with a recap
question.
of the context been
covered in the previous
lessons.
- Teacher starts class
conversation and asks
student why it is important
to study genetic?

10 Activity 4 Student listen to teacher’s hint

relating to their task. Board
- Teacher asks student to
Student make assumption of Students notebook
pair up and draw the fox
what may involve and influence
thinking tool and write
genetical disposition of an
Genetics in the middle.
organism.
- Teacher asks student to
Each pair of students write their
think about why genetic is
response.
important?
- What controls organism
genotype and phonotypes
characters.
- Teacher asks each pair to
using fox thing tool on the
board and write one
facture they think is
related.
 Conclusion:
Time Teacher Activity Student Activity Resources
7 Students participate in the class
discussion activity.
- Teacher discuss the
answer with the class.
- Teacher assesses what
extra learning the students
gain during their
homework research of
traits.
- Teacher directs the
discussion toward topics
to be covered in the future
lessons. This include,
family pedigree, genetic
remodelling, disease
related to genetic traits.

Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How this will be measured?

Assessing students Individual presentation and student peer assessment allows the students to
personal and social embrace their social skills.

Reflection:
What have I learned about
teaching and learning
processes when preparing
this lesson?
Through the process of constructing the three lessons I become more aware
of huge challenges for a teacher to prepare a lesson that include inquiry
base learning. I also learned that involving different teaching strategies can
also be difficult in biology subject where theory is large part of it. Adding
the self-directed task such as research to the lesson will ensure independent
element of learning which I believe is one way to drive student attention
for learning.

Other Considerations:
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.

Graduate Standards Evidence within this lesson

5.1 Demonstrate understanding of 5 the lesson consists of different formative and informative
assessment strategies, including assessment that provide an overview of students’ knowledge and
informal and formal, diagnostic, thought.
 formative and summative approaches
to assess student learning
NOTE: Check your resources are attached
You must provide all the resources that will be used with this lesson in their entirety (e.g. all power point
slides, entire student handouts, etc.).
Student marking sheets

The students use the table below to mark each student according to their presentation performance.
The students need to put each presenters name under according to how well the produce the task.

Task Poor Sound Well presented Excellent

Communication
skills

Logical
organisation
and
presentation of
the
investigation

Consistence of
the information

Effective
content related
to topic

Overall
Justification
As Baepler, Brooks & Walke (2014) argued, the communication between the students and the educators are
the central element of the learning environment. Designing and adopting an environment to student’s needs,
have a great potential in engaging students interest for learning. In addition, implementing high quality of
communications in a classroom is another cortical aspect to directly aid the learning process. This can be
achieved when inducing certain type of activities such as class discussions where the students are the focal
point rather than only the educator. (Baepler, Brooks & Walker, 2014). The lesson plans in this paper aimed
to demonstrate the phenomenon of inquiry-based learning (IBL). Designing IBL activities Implemented in
class achieves a key role in students learning engagement. Jones et al (2004) indicate, Inquiry based learning
identified as centred approach where the students are the focal point of the learning environment. Students in
this environment are capable of posing questions and investigating their own hypothesis. In contrast, the
teacher acts as the facilitator of constructive environment that allows the student into cooperative activities to
assesses their knowledge. Equally students by sharing ideas by interactive precipitation and carrying
responsibilities toward their own learning (Jones et al.,2004). Furthermore, integrating between collaborative
approach and IBL element. The students can consolidate their learning by working and sharing knowledge,
posting more problematic and sophisticated questions than a traditional model. Students also encouraged to
express new ideas and even challenging each other into learning (Gillies, 2008).

The students in this lesson plans are aimed to be involved in collaborative learning as main pedagogical
method embedded in different activities of (Hsu, Lai, & Hsu, 2015). IBL in this lesson plans also assesses
student been the centre of the learning via conduction their homework project and presentation activity.
Although the teacher in different activities instructs the student in a certain direction, however, students most
of the time are self-directed and provided with time and material to learn with interest. Williamson & Morgan
(2009) in their article discussing the ‘’ re-professionalisation of teachers” they explain that often the teaching
practice is the problem of losing students attention. Teachers are more likely to be under the pressure of
meeting the target of professional demand. In addition, many teachers tend to develop students learning skills
to get high marks in the exam rather than tapping into their interest and finding what students themselves want
to learn (Williamson & Morgan, 2009). Finding the intention in students are well presented in the second
lesson (activity 5), the teacher asks the student to do a research related to one trait. The student also will be
investigating their own family, friend traits which in turn allows the student to either search their own most
common trait or any other trait they have intentions to learn about.
Furthermore, the lesson plans contain different constituent to improve different abilities and skills. In the first
lesson, the students taught mainly via the use of the PowerPoint and encouraged to take notes while the teacher
explains. The Participation in such activities sure is an excellent practice for English language learner ELL
and students with disabilities. firstly, the PowerPoint used to introduce the student to the theory behind
heredity topic has a high proportion of images rather than text to explain the concept. Sabzian, Gilakjani &
Sodouri (2013), students are more likely to learn when visual technology is applied to explain advanced
information. One reason is that the teacher can simply explain an advanced topic in a shorter time. Therefor
the student can easily make sense of information and eventually learn and better apply their knowledge
(Sabzian, Gilakjani & Sodouri, 2013). Secondly, the teacher uses the discussion strategies throughout the
lessons allowing some repetition to occur. This in turn advantage’s the Students with limited language ability
and students with certain disabilities to absorbs the information equally to their peers. Thirdly, students social
and emotional capability. The student in all lesson plans is acquired into an interactive based learning
(Burgstahler, 2012) to facilities their social abilities. Lesson 1, the students placed in a group work where they
need to shear their knowledge and they then apply their understanding in form of class competition. Similarly,
lesson 2 also has the same aspect, through the experiment activity the students are working together and
investigating their traits and then discussing their finding with the class. Involving in the group work
accentuate the use of language by discussing the experiment with native English students and to improve ELL
communication skills (Tseng & Tsai, 2007). Lastly, self-direction capability, the homework project
accommodate student to investigate their chosen group allows the student to self- design their genetic trait
research.
Integration of different curriculum themes is important capabilities been used in the different teaching area.
This crossing serves significant element for the students’ education need. An example of cross-curriculum
used in this lesson plan was literacy, numeracy as well as the ICT components. Each lesson had a section
where the student establishes numeracy task. The first lesson student draws a punnett square of traits,
understand the probability of each trait to be present in the following generation. Also, students in the
second lesson also apply numeracy by collecting group data and plotting their graph common traits of the
whole class. ICT was also implemented across all 3 lesson plans, via the use of visual technology of genetic
theory and application. Similarities, lesson 2 and 3 students are conducting an experiment where using ICT
is a big segment of it.
In conclusion, involving different teaching strategies have the potential to meet students need. it is evident
that when the students are the focus of the learning process through using the inquiry-based learning
approach and a long with integrating a variety of curriculum themes. the learning process is more useful and
enjoyable. which in turn, makes the education a rich experience for all individual.
References:

Sabzian, F., Gilakjani, A., & Sodouri, S. (2013). Use of Technology in Classroom for Professional
Development. Journal Of Language Teaching And Research, 4(4).
http://dx.doi.org/10.4304/jltr.4.4.684-692

Williamson, B., & Morgan, J. (2009). Educational reform, enquiry-based learning and the re-
professionalisation of teachers. Curriculum Journal, 20(3), 287-304.
http://dx.doi.org/10.1080/09585170903195894

Hsu, Y. S., Lai, T.L., & Hsu, W.H. (2015). A Design Model of Distributed Scaffolding for Inquiry-Based Learning.
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Gillies, R. (2008). The Effects of Cooperative Learning on Junior High School Students' Behaviours, Discourse
and Learning During a Science-Based Learning Activity. School Psychology International, 29(3), 328-
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Science Buddies Staff. (2017, July 28). Pedigree Analysis: A Family Tree of Traits. Retrieved August 17, 2017
from https://www.sciencebuddies.org/science-fair-projects/project-ideas/Genom_p010/genetics-
genomics/pedigree-analysis-a-family-tree-of-traits
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