Teacher - Weebly



Teacher Nina Cook (Ann Schultz) Week# 3 of semester 2 Week of: February 13 – 17, 2012 Subject: Biology Hours: 3rd, 5th, 6th Revised 2/13/12

Accommodations:

Student Name: XXXXXXXXXX

Identification Number: XXXXXXXXXX

Hour: 6

Resource Teacher: Marsha Burrell

Lesson Modification: Close proximity, multi-sensory activities, small group instruction, extended time

Area(s) for Modification

__ LD __AI __HI __CI __POHI

Student Name: XXXXXXXXXX

Identification Number: XXXXXXXXXX

Hour: 5

Resource Teacher: Marsha Burrell

Lesson Modification: Close proximity, multi-sensory activities, small group instruction, extended time

Area(s) for Modification

__ LD __AI __HI __CI __POHI

Student Name: XXXXXXXXXX

Identification Number: XXXXXXXXXX

Subject: Biology

Hour: 6

Resource Teacher: Marsha Burrell

Lesson Modification: Close proximity, multi-sensory activities, small group instruction, extended time

Area(s) for Modification

_X_ LD __AI __HI __CI __POHI

Accommodations (continued):

Student Name: XXXXXXXXXX

Identification Number: XXXXXXXXXX

Subject: Biology

Hour: 6

Resource Teacher: Marsha Burrell

Lesson Modification: Close proximity, multi-sensory activities, small group instruction, extended time

Area(s) for Modification

_X_ LD __AI __HI __CI __POHI

Overarching Question:

How are characteristics of living things passed from generation to generation?

Focus Question:

How can the phenotypic and genotypic outcomes of genetic crosses be predicted?

Key Concepts/Vocabulary:

Meiosis

Diploid/Haploid

Gamete

Sperm/Egg

Zygote

Chromosome

Homologous chromosome

Crossing over

Law of segregation

Law of independent assortment

Genetics

Gene

Trait

Allele

Homozygous/Purebred

Heterozygous/Hybrid

Genetic variation

Heredity

Dominant/Recessive

Phenotype/Genotype

CDV and CCV

Teaching Resources/Materials:

Black History Month Dr. Charles Richard Drew quote: "Only extensive education and an increasing fight on our part to disseminate the scientific facts and raise our levels of achievement can overcome this prejudice, which is founded on ignorance."

Spotlight: African American Scientists

Globe Fearon Success in Science: Basic Biology

Glencoe Science Biology: the Dynamics of Life

Heredity Punnett Square Practice

Practice Quiz for Probability of Inheritance

Drag and Drop Genetics

Furry Family Punnett Square practice activity

Copies of Meiosis Quiz

Copies of Punnett’s Squares worksheet (Monday)

Copies of Monohybrid Problems worksheet (Monday)

Copies of Simple Genetics Practice Problems worksheet (Tuesday)

Copies of Traits of the Catawump Family worksheet (Wednesday)

Copies of Human Characteristics worksheet (Wednesday)

Copies of Globe Fearon Success in Science: Basic Biology Lesson 11: Genes, Heredity, and Gene Expression (Thursday)

Assessment/Criteria for Success (How will you know students have gained an understanding of the concepts?)

Lesson 11: Genes, Heredity, and Gene Expression comprehension questions

Research Based Instructional Strategies (check strategy that applies to the lesson)

X Identifying similarities and differences X Reinforcing effort and providing recognition X Nonlinguistic representation X Setting objectives and

X Questions, cues and advance organizers X Summarizing and note taking X Cooperative learning providing feedback

X Homework and practice X Technology  Generating and testing hypotheses

|Monday |Tuesday |Wednesday |Thursday |Friday |

|Do Now’s: |Do Now’s: |Do Now’s: |Do Now’s: |Do Now’s: |

|What is a Punnett Square? Pages 260-262 |Black History Month Notebook #14 |What is a monohybrid cross? Page 255 |Black History Month Notebook #15 |In pea plants, tall vines (T) are dominant |

| |Copy information about Doctor Charles | |Copy information about Percy L. Julian |over short vines (t). If a pea plant has a |

| |Richard Drew | | |genotype of Tt, what is the plant’s |

| | | | |phenotype? __________ What is the genotype |

| | | | |of a short pea plant? __________ |

|Objective: |Objective: |Objective: |Objective: |Objective: |

|B1.1D Identify patterns in data and relate |B1.2C Develop an understanding of a |B1.2D Evaluate scientific explanations in a |B1.2D Evaluate scientific explanations in a |B1.2C Develop an understanding of a |

|them to theoretical models. |scientific concept by accessing information |peer review process or discussion format. |peer review process or discussion format. |scientific concept by accessing information |

|B4.1e Determine the genotype and phenotype |from multiple sources. Evaluate the |B1.2C Develop an understanding of a |B4.1c Differentiate between dominant, |from multiple sources. Evaluate the |

|of monohybrid crosses using a Punnett |scientific accuracy and significance of the |scientific concept by accessing information |recessive, codominant, polygenic, and |scientific accuracy and significance of the |

|Square. |information. |from multiple sources. Evaluate the |sex-linked traits. |information. |

|CCSS 7 Translate quantitative or technical |B4.1c Differentiate between dominant, |scientific accuracy and significance of the |CCSS 2 Determine the central ideas or |B4.1c Differentiate between dominant, |

|information expressed in words in a text |recessive, codominant, polygenic, and |information. |conclusions of a text; trace the text’s |recessive, codominant, polygenic, and |

|into visual form and translate information |sex-linked traits. |B4.1c Differentiate between dominant, |explanation or depiction of a complex |sex-linked traits. |

|expressed visually or mathematically into |CCSS 4 Determine the meaning of symbols, key|recessive, codominant, polygenic, and |process, phenomenon, or concept; provide an |CCSS 2 Determine the central ideas or |

|words. |terms, and other domain-specific words and |sex-linked traits. |accurate summary of the text. |conclusions of a text; trace the text’s |

| |phrases as they are used in a specific |CCSS 4 Determine the meaning of symbols, key| |explanation or depiction of a complex |

| |scientific or technical context relevant to |terms, and other domain-specific words and | |process, phenomenon, or concept; provide an |

| |grades 9–10 texts and topics. |phrases as they are used in a specific | |accurate summary of the text. |

| | |scientific or technical context relevant to | | |

| | |grades 9–10 texts and topics. | | |

|Materials: |Materials: |Materials: |Materials: |Materials: |

|Copies of Meiosis Quiz |Copies of Meiosis Quiz |Copies of Traits of the Catawump Family and |Copies of Globe Fearon Success in Science: |Students NetBooks |

|Copies of Punnett’s Squares and Monohybrid |Copies of Simple Genetics Practice Problems |Human Characteristics worksheets |Basic Biology Lesson 11: Genes, Heredity, |Internet access |

|Problems worksheets |worksheet | |and Gene Expression |Copies of Globe Fearon Success in Science: |

| | | | |Basic Biology Lesson 11: Genes, Heredity, |

| | | | |and Gene Expression |

|Procedure: |Procedure: |Procedure: |Procedure: |Procedure: |

|Differential Learning Strategies |Differential Learning Strategies |Differential Learning Strategies |Differential Learning Strategies |Differential Learning Strategies |

| | | | | |

|Students who were absent Thursday and Friday|Teacher will lead class reading about Dr. |Teacher will distribute Lesson 10 |Teacher will lead class reading about Percy |Students will finish reading and answering |

|will take the Meiosis Quiz |Charles Richard Drew | |L. Julian |comprehension questions Lesson 11: Genes, |

| | |Students will correct Lesson 10 with teacher| |Heredity, and Gene Expression |

|Teacher will distribute Punnett’s Squares |Students who were absent Thursday-Monday |guidance |Teacher will distribute Lesson 11: Genes, | |

|worksheet |will take the Meiosis Quiz | |Heredity, and Gene Expression |Students will practice Punnett square |

| | |Teacher will distribute Traits of the | |problems online using NetBooks |

|Students will work in groups of four to |Teacher will introduce Simple Genetics |Catawump Family worksheet |Students will read and answer comprehension | |

|complete Punnett’s Squares worksheet |Practice Problems worksheet | |questions Lesson 11: Genes, Heredity, and | |

| | |Students will work in groups of four to |Gene Expression | |

|Teacher will distribute Monohybrid Problems |Students will individually complete Simple |complete Traits of the Catawump Family | | |

|worksheet |Genetics Practice Problems worksheet |worksheet | | |

| | | | | |

|Students will individually complete | |Teacher will distribute Human | | |

|Monohybrid Problems worksheet | |Characteristics worksheet | | |

| | | | | |

| | |Students will individually complete Human | | |

| | |Characteristics worksheet | | |

|Closure: |Closure: |Closure: |Closure: |Closure: |

|Teacher will direct students to finish | | | | |

|Monohybrid Problems worksheet for homework |Teacher will direct students to complete |Teacher will direct students to finish Human|Teacher will direct students to answer |Teacher will remind students to respond to |

|Teacher will remind students to answer last |Biology: the Dynamics of Life Problem |Characteristics worksheet for homework |Biology: the Dynamics of Life Chapter 10 |Cook E-Question on : Describe |

|week’s Cook E-Question on |Solving Lab 10.1 Page 262 (1-2) for homework| |Assessment - Page 279 (20-23) for homework |Mendel’s two rules of heredity. Page 257 |

|before Wednesday: Explain how crossing over | |Teacher will remind students to respond to | | |

|increases genetic variability. Page 270 |Teacher will remind students to answer last |new Cook E-Question on : |Teacher will remind students to respond to | |

| |week’s Cook E-Question on |Describe Mendel’s two rules of heredity. |Cook E-Question on : Describe | |

| |before tomorrow: Explain how crossing over |Page 257 |Mendel’s two rules of heredity. Page 257 | |

| |increases genetic variability. Page 270 | | | |

|Assessment: |Assessment: |Assessment: |Assessment: |Assessment: |

|Meiosis Quiz |Meiosis Quiz | | | |

|Punnett’s Squares worksheet |Simple Genetics Practice Problems worksheet |Human Characteristics worksheet |Biology: the Dynamics of Life Chapter 10 |Globe Fearon Success in Science: Basic |

|Monohybrid Problems worksheet |Biology: the Dynamics of Life Problem | |Assessment - Page 279 (20-23) |Biology Lesson 11: Genes, Heredity, and Gene|

| |Solving Lab 10.1 Page 262 (1-2) |Online Cook E-Question: Describe Mendel’s | |Expression |

| | |two rules of heredity. Page 257 |Globe Fearon Success in Science: Basic | |

| | | |Biology Lesson 11: Genes, Heredity, and Gene| |

| | | |Expression | |

|Homework: |Homework: |Homework: |Homework: |Homework: |

|Finish Monohybrid Problems worksheet |Finish Simple Genetics Practice Problems |Finish Human Characteristics worksheet |Biology: the Dynamics of Life Chapter 10 |Cook E-Question on : Describe |

| |worksheet |Cook E-Question on : Describe |Assessment - Page 279 (20-23) |Mendel’s two rules of heredity. Page 257 |

| |Biology: the Dynamics of Life Problem |Mendel’s two rules of heredity. Page 257 |Cook E-Question on : Describe | |

| |Solving Lab 10.1 Page 262 (1-2) | |Mendel’s two rules of heredity. Page 257 | |

Lesson Plans are subject to Change.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download