2.d Students know plant and animal cells contain many thousands of different genes and typically have two copies of every gene. The two copies (or alleles) of the gene may or may not be identical, and one may be dominant in determining the phenotype while the other is recessive.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, Principle):
Students will learn the concept that genes have two alleles. There are two types of alleles, dominant and recessive. Depending on the alleles present will translate into expression of the dominant or recessive trait.
II. LEARNING OUTCOME (Objective):
Students will be able to complete a chart where they will identify their inherited traits as either dominant or recessive and correctly identify the alleles associated with each trait.
Student Learning Objective:
I can identify my traits as either dominant or recessive alleles.
III. CURRICULUM CONNECTION (How This Lesson Fits into Unit Plan):
Students are starting the unit on genetics. They have learned about how we have many inherited traits (characteristics on our bodies that were passed from parent to offspring). Students have identified many of these traits and that our DNA codes for these traits. They have also learned that we get half our DNA from each parent. This lesson will teach students the words, dominant, recessive, and allele. They will also identify the genotype they have (but will not learn the word genotype yet). The next lessons will explore genotype and phenotype, and students will be taught how to use Punnett Squares.
ENGAGEMENT (Motivational Activity):
Q: Ms. Hodgson dominated Ms. Kim in a football game over the weekend. Who do you think won the game?
A: _____________ won the game. (Ms. Hodgson)
1 student shares out answer.
1 student reads the objective
Pick 3 students to share out what good things happened over weekend. (Limit them to one sentence as much as possible.)
Test Taking strategy for CST (PowerPoint)-4
Plug it in! This works in both Language Arts and Math. Look at the answer choices and plug it back into the story or math problem. Does it work? Does it make sense? Do this with ALL the choices, and the one that works best is correct!
2.Which is the correct way to write a dominant trait?
D. A and C
3. The version of the gene that is always seen (or expressed) when an organism is heterozygous, Tt (has both alleles) for a particular trait.
What labeled structure in the picture above captures energy from the sun?
. MATERIALS & RESOURCES: List the materials needed for the entire lesson.
Dominant/Recessive Posters on Yardsticks
Worksheet with Chart and List of dominant/recessive traits
V.ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning)
1. Circulate- During the PowerPoint, I will circulate around the students to observe they are taking the correct notes. I will also circulate during the manipulatives sort and the application activity to question students for understanding, as well as answer any questions. If I see that students are not understanding the concepts, I will bring the class back and reteach the concept.
2. Questions posed to the class or direct questioning with individual students will show me if students understand or not.
2. The manipulatives will be a quick check to observe that the students can identify alleles as either dominant or recessive.
3. Application worksheet activity where students fill in a chart of their own traits as dominant or recessive. They will also write the corresponding alleles.
4. The Exit ticket will be a final check to see if students understand dominant and recessive alleles/traits.
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (Content, Instruction, or Application):
ELLs- Visual and manipulatives will be used all throughout the lesson (activity and PowerPoint). Word wall will be in place to help with vocabulary.
Struggling Learners/Writers- I will have notes written on the PowerPoint for students to copy. I will also write out the notes into a graphic organizer to simplify concepts and ideas.