LESSON PLANS

OBJECTIVES
Synthesized objective Students will engage in argument from evidence in order to support a claim that genetic variations can results from multiple events including: crossing over, errors during replication, and mutations caused by outside factors.

Comment [ED1]: These lesson plans are for the first 3 days of an inquiry sequence on genetic variation and Mendels Laws. Please see related unit plan and activity sequence.

Comment [ED2]: These reflect the NGSS and Michigan Content Expectations for biology and inquiry. Please see unit plan.

Day 1
Materials Computer with Power Point Presentation Poster Paper Coloring Utensils Printer Paper Exit Slip Paper Activities Journal (10 minutes) = Preassessment We have many different breeds of dogs in the world today. However, we know that they had had one common ancestor: the wolf. How is it that we have so many different breeds, many of which look nothing like a wolf anymore? Group Model Activity (25 minutes) Groups of 4 randomly assigned using popsicle sticks Give each group one sheet of printer paper and coloring utensils Post activity instructions on projector Roles: Facilitator, Recorder, Presenter, Timer Clearly explain instructions to students Groups construct model explaining their ideas about the journal question Class discussion (20 minutes) The presenter from each group in turn talks about the groups model briefly. Key ideas are synthesized by instructor on large sheet of poster paper After all groups finish, a brief class discussion is used to finalize the class model. Discussion Questions: o With show of hands, which of these ideas do we agree need to stay on the model or be removed?

Comment [ED3]: I routinely use an individual journal activity as students enter the classroom. This focuses students attention on the days lesson, prepares them to participate in the discussion, and gives me an opportunity to take attendance. Comment [ED4]: I commonly use this method of assigning groups to ensure that groups frequently change and that students feel that assignment is fair. Comment [ED5]: I ALWAYS post instructions for what we are doing on the projector so that if students forget what to do or did not hear part of my verbal instructions, they can look there before needing to ask me for help. Comment [ED6]: Assigning roles during group work gives students a greater sense of responsibility and provides motivation. Comment [ED7]: Before starting I explain to students what the role of the facilitator is: To ensure to the group is staying on task and that all ideas are being shared. I include this role to help encourage student discussion. Comment [ED8]: Detailed planning of class discussion formats helps me plan for maximum student involvement, make more efficient use of class time and judge time for activities Comment [ED9]: This poster will act as a class model. It will be revisited during future lessons through the use of the sticky note TOOL and students will be given the opportunity to demonstrate how their ideas have changed. Comment [ED10]: These questions are designed ensure that the class finalizes their model by supporting their ideas and providing explanations for refuting others.

o Can you explain why you think this idea should be removed? o Look back at your journal question. Is there anything else that needs to be added? Explain Closer (5 minutes) Clean up materials Turn in groups models to class folder How have your ideas about the journal question changed since the beginning of class? Explain how sharing ideas with your classmates have impacted that change? Turn exit slip in as you leave the room Assessment Preassessment = journal question Group models + individual closers
Comment [ED11]: I end each lesson with a reflection question as a way for students to engage in metacognition and help with classroom management

Comment [ED12]: I assess my students every day. This means students practice expressing their ideas and I get data on their thinking that guides me in adjusting my lesson plans.

Day 2
Materials Computer with Power Point Presentation Internet connection for video clip Meiosis Activity sheets Exit slip paper Activities Opener (10 minutes) Watch the following video. We will watch it several times because it is short. In your journal, describe the differences that you notice between what is happening with the cell on the left and the cell on the right? What patterns of similarity do you notice between the two cells? https://www.youtube.com/watch?v=Ba9LXKH2ztU Hand out activity sheets Randomly select student to stamp journals

Comment [ED13]: Frequently when we watch short videos such as this, I mute the sound as to allow students to form their own ideas about what they are seeing. This practice leads itself nicely into a class discussion centered around their ideas. Comment [ED14]: Often I will hand papers out while students are working on their journals as a way of efficiently managing class time and student behavior. Comment [ED15]: As students are finishing up the journal question, I randomly select a student using popsicle stick to stamp other students journals. This practice give students some extra responsibility and a greater feeling of power. Comment [ED16]: I frequently remind students to revisit concepts that we learned in previous units as a way of making connections across units. Comment [ED17]: These types of questions are great for inducing deep student thought as they work through the activity, which aids them in maximizing their learning experience.

Detecting Patterns in Meiosis Activity (45 minutes) Tell students they will be working with their table partner Post activity instruction on the projector Tell students to review material from our previous studies to help them with the first half of the activity Facilitating Questions:

o What do you remember about the process of mitosis? o Do you notice any patterns when you compare this process to mitosis? o Are there any differences between the two processes? o How could these differences be affecting the resulting function of the cell? Closer (5 minutes) Put materials away If you have not gotten at least half way through the activity, please complete it by tomorrows class Keep your assignment in your personal folder so that you have it for tomorrow Describe one pattern that you were able to detect between mitosis and the new cell process. Explain your answer Turn exit slip in as you leave the room Assessment Journal questions Exit slips

Comment [ED18]: We studied the stages of mitosis in a previous unit

Comment [ED19]: I let students know what they are responsible for at the end of every lesson so that they have the opportunity to come prepared for the next lesson and my planning requires less adjustments. Comment [ED20]: I require all students to keep a personal folder for the class as a way of holding students accountable. I feel that it is important that students learn to take responsibility for their work.

Day 3
Materials o Computer with Power Point Presentation o Scissors o Glue sticks o Activity sheets from previous lesson Activities Journal Question (10 minutes) Based on knowledge from our previous studies and what you learned in yesterdays activity, describe how the process of mitosis is similar to the new cell process for our last lesson. Explain your reasoning. Detecting Patterns in Meiosis (part 2) (20 minutes) Post instructions for activity on the projector Pass out a tray of scissors and glue sticks to each table of 2 Use scissors to cut out the cells at various stages of meiosis Glue the stages onto your paper in the order in which they occur

Comment [ED21]: I almost always ask students to explain their answers so that they dont just guess at an answer. I try to consistently emphasize that explanations are more important than remembering lots of facts.

Comment [ED22]: These stages are completely out of order and so students must build on their previous knowledge to help them reason through the activity and put the stages in the correct order.

Class Discussion (20 minutes) Use attention signal to let students know that we will be transitioning into something new To get this discussion started, use name cards to randomly call on students As students respond to question, record them on the board When all of the ideas are recorded, summarize them into the key ideas Guiding Questions: How many cells result from each process (Mitosis vs. Meiosis) How many chromosomes does each cell have at the end of each process? How do you know? Are the resulting cells of each process genetically identical? Explain your answer Closer (10 minutes) Turn your activity sheets into the class folder What role does meiosis play in answering our question from Mondays journal about dog breeds? Explain your answer. Turn in exit slip on way out Assessment o Students explanations during class discussion o Journal question o Exit slip

Comment [ED23]: This discussion serves as a way for me to ensure that students are understanding the key concepts and drawing the connections in the minds that I want them to. Comment [ED24]: I use a hand raising signal as my attention getter. Students understand that when I do this, they must stop what they are working on and revert their attention toward me. Comment [ED25]: Name cards are another technique that I use for whole class discussions. It keeps students focused on the discussion as they know that their name may be called at any time. Comment [ED26]: I always record student ideas somewhere as it gives students a greater sense of ownership and they feel as though their ideas are important. The result is greater student participation in discussions.

Comment [ED27]: I always make a point to reconnect what we learned from an activity back to our original driving question, so that students can begin to reshape their thoughts and construct new ideas. Mondays lesson will begin with a similar question to this one, followed by a larger class discussion.