Student Response and Assessment Tools

Lesson Idea Name: Genetics and Heredity

Content Area: Life Science
Grade Level(s): 7th grade
Content Standard Addressed:
S7L3. Obtain, evaluate, and communicate information to explain how organisms reproduce either sexually or
asexually and transfer genetic information to determine the traits of their offspring.
b. Develop and use a model to describe how asexual reproduction can result in offspring with
identical genetic information while sexual reproduction results in genetic variation. (Clarification
statement: Models could include, but are not limited to, the use of monohybrid Punnett squares to
demonstrate the heritability of genes and the resulting genetic variation, identification of
heterozygous and homozygous, and comparison of genotype vs. phenotype.)

Technology Standard Addressed:

2. Digital Citizen - Students recognize the rights, responsibilities and opportunities of living, learning and
working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
b. Students engage in positive, safe, legal and ethical behavior when using technology, including social
interactions online or when using networked devices.
Selected Technology Tool:
☒ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable): https://socrative.com/

Technology that student will use to respond to questions/prompts:

☒ Computer ☐ Hand-held student response system (like iRespond) ☒ Phone ☐ Tablet (such as iPad)
☐ Other wireless device (such as iPod Touch)
Type of session:
☐ Teacher-Paced ☒ Student-Paced
Bloom’s Taxonomy Level(s):
☐ Remembering ☐ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☐ Creating

Universal Design for Learning (UDL):

Engagement: This lesson will provide multiple means of engagement by allowing students to receive
increased mastery-oriented feedback on their formative assessment. Feedback will be timely and specific,
including the identification of patterns or errors/wrong answers so they can be corrected for future success.

Representation: Multiple means of representation will be met during this lesson by allowing students to have
the option to take the assessment on paper rather than online. Students could also have the assessment read
aloud to them if they needed it.

Action & Expression: Within this lesson, multiple means of action and expression will be seen through
providing students with learning targets, or objectives that they know they should master before the unit
test. These targets will be posted in the classroom.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.

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Prior to this activity, the students will have completed notes on Genes and Heredity and practiced working on
Punnett Squares. Students have also completed a set of vocabulary words that they should be familiar with.
The teacher will introduce this activity a couple of days prior so the students have time to study and ask
questions that may clear any misconceptions.
Describe the purpose of the SRT activity (check all that apply):
☐ Assess prior knowledge ☐ Anticipatory set (Create interest in a topic) ☐ To illuminate common
misconceptions ☒ Formative assessment of content knowledge (for purpose of differentiation and
mastery for ALL students) ☐ Summative assessment of content knowledge ☒ Test preparation
☐ Survey/Poll ☐ Discussion starter ☐ “Homework” collection ☐ Other (please explain):

Briefly describe what will happen DURING the SRT activity:

During the activity, students will log into their Socrative account to complete the formative assessment.
Students will move at their own pace through the questions and answer them to the best of their ability. The
teacher will monitor the students by walking around and answering any questions the students may have
concerning the assessment. Materials that are needed would be a laptop, a scratch sheet of paper to work
out Punnett Square problems, and a writing utensil. This activity could last anywhere from 15 to 45 minutes,
depending on how much time the students take to complete the assessment.
Type of questions/prompts used in this activity (check all that apply):
☒ Multiple choice ☐ Multiple select ☒ True/False ☐ Yes/No
☒ Short open-ended response or fill-in the blank ☐ Longer open-ended response

If you are unable to provide a working sample of your questions, please list them below (8-10):
1. _________________ is the study of how traits are inherited through the interaction of genes.
a. Allele
b. Genetics
c. Chromosome
d. Gregor Mendel
2. Based on what you know, explain how Meiosis leads to genetic variation.
3. True or False. A dominant trait is shown by a lowercase letter.
4. Mark has a heterozygous genotype for brown hair. He has just met his wife, Mary, who has a homozygous
genotype for blonde hair. Using B as brown and b as blonde, create a Punnett square to help you answer the
following probability question: What is the chance their child will have BROWN hair?
5. B = brown eyes b = blue eyes. Based on the Punnett square below, what is the probability that the child will
have blue eyes?
a. 75%
b. 100%
c. 50%
d. 25%

6. In pea plants, purple flowers are dominant to white flowers. Suppose a purple-flowered plant with
genotype PP is crossed with another purple-flowered plant with a genotype Pp. Will these two plants produce
a white plant? Explain why or why not.
7. ______________ is when both alleles (forms of the gene) are the same.
8. Compare/Contrast the terms genotype and phenotype.

Right/Wrong answers: Will there be right/wrong answers to these questions?

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 Student Response and Assessment Tools
☒ Yes ☐ No
☐ Mixed (Some will have correct answers, other will not.)
Immediate corrective feedback: Will you pre-select correct answers to some of all of the questions and
display correct response to the class after the SRT activity?
☐ Yes
☒ No
Why or why not?
I chose not to display the correct responses to the questions because if students do not perform well on the
assessment, they will go through remediation for the topics covered on the formative assessment. Once they
have completed remediation, I will give them this same assessment in hopes they show improvements with
their scores.
Describe what will happen AFTER the SRT activity?
After this activity students will complete an exit ticket that asks the following question: “How well do you
think you did on your formative assessment?”. Students will answer this in a Word document and submit it
into a discussion board on Schoology.
How will the data be used?
I will use the data to determine which students will move on to enrichment activities and which ones will
begin remediation. Enrichment activities would include: creating a genetics/DNA WebQuest, working with
dihybrid Punnett Squares, and researching how DNA is involved in solving crimes. Remediation will consist of
completing a Flocabulary that discusses vocabulary words and a Punnett Square BrainPop. After completing
remediation, students will have the opportunity to retake the formative assessment.
Describe your personal learning goal for this activity.
For this lesson, I am trying Socrative for the first time. So far, I like the format and how fast data is retrieved
from the assessment. I hope to learn more about Socrative and all the features it offers for both me as a
teacher as well as for the students. I hope this will help students learn by providing them a new way to
complete an assessment.
Reflective Practice:
I feel like this activity could impact student learning by allowing the teacher to take the data from the
assessment questions and see what misconception the students may have about the content, as well as try
new instructional strategies to better meet the needs of the students. I would say this activity/assessment is
meant to be a checkpoint during a unit to check student understanding of the content and make changes if
needed.

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