SINGLE SUBJECT CREDENTIAL PROGRAM

SCIENCE LESSON PLAN TEMPLATE Revised 11/19

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.

Name CWID Subject Area

Nathan Vega, Thilini Liyanage, Nick Nguyen Biology
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Genetics: Inheritance
9th grade biology Inheritance of Traits 9 Six 55 min classes
and Variation
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards
Highlight in the appropriate color the DCI, SEP, and CCC Common Core State Standard Connections

RST .11-12.1 Cite specific textual evidence to support analysis of science

HS-LS3-1. Ask questions to clarify relationships about the role of DNA
and chromosomes in coding the instructions for characteristic traits
passed from parents to offspring.
Lesson Objective(s)
Highlight in the appropriate color the DCI, SEP, and CCC
and technical texts, attending to important distinctions the author
makes and to any gaps or inconsistencies in the account.
RST .11-12.9 Synthesize information from a range of sources (e.g., texts,
experiments, simulations) into a coherent understanding of a process,
phenomenon, or concept, resolving conflicting information when
possible
Evidence

● Students apply their existing knowledge of DNA, protein

synthesis, and inheritance to reason with the driving phenomenon
Students will make use of statistical analysis and probability measures ● Punnett square problems
to make connections between Mendel’s Laws and determine the ● CER on introductory population genetics data
patterns of inheritance. ● Final dog pedigree
● Revision of their initial models signifies the ability to connect
the learning to the big idea
STUDENT ASSESSMENT
Purpose/Focus of
Type Implementation Feedback Strategy How Informs Teaching
Assessment
If the shared ideas include
connections to previous
The teacher will write down understandings of DNA and
Students will be presented
EL (Entry the students’ ideas on the protein synthesis, the teacher
Pressing for initial ideas with a phenomenon to derive
Level) board and take note of their will spend less time on
explanations for inheritance
preconceptions recalling and more time on
elaborating and evaluating the
new concepts.
Students will work through
check understanding of The students’ work will be The activities will show
PM Punnet square problems and
lesson objectives - Punnet checked as they are working whether students are making
(Progress create a CERafter being
squares and genetic on it and when they finish the gains in understanding the
Monitoring) presented with introductory
variation activities main content of the lesson
population genetics data
Summative The final activity will be a dog
This final activity requires a
(within the breeding pedigree where
solid understanding of all the
lesson - not check if students can students have to calculate The assignment will be done in
lesson’s main learning
a synthesize all of the predictions based on groups, and then as a class
objectives. Depending on
summative concepts from the lesson Mendelian genetics and once every group is done.
student success, some areas
exam) describe the most probable
may need to be retaught.
breeding outcomes.
FOCUS OF INSTRUCTION
Instructional Strategies
● Guiding and probing questions
● Graphic organizers and interactive lecture formats
● Providing interactive and collaborative learning exercises (POGIL) in small groups
● Monitoring student understanding individually and as a whole class
● CER
● Providing time for discussion - and individual think time

LESSON INTRODUCTION/ENGAGE
Time Teacher Does Student Does
● Present students with the driving question “how
can two individuals that share the same biological parents
have different eye colors or different hair types?” - provide an
example
● After presenting the phenomena, allow students
● Students will use their knowledge of DNA and protein
think time and time to write down their answers - answers
synthesis to construct explanations for the presented
could be in bullet point/listing format or a paragraph
20 mins phenomenon
explanation
● After meeting their new partners, they will share their
● Direct students to pair up with a new partner
ideas and support their claims with examples
(Someone that is wearing the same color shirt) and exchange
● During the class discussion, students will volunteer to
their answers/ideas
share their ideas with the class and the teacher
● Call for a class discussion and write down the
presented ideas on the board

LESSON BODY (EXPLORE, EXPLAIN, EXTEND/ELABORATE, EVALUATE)

Time Teacher Does Student Does
● Give students a handout to explore their own
hereditary traits and provide instruction on how to complete
the data table
● Walk around to monitor student learning and ● students will work with their partners to determine the
EXPLORE provide explanation for anything students are confused with characteristics they possess and complete the data table
(Time: 30 on the table ● During the activity, they will ask clarifying questions
mins) ● Once the students are done with the table, provide from the teacher
them with a quick introduction on what “dominant” and ● Students will engage in a final discuss to reevaluate the
“recessive means definition of dominant and recessive
● Revisit the original phenomena that was presented
at the beginning of class and add on the ideas listed on the
board - take a picture of the all the ideas on the board
EXPLAIN
● interactive lecture on Mendelian genetics and
(Time: Two ● Students will understand how to make a Punnet square
punnett squares
55 min and the reasoning behind the distribution of alleles by analyzing
● Include new vocabulary - phenotype, genotype
classes ) their phenotypes from the explore activity.
● work through Punnet square problems with
● work through the Punnet square problems
students, using examples from previous lectures
● Introduce the concept of DNA playing a role in the
inheritance of traits
● Give students population genetics data that shows
the frequency of a range of traits
ELABORATE
(Time: Two ● Serve as a facilitator for a POGIL on genetic
● Work in small groups to analyze the data
55 min variation (population and community)
● Work together in completing a virtual lab
classes)
● Perform online research
● Walk around while students are working and assess
● Make a CER that explains how and why the given
their understanding
population genetics data is based on predictable outcomes.
● Lead a class discussion when students are done with
their work

LESSON CLOSURE
Time Teacher Does Student Does
EVALUATE ● Give students a handout that shows potential dog ● Students must take the pedigree and fill in the missing
(55 mins) breeding pairs. information by calculating predictions based on their
● Walk around and facilitate student work understanding of Mendelian genetics.
Instructional Materials, Equipment, and Multimedia
Chromebook/iPad/device, Google classroom, google slides/powerpoint
Exploring Hereditary Traits Data Table - handout
Calculators (optional)

Co-Teaching Strategies
One Teach, One Assist
Parallel Teaching
Mirror Teaching
Team Teaching
DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students
Striving readers will be able to
English learners are provided with SSNs are able to utilize the POGIL
appropriately apply new The punnet squares and pedigree
multiple examples of real-life for self-guided-learning.
vocabulary into their models will exercise the student’s
scenarios to ensure their Additional technological
explanations. Thus, this lesson will mathematical and computational
engagement and facilitate their accommodation will also be
aim to drive their literacy thinking by stretching the
understanding of the content incorporated to facilitate their
development through scientific knowledge
through a personal approach interpretations of content.
communication and writing.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
This lesson has students think critically about the relationship between DNA and physical characteristics. The intro activity is designed to drive
student interest while avoiding a plethora of new terms. After the students understand the large variance in physical traits, they will learn that the
variance in DNA is responsible for the variance in traits. The lesson uses Mendelian genetics and Punnet squares as a jumping off point but also
incorporates basic population genetics data so students have something to analyze and work through. .