PRE-PLANNING FOR THE LESSON

Key Content Standard(s): 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.

HS-LS3-3 Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a
population.

Lesson Objective/Essential Question:

Students will be able to predict statistically the phenotype of offspring. They will use Punnett squares as a graphic
organizer as well as scaffolds and previous notes to answer scientific questions about population characteristics.

Assessment
 What evidence will the students produce to show they have met the learning objective?
Students will complete several Punnett squares utilizing the 5 step process and accurately predict the phenotype of
offspring.

 What modifications of the above assessment would you use for language learners and/or special needs?

Students will verbally practice percentages before the assignment as well as follow a 5 step outline in order to ensure
as much accuracy as possible. The steps provide ease in the identification of variables as well as help in providing
graphing calculations.

Prerequisite skills and knowledge and experiential backgrounds

 Skills/knowledge/experiential backgrounds

Inheritance of Traits from Parents, Basic knowledge of Genetics and Genes/Alleles

 Pre-assessment strategy

N/A - Novel Concept and Skill

Equity
 How will ALL learners engage? (varying academics, cultural backgrounds & language levels)*

Students will initially engage in a discussion of predictions of physical traits in the class in comparison to actual
Students will receive direct instruction in the multiple ways in which genetics can be used in farming, medical, and
other commercial applications.
Students will follow an explicit scaffold in solving the punnett squares.

Green is action, purple is concept to be learned, orange is materials to be used, blue is product created--- exponent is domain of
knowledge, red is ela adjustments, italicized is sped accom/mods

Lesson Resources/Materials
Students will be provided with practice sheets, take notes within their scientific notebook, as well as utilize a graphic
display.
Building Academic Language (Language Demands of the Lesson):
Key vocabulary, tables, graphs, analyzing data, word sound, scientific justifications & conclusions
Dimensions* Strategies
Science Discourse (oral: speaking) Students will discus how to calculate the probability in a percentage as well
as the uses and accuracy of genetic predictions.

Writing in Science Classroom (written)
Reading and Hearing
Students will write in a graphic organizer that will aid them in the
calculation of probability of phenotypes. Write out answers to the
questions in complete sentences.
Students will practice reading a graphic organizer as well as reading
mathematical calculations. They will also read scientific information as
needed to complete the graphic organizer.

Language Functions

Instructional Sequence: Engaging students in the learning process (cite relevant strategy/theory when applicable)
Introduction: What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds,
interests and prior learning, and 2) to identify learning outcomes?

Introduction Time: 10 minutes (Engage)

Time Teacher will create interest by asking
students to physically organize themselves
according to the presence of different
physical traits:
Widow’s Peak, Tongue Curl, Longer ring
finger than pointer finger, brown hair vs.
blonde/red hair, brown eyes vs. blue eyes,
etc.
Students will move around the room according to their own physical
traits as determined by themselves or their friends.
They will practice how to complete percentages both mathematically
as well as visually.
Students will ask questions about the predictions/accuracy of the
predictions.

Students will calculate the percentage for

each trait themselves and then compare to
predictions made by teacher.

Body: What will the teacher do to present material, guide practice and build independence with the concepts/skills? Be sure to
include the assessment and academic language strategies within the body of the lesson. Include the total time the lesson will
take as well as the amount of time needed for each step.

Body Time: 5 minutes (Explore)

Time Teacher will ask questions that allow Students will share ideas about the accuracy of the predictions, how
students to consider whether the the predictions were created, as well as their importance.
predictions were accurate, how the
predictions were created, and why
predictions might be important.

Body Time: 25 minutes (Explain)

Time Teacher will clarify the earlier ideas that Students will integrate the scientific terminology into their practice as
students came up with as well provide well as answer scientific questions simultaneously with the teacher.
explicit instruction in the use of Punnett
Squares in accordance with the five step
method and scaffold.
Body Time: 15 minutes (Elaborate)
Time Teacher will increasingly allow students Students will utilize the 5 step scaffold process to record information
greater independence and flexibility in and provide solutions utilizing scientific terminology.
answering the scientific questions while
ensuring the use of scientific terminology
and accuracy of predictions of phenotype.

Closure/Evaluation: How will the teacher help the students process the learning objective(s) of this lesson? (ex. summarize,
self-assess, draw conclusion, reflect)

Closure Time: 5 minutes (Evaluate)

Time Teacher will observe and encourage Students will demonstrate an understanding of Punnett Squares and
students to accurately predict the how to predict the probability of given phenotypes.
phenotype for each scientific question.