Updated May 2021

Name: Vivien Dailey Date lesson taught: 2/29/22

Content Area: Biology
Course Title & Grade Level: Biology, Sophomore
Standards: HS-LS3-1. [Chromosomal Inheritance] Ask questions to clarify relationships about the role of DNA and
chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

Objectives:
 Content— Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for
characteristic traits passed from parents to offspring.
 Language—Students will assess the role of DNA and chromosomes in coding the instructions for characteristic traits by
reading the notes on karyotypes and then completing a subsequent karyotype writing activity individually over two
days in class.
 Student-friendly— Today I am going to read notes on karyotypes and start a write-your-own karyotype activity so that
I can understand the role that DNA and chromosomes have in coding characteristic traits. I know I’ve got it if I can
complete the write-your-own karyotype activity.
Assessment:
 Anticipatory Set Assessment: After showing them myself, and then doing it together as a group, and
as a group without me, I will ask someone to volunteer to come up and lead the TPR of mitosis as a
group so I can watch the students follow along with the correct hand movements, and words.
 Write-Your-Own Karyotype Assessment: The students will use the time in class to work on a
worksheet with questions and concepts related to karyotypes. This is a summative assessment that has
a grade with it. I will know they got it when they turn in their worksheets and achieve at least a 3
(proficient) on it.
Proactive Management:
 Voice – I expect students to not have any cell phones out during instruction or work time until the activity is finished and
put in the turn-in tray. After it is complete they are allowed to have cell phones out and socialize quietly as to not disrupt
those who are still working. They are more than welcome to ask each other questions they have on the assignment.
 Movement – The papers will be passed out to them at the end of instruction. If they need to, at the end of class they are
allowed to put their work in a bin labeled “Still Working On It” by the back of the classroom or they may need to put their
paper in the turn-in tray.
 Task – Instructions will be given both verbally after the lecture, and they are at the top of the sheet that will be handed out.
 Clean Up – Last two minutes to put the assignment in the sill working on it bin or pack it up with their belongings or turn
it into the tray.
Instructional Strategies:
 Student-Centered Anticipatory Set – This is a review, preview, hook activity to help get the students focused on biology
and get them prepared for karyotype notes by reviewing mitosis and how it relates to meiosis and then prepare them for the
following activity.
 Teacher-Centered Lecture – I will speak briefly with the students about the general idea of what the agenda is for today
and then start on the notes (if they are not complete on Monday) or go directly into helping them review what the
karyotype activity is and getting them started on it again.
 Student-Centered Activity – The karyotype activity is completely student-centered with the pace being determined by
them and the level of help needed also determined by them. However, it allows for me to track their progress and
understanding of the role of DNA and chromosomes through viewing their answers to the questions on the sheet.
Note Taking Strategy:
Students are using fill in the blank notes that are an exact copy of the notes that will be displayed on the
board.
Questions:
1. How does DNA relate to chromosomes? (Convergent, level 5, individually/small groups).
2. How is genotype related to the phenotype? (Convergent, level 5, individually/small groups).
3. How does meiosis create cells that are unique? (Convergent, level 2, individually/small groups).
4. How does the process of meiosis compare to mitosis? (Divergent, level 5, individually/small
groups).
5. How can errors in meiosis lead to chromosomal abnormalities? (Divergent, level 5,
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individually/small groups).
Beginning of the lesson:
 Review: TPR of mitosis to help review that meiosis is the same but repeated twice and with different outcomes.
 Preview: Today I am going to read notes on karyotypes and start a write-your-own karyotype activity so that I can
understand the role that DNA and chromosomes have in coding characteristic traits. I know I’ve got it if I can complete the
write-your-own karyotype activity.
 Hook: What I will roughly say is, “this activity should be fun, you can create your karyotype and make it unique to you so
that you can represent yourself.”
The Lesson:
 Before students come in have the Student-Friendly Objective on the board
 Greet students at the door
 Let everyone get settled and request to have phones put away (2 minutes)
 Please note at this time to hand out any Spanish materials to the ELL students (notes, and activity).
 Explain the student-friendly objective and then explain that we are going to review some of the
knowledge to help with completing the objective (20 minutes) (TC)
o Start by showing them I Do of TPR (5 minutes) (TC)
o Explain to them that we are going to do the TPR together as a group. (5 minutes) (TC/SC)
o Let them do it as a group without my direct leading. (5 minutes) (SC)
o Have a student come up and do the I Do with students following along. (5 minutes) (SC)
 Explain how Mitosis relates to us currently (2 minutes) (TC/SC this has some group questions, and I
am going to try and encourage extra thoughts about it)
 This is not a guaranteed part, but we may need to finish some notes (Not sure how long it would take)
(TC)
 Explain the assignment and let them start the assignment (5 minutes) (TC)
 The rest of the class time is theirs to use to work on the assignment. I will be walking around to
help/ask them questions if I see that they have answered them wrong on their sheet to get them to
think twice about what they wrote. I will also be asking the questions in the question section to make
sure that knowledge is being comprehended in the best way to meet standards. (Whatever time is left,
save two minutes) (SC)
 Clean up procedures (Remaining two minutes of class)
Closure:
 Procedural—Last two minutes of class make sure to take care of your worksheet either turn in tray/still working on its
bin/or go home with you. Make sure to pick up your area and don’t forget any of your items.
 Content Summary— “Today we studied karyotypes so that we could have a better understanding of what goes on in
our bodies to determine our specific traits. Additionally, we learned where different things could go wrong and what some
of those errors lead to.”
References:
Lau, B. (2021, January 22). Independent Assortment and karyotype lesson. Science and Math with Mrs. Lau. Retrieved February
27, 2022, from https://www.scienceandmathwithmrslau.com/2020/12/color-your-own-karyotype-digital-lesson-update/

Lesson Plan Reflection (required):

1) Highlight Culturally Responsive Teaching (CRT) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned CRT components of your lesson. How did you
demonstrate high expectations (be specific on what this looks like), make learning relevant, and motivate students?
I tried to make this lesson more motivating by explaining to them that they could “do science on themselves” and by
that, I meant that they could relate this to how their own body is designed. I also tried to relate the lesson to them by pointing
out what can happen when something in the process goes array. As I have observed with many of my students quite a few of
them have a family member who has a chromosomal disorder. I tried to make this an opportunity for them to understand how
that person they know came to have the disorder.
2) Italicize Universal Design for Learning (UDL) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned UDL components (representation, action &
expression, engagement) of your lesson. How did you differentiate to meet the needs of ALL learners?
 Updated May 2021
This lesson plan promotes understanding across languages because in the 7th-hour Biology class there is a group of
five ELLs, and the teacher does provide them any content that she is going over in English and Spanish to help their
understanding (3.1). The anticipatory set activates previous knowledge and relates it to the foundational knowledge required
to understand today’s topic and why today’s topic is a big idea (3.1, 3.2, 3.4). The lesson also includes a very personalized
activity that the students can use to represent themselves and their creativity (7.1, 7.2, 8.2, 91).