Updated May 2021

Name: Scot Ahlers Date lesson taught: 3/02/2022

Content Area: Biology

Course Title & Grade Level: Biology (Grade 10)
Standards: HS-LS3-2 – Inheritable Genetic Variation: Make and defend a claim based on evidence that
inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable
errors occurring during replication, and/or (3) mutations caused by environmental factors.

Objectives:

Content— Students will construct an explanation based on text analysis and storyboarding a case study
involving a genetic disease found in Tasmanian Devils.

Language— Students will make and defend a claim based on their knowledge of how scientists can use
genetics and karyotypes to determine the cause of certain diseases. Students will work in groups of two to
analyze and discuss the case study. The students will complete a storyboard and answer the questions that
pertain to each section of the case study.

Student-friendly— “Today I’m learning about how scientists use genetics and karyotypes to investigate the
cause of a diseases in Tasmanian Devils, so that I can make a claim and defend that claim about how genetic
diversity is important in limiting disease from spreading. I know I’ve got it when I can illustrate and answer
the questions from reading a case study.”

Assessment:

Formative: The students will complete a storyboard based on the case study will together as a class. They
students will meet my expectations if they draw at least one picture for each section and answer 75% of the
questions in each section. They will exceed my expectations if they complete everything on the storyboard.

Proactive Management:
Voice – I expect students to not have any cell phones out during instruction or work time until this
assignment is complete. After it is complete, they are allowed to have cell phones out and socialize quietly as
to not disrupt those who are still working.
Movement – The only movement will be when the students pair up to complete the storyboard
Task – Instructions will be given verbally after the bell work, and the instructions are at the top the storyboard
handout.
Clean Up – The students will put away any materials used to complete the storyboards.

Instructional Strategies:
One teaching, one assisting – The teacher candidate will assist students while they are working on their
storyboards.

Direct Teaching – Structure overview and mastery learning techniques to introduce inheritable gene variation.
Teacher-centered: I will read the first paragraph of the case study and then explain further how to complete
the storyboard.

Indirect Teaching – Students will work in groups of two to complete a storyboard based on a case study. The
students will turn in the storyboards for review and feedback.
Student Centered – working in groups of two to complete a storyboard
 Updated May 2021

Literacy Strategy – Students will complete a storyboard based on their understanding of a case study they will
read about Tasmanian Devils.

Note Taking Strategy:

The students will complete a storyboard based on reading a case study.
Questions:
How can scientists use karyotypes to determine genetic inheritance?
 I will ask this question just prior to the commencement of the storyboard exercise.

Beginning of the lesson:

Review: Bell work – the students will write down what a karyotype is and how many chromosomes can be
found in a human cell.
 The question will be stated verbally and written on the big screen (UDL 1.3 Offer alternatives for
visual information)
Preview/Hook – I will give them a quick overview of the lesson and I will show them a video about
Tasmanian Devils.

https://www.youtube.com/watch?v=OhpRIhV8Kl8

The Lesson:

 Bell work (3 min) – write down on a piece of scratch paper what a karyotype is and how many
chromosomes are in a human cell.
o The question will be stated verbally and written on the big screen (UDL 1.3 Offer alternatives
for visual information)
 Give an overview of the case study and how to complete the storyboard (I do) (5 min)
o UDL 3.3 Guide Information processing, visualization, and manipulation
 I will begin reading the lesson by reading, out loud (I do), the first paragraph. After the first
paragraph, I will ask for a volunteer to read the next couple of sentences (We do). I will continue this
until the end of each section of the case study.
o If no one volunteers, I will continue reading out loud (throughout the reading, I will pause and
give them explanations of some more advanced terms they may not be familiar with) (UDL
6.3 Facilitate managing information and resources)
o We will then discuss together some key ideas from the first section (We do) (UDL 6.3
Facilitate managing information and resources)
o They will complete the story board in groups of two (each student completes a storyboard)
(You do)
 After 8 minutes of working on part 1 of the storyboard. We will read the second section together
(same procedure as section 1)
o The students will work on the storyboard until the last five minutes of class. (The lesson will
continue the next day)
o Throughout the students working on the storyboards, I will walk around assisting students.
 Closure: the last five minutes of class we will discuss, as a group, a couple key points to each
 Updated May 2021
completed section. They will return their markers and colored pencils prior to walking out the door.

Closure: At five minutes to the end of the bell I will ask if anyone would like to share their drawings with
the entire class. If there are not volunteers, I will lead directly into the content summary.
Procedural—Return all drawing materials to the front of the classroom.
Content Summary— I will reflect with them on how scientists were able to use genetics to solve a mystery
that was baffling people for many years.

References: Council Bluffs Community School District Curriculum Map 2021-22

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?

This lesson plan utilized multiple CRT components: mostly focusing on active teaching and using a
literacy strategy that facilitates their learning. Using storyboards and reading together was a strategy
intended to reach every student with the goal of implanting other ways for students to demonstrate their
understanding of genetic inheritance. Giving them opportunities to work together and allowing them to
express their understanding through drawing was my main CRT goal.

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?

The UDL guidelines for my lesson plan focused on utilizing a diversity of approaches. This lesson
focused on reading a case study, analyzing the text, applying what they learned from previous lessons,
and using artwork to guide their understanding. Using a video, artwork, group reading, and group work
was intended to meet the needs of all the students.