LESSON

PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY

Name:__Dana Horton___________________Date:___March 3, 2015______________________
Unit Essential Question:__Why dont we look like our parents? How do we get and preserve
genetic diversity?______________________________________________________

Lesson Topic:_Dihybrid Cross and Pedigrees___Class:_Biology__________________________

PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission the 4-Part
Agenda for Education in a Democracy
EQUAL ACCESS ENCULTURATION NURTURING PEDAGOGY STEWARDSHIP
To Knowledge In Democratic Society Safe and Caring for All of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
Students will experience NURTURING PEDAGOGY by having opportunities to practice the
concepts being taught in class where they can get one-on-one help if needed. Students will
ENCULTURATION by playing a role in their own learning and the learning of their classmates by
presenting a quiz question to the rest of the class.

STANDARDS (www.cde.state.co)
Content:
Colorado State Science
Standard 2.7d: Evaluate data
showing that offspring are not
clones of their parents or
siblings due to the meiotic
processes of independent
assortment of chromosomes,
crossing over, and mutations.

Literacy and Numeracy:

CCSS.MATH.PRACTICE.MP4:
Model with mathematics.
This standard includes that
students can analyze
[quantitative] relationships
mathematically to draw
conclusions.

Democracy and
21st Century Skills:
Communication: Read, write,
listen, and speak effectively

Literacy and Numeracy:

SWBAT express probability as
a ratio by using a dihybrid
cross to determine the
probability of different
phenotypes.

Democracy and
21st Century Skills:
SWBAT speak effectively to a
group of their peers by
presenting an assigned quiz
question to the group.

OBJECTIVES
Content:
SWBAT apply the law of
independent assortment to
determine the possible
phenotypes for traits that
exhibit dominance for more
than one trait in an individual

by filling out a dihybrid square

in the dihybrid practice sheet.

SWBAT draw conclusions
about how a trait is inherited
from pedigrees by answering
questions based on the Royal
Familys pedigree.

ASSESSMENTS What is your evidence of achieving each objective? How will students know
and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
Students will have met the
first objective if they
successfully fill out the
dihybrid punnett squares to
determine the probability of
different phenotypes.

Students will have met the
second objective by correctly
interpreting the pedigree to
answer the related questions.

Literacy and Numeracy:

Students will have met the
objective if they correctly
assign a ratio to the
probability of a given
phenotype in the dihybrid
cross notes sheet.

Democracy and
21st Century Skills:
Students will have met the
objective if they participate in
the presentation of their
groups quiz question. There
will be four things each group
will be required to share, with
each group member sharing
one of them.

Literacy and Numeracy

Ratio
Probability

Democracy and
21st Century Skills

KEY VOCABULARY
Content
Dihybrid cross
Pedigree
Hemophelia
Carrier
Sex-linked trait

HIGHER ORDER QUESTIONS for this lesson

Content
How can traits skip
generations?

Why is it important to have
genetic diversity?

Literacy and Numeracy

When are some other
situations where you might
want to know the probability
of something happening?

Democracy and
21st Century Skills
Why do we need to speak
clearly when addressing a
group of people?


Why do genes have multiple
versions (alleles)?

Why is it useful to express

probability as a ratio?

When might you need to

speak to a group of your peers
in or outside of school?

LESSON FLOW
This is the actual planning of the lesson activities.
Time

Anticipatory Set Purpose and Relevance

Notebook Question: If a man and woman have a son who is colorblind, from
which parent did he get the colorblindness gene?

Roll Question: If we have a lock-down during lunch, what would you do?

Time

Pre-Assessment
None

Time

Time

Building Background

Link to Experience:
In the last lesson, students were introduced to sex-linked traits by talking about
colorblindness and doing a test to see if anyone in the class was colorblind.

For dihybrid crosses, students will think about guinea pigs and how you may want
specific traits (hair color and length).

Link to Learning:
This lesson continues with sex-linked traits. Students can use dihybrid crosses to
determine the probability of getting the guinea pig phenotype they would like.

Activity Name
Royal Disease Pedigree Practice Students will practice reading a pedigree by
answering questions about the royal families of Europe.

Dihybrid Cross Notes Students will take notes and then practice using a dihybrid
cross to predict possible phenotypes of guinea pigs.

Quiz Review Students will be work in groups with an assigned quiz question to
review commonly missed questions.

Anticipatory Set
Royal Disease We will discuss what hemophilia is and how it has affected the
royal families of Europe. If time permits, we will briefly discuss the story of Alexi
and Rasputin

Time

Time

Dihybrid Cross Does anyone have a pet guinea pig? I might share a couple
facts about guinea pigs

Instructional Input Includes:
Royal Disease Students will receive some direct instruction with a power point
about hemophilia and then work independently or with a partner to answer a set
of questions.

Dihybrid Cross Students will receive direct instruction. We will walk through the
first problem as a class together and then students will work through a couple
practice problems on their own.

Models of Teaching:
Cooperative Learning, direct instruction, presentation, discussion

SIOP Techniques: I do, We do, You do, Cooperative learning, non-linguistic
representation, link content ot real life

Guided Practice:
For each activity and skill, students will have the opportunity to practice
independently or with their table partners. Meanwhile, I will walk around to work
with individuals who need extra guidance.

Reading , Writing, Listening, Speaking
Students will read information on their notes and worksheets, write responses,
listen to direct instruction, and speak in front of the class while going over the
quiz questions.

Checking for Understanding:
As students are working, I will circulate around the room to check on how
students are doing with the content.

Questioning Strategies:
Students will work through a series of questions including ones that ask them to
do a skill (using a punnett square), to analyzing information.

Independent Practice:
Students will continue their work on their inheritance practice problems as
homework.

Accommodations, Modifications, and Student Adjustments
Students that understand how to do the dihybrid cross will be encouraged to
move forward with the practice silently while another problem is walked through
with anything who does not understand any part of it. Then students will have a

chance to work on a third problem on their own, during which I will walk around
to see if students need further help.

Time

Review and Assessments of All Objectives How will you and how will the
students know they have achieved the objectives of the lesson?

Content:
Students will have met the first objective if they successfully fill out the dihybrid
punnett squares to determine the probability of different phenotypes.

Students will have met the second objective by correctly interpreting the
pedigree to answer the related questions.

Literacy and Numeracy:
Students will have met the objective if they correctly assign a ratio to the
probability of a given phenotype in the dihybrid cross notes sheet.

Democracy and 21st Century Skills:
Students will have met the objective if they participate in the presentation of
their groups quiz question. There will be four things each group will be required
to share, with each group member sharing one of them.

Time

Closure
Ticket out the door:
1. What do you feel the most confident with?
2. What do you feel the least confident with?

Dominant and recessive traits
Incomplete dominance
Codominance
Sex-linked traits
Pedigrees
Dihybrid crosses

Time

Next Step
Students will take a traditional assessment during the next class period on the
different models of inheritance.