5E Lesson Plan Template

Your name or
Cooperating
teacher name
Jacquese Brooks
(if needed)

Date(s) taught June 4-12

Subject Biology; 10th

Grade level

Materials Electronic devices such as computers, iPad, tablets, or phones, internet

access, paper, pencils, plastic eggs, tape, glue sticks, markers, color pencils
and smart board

Standards State Standards:

(State and
SC15.BIO.11a
ISTE
Standards for Use mathematics and computation to predict phenotypic and genotypic ratios
Students) and percentages by constructing Punnett squares, including using both
homozygous and heterozygous allele pairs.

ISTE Standards:
1.5.a Problem Definitions
Students formulate problem definitions suited for technology-assisted methods
such as data analysis, abstract models and algorithmic thinking in exploring and
finding solutions.

1.5.b Data Sets

Students collect data or identify relevant data sets, use digital tools to analyze
them and represent data in various ways to facilitate problem solving and
decision-making.

Objectives  Students will use mathematical computations to predict phenotypic and

genotypic ratios by constructing Punnett squares with both homozygous
and heterozygous allele pairs.
 Students will accurately predict the phenotypic and genotypic
percentages resulting from genetic crosses by using Punnett squares.

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  Students will apply the use of Punnett squares to real-life genetic
scenarios to predict potential offspring outcomes.
 Students will interpret the results of Punnett squares to draw
conclusions about the likelihood of certain phenotypes and genotypes
appearing in offspring.
 Students will create problem statements that require the use of data
analysis and digital tools to explore and find solutions.
 Students will create problem statements that require the use of data
analysis and digital tools to explore and find solutions.
 Students will represent analyzed data in various formats (charts, graphs,
tables, etc.) to facilitate effective problem solving and decision-making.
 Students will use analyzed data to make informed decisions and
propose solutions to the defined problems.

For those who learn best visually, I will illustrate genetic crosses and results
Differentiation
graphically with charts, graphs, and color-coded Punnett squares; these tools
Strategies
will be available on the board and in handouts. To further clarify genetic ideas,
students will map out stages and multimedia presentations, such slideshows,
and movies. For those who learn best by hearing, I will give simplified vocal
explanations of genetic principles and the Punnett square construction process
and involve students in group discussions to exchange ideas and collaborate.
Hands-on activities such making Punnett squares with real manipulatives,
movement-based learning in which students interact with other groups in the
classroom, and interactive computer simulations to play with genetic crosses
and see the results will help kinesthetic learners.

I will give special needs students tailored help and accommodations according
to their IEP or 504 plan, which could include more time, assistive technology, or
adjusted instructions. For easier understanding, instructions will be simplified
and divided into smaller parts. Throughout activities and discussions, I will
match special needs students with supportive classmates. Tiered assignments
to accommodate varying degrees of difficulty, flexible grouping according to
learning requirements and strengths, and choice boards with a variety of
activities and assignments to fit different learning styles and preferences will all
be part of differentiation tactics. Quick checks, exit tickets, and informal
observations are examples of formative evaluations that will be used to
determine comprehension and modify teaching as needed.

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The 5 Es

E Description

Engageme 1) I will post a picture on the smart board of this yellow blob mom and dad that has
nt three yellow babies, one green baby and ask, “Is he the father of this baby?” From
this I will encourage a short discussion to activate their prior knowledge and
interest.

2) I will distribute the handouts with instructions and make sure that every student
has access to a computer or tablet with internet access.
3)After distribution students will be directed to the Math Bench website and Mice
with Fangs Activity and start the introductory module.
4) Students and I will work through each module as I walk around and access
engagement and understanding.
5) The students will complete each section of the interactive module (some
students will be paired based on accommodations.)
6) On the “insults by the dozen” section each student will create their own placard
of their generated insult name using half folder paper and color pencils and
markers.
7) After creating their placard each student will walk around to each desk using their
handouts and tally how many times a student has a certain name and answer the
follow-up questions on the handout.
8) We will then have an exit discussion about the names that were generated to tie
in how a Punnett square works and how the process is similar.

Website: https://mathbench.umd.edu/modules/prob-stat_punnett-squares_intro/
page02.htm
Handout:

https://docs.google.com/document/d/
1eUbN5N92ErAJRGksNKvIGzRac02UKub2He2V8x0Bz44/edit?usp=sharing

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 E Description

Engageme I will closely observe students' behavior, body language, and participation levels
nt during whole-class discussions, group activities, and individual tasks. Active
Assessmen participation, eye contact, attentiveness, and involvement in activities will indicate
t engagement.
Students will be using their handouts, walking around the class with their peers and
participate in the whole group collab on name and submit their handouts on google
docs.

Exploration In this exploration activity, students will dive into the world of genetics by simulating
the inheritance of traits in dragon offspring. They will explore how alleles from
parent dragons combine to determine the genotypic and phenotypic ratios of their
baby dragons. By using a Punnett square and a dragon key, students will predict
the likelihood of different traits appearing in their dragon offspring.
The materials needed for the activity include a copy of the lab procedure and a
student data sheet, a Dragon Key along with copies of dragon cut-outs, plastic eggs
of 3" and 2" in diameter, colored markers, a glue stick or tape, extra paper, colored
pencils, and scissors.
In the first part of the activity, students will each receive a dragon egg labeled with a
number, and they will pair up, ensuring that their egg numbers match. Inside each
egg and sperm, there are four numbered chromosomes. Students will then pair
corresponding chromosomes from the mother and father to determine the
combined genetic code for each chromosome. Using the dragon key and
information from the chromosomes, students will proceed to create a baby dragon,
incorporating the genetic information from both parent dragons. After completing
the baby dragon, students will return the chromosomes to their respective eggs and
sperm in preparation for the next part of the activity, which focuses on the second
generation of dragons.
In the second part of the activity, female dragon creators from Part I will join forces
with male dragon creators in the classroom, forming new groups of four. Within
each group, pairs will work together to create a new offspring, resulting in two
siblings, using alleles inherited from the first-generation dragons. Students will then
predict genotypic and phenotypic ratios and percentages for each trait by
transferring genotypes from Table I into Table II. Using Punnett squares, they will
determine possible allele combinations for their baby dragons and record the
predicted ratios and percentages. To ensure accuracy, students will collaborate
with the other pair in their group to check the validity of their predictions.
Students will use access https://punnettsquare.org/ to help with their Punnett
squares and outcomes of the dragons as well as phenotypes and genotypes of the
activity.

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 E Description

Exploration Students will work together in groups and put their babies and mates together and
Assessmen answer analysis questions at the end of the activity.
t
Handout link:
https://docs.google.com/document/d/1u3gPAa3mZ45f0TRJrXFuhrCw
CK8GW34VPzlzQJ3pSpw/edit?usp=sharing

Explanatio In this phase of the lesson, I will integrate technology by incorporating a Quizizz
n presentation. This interactive quiz platform will allow students to engage with the
material in a fun and gaming way, while also providing real-time feedback on their
understanding. I will engage students in understanding the concepts of genetic
inheritance and the use of Punnett squares to predict genotypic and phenotypic
outcomes. To begin, I will use a presentation to introduce key vocabulary and
concepts, such as genotype, phenotype, alleles, Punnett squares, and inheritance.
The presentation will include visual aids, diagrams, and interactive elements to
enhance student comprehension.
Next, I will provide explanations and examples of how alleles are inherited from
parents and how Punnett squares can be used to predict the likelihood of certain
traits in offspring. I will guide students through the process of filling out Punnett
squares using examples relevant to dragon genetics, as described in our lab
activity.
We will also delve into the lesson on pedigree charts as it pertains to future project.

Explanatio Quizziz link for Genetics:

n
https://quizizz.com/admin/presentation/6078c236d30e81001eff362a?
Assessmen
source=lesson_share
t
Quizziz link for Pedigree:
https://quizizz.com/admin/presentation/64ecc2bf706bcfaea8b63f8e?
source=lesson_share

Students must investigate and follow the inheritance of a certain illness or condition
Elaboration
within their family for the Family Pedigree Project. The kind of trait—autosomal or
sex-linked—as well as its dominant or recessive nature must be identified by
students. They draw together a pedigree covering three generations in their family,
highlighting afflicted relatives, and maybe genotyping each one. Students also do
crosses between themselves and three possible partners, examining the genotypic
and phenotypic ratios of possible offspring." Students last go over the genotypic
and phenotypic implications of each cross and the likelihood of having impacted,
unaffected, or carrier offspring. The project ends with a presentation turned into the
instructor for assessment on Canva or Prezi.
Project Link: https://docs.google.com/document/d/1CGR2lR-
udl73_RN6aYHec1cypBkFNrjOO0db60yZOQQ/edit?usp=sharing

Page 5 of 6
 E Description

Student Sample Link: https://acrobat.adobe.com/id/urn:aaid:sc:US:b95b2942-0aff-

47c0-bb45-cd7c50fb0f67

Evaluation Project Grading Rubric: https://docs.google.com/document/d/1U6Sp-13S-

IkDO_82iISy9PAL5aNxZD496Lczn1Ea1DQ/edit?usp=sharing

References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National
Center for Improving Instruction.

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.

Oxford: Heinemann.

National Research Council. (1999). Inquiry and the national science education
standards: A guide for teaching and learning. Washington, D.C.: National
Academy Press.

Polman, J.L. (2000). Designing project-based silence: Connecting learners through

guided inquiry. New York: Teachers College Press.

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