Dragon Genetics 1 Lesson Plan

Teacher Candidate: Jennifer Mancinelli Date of Lesson: Date lesson will be taught.

Grade Level/Subject: 10th grade Biology Lesson Length: 90 minutes

Central Focus & Context: (Essential Questions)

Students should previously have a basic understanding of DNA structure, transcription, translation,
meiosis, plus that inherited traits are passed from parents to descendants, through their genes. Students
should know how and why cells divide and what occurs to the genetic material throughout cell division.
They started the unit reviewing steps of meiosis, then progressed through how Mendel studied heredity
and used Punnett squares to predict possible genetic outcomes. The students build on these by applying
skills in an online breeding simulation where students will guide themselves through three levels of
online inquiry challenges that direct the students through understanding dominance of traits,
recombination, independent assortment, codominance, and incomplete dominance.
In this lesson, the Training Level introduces the Geniverse software, and guides students to make
connections between genotype, phenotype, meiosis and fertilization. Students are also introduced to the
process of constructing scientific explanations or “arguments” (making a claim, providing appropriate
evidence, and explaining their reasoning), and finally are challenged to bring together all of these lessons
in a Certification Exam that requires that students demonstrate an understanding of the material learned
thus far and an understanding of test crosses. Students explore the inheritance of metallic and
nonmetallic coloring, as well as the presence or absence of wings, forelimbs, and hindlimbs. At this Level,
each gene has only two possible alleles and behaves according to the classical Mendelian dominant/
recessive model.
The next levels of Geniverse will explore more complex gene interactions. Apprentice Level will
introduce inheritance mechanisms, recombination, breeding experimentation, and probability statistics
of offspring. Journeyman Level will introduce sex-linked inheritance, independent assortment, test
crosses, probability, and argumentation using claim, evidence, reasoning.
Standard(s):
HS-LS3-2. 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.
Learning Target(s): (Learning objectives)
Students will be able to
1) use parental genotypes to predict the set of offspring phenotypes, and use a test cross to determine
unknown genotypes.
2) recognize a claim as a statement of what is thought to be true about how a genetics phenomenon
works, and with scaffolding, provide evidence to support a specific claim and reasoning that explains why
the evidence supports the specific claim.
Academic Language Demands: Academic Language Supports:
Primary Language Function: Make and Defend  Writing thoughts, data, and observations in
case notes, review of content many times in
Key Vocabulary: genetics, gene, allele, various ways (verbal, graphical, written)
crossing over, genotype, phenotype, Punnett including real life examples to aid vocabulary
Square, dominant, recessive, connection to content.
Discourse: Case notes, group discussion,
written reasonings and explanations in case
notes.
Syntax: Geniverse Software, Punnett squares,
data tables
Adaptations (Accommodations):
For my students with low level learning needs, they will be provided with pre-formatted case
notes that contain sentence starters. For my students with vision issues, the worksheets will be
created with Times New Roman font size 14 for easier readability. For my students with audio
issues, instruction will be stated In a clear manor in proximity of student, and written
instructions on overhead, online, and worksheets.
Reading segment will be offered digitally or hardcopy. Digital copies will offer students they
choice of font size, color of display, and volume of readback preferences for those students
requesting these accommodations. Low level learners will be purposefully placed in lab groups
where they will receive the best fit support from classmates and close proximity for teacher one-
on-one instruction. My low-level learners will be offered the opportunity to demonstrate how
the phenomena of dominant and recessive heredity during online lab verbally and how their
experiences and prior knowledge relates to what we learned in the online lab.
Assessment Measures (Evaluate):
Formative:
Pre-Assessment: Students will participate in a short segment at beginning of class reviewing
content related vocabulary and concepts of last class we are building on in this lesson. I will then
be able to see which students are proficient and which students will need additional supports.
Informal: Students will complete an opening Bell Ringer entry linking what they remember
from the content in the prior lesson to today’s content of enforcing dominant and recessive
genes and using Punnett squares in breeding dragons. I will evaluate their lab readiness by their
notations and discussion in the review segment of class; I will then be able to see which students
are proficient and which students will need additional supports during this opening about
vocabulary, Punnett square probability ratios, correct dominant and recessive allele
documentation, and differences between genotypes and phenotypes. Also, I will assess
student’s progress on the learning target during the lesson. I will clarify misconceptions or
procedures when checking in with each of the groups. Data will be gathered and notated for
future lesson of what worked or didn’t work, and what topics need to be clarified in greater
detail. Analysis and evaluation of student understanding evidence will be to listen to the student
responses and correct misconceptions, check for accuracy and provide feedback as they
progress through the online lab case challenges making sure that students understand the
application of genetics in breeding heredity, then clarify student questions and concerns from
exit task.
Formal: For students who are missing one or more steps in lab procedures, I will do a quick
review when going over opening instruction. Students will complete a hands on lab where I can
assess individual student understanding during their small group independent work time.
Summative:
Formal: Unit exam will be given at a later date.

Student Voice:
At the end of the lesson, the students will write down their exit task, along with additional
questions they would like clarified in their journals to aid in self-reflection in their
summarizations. This enhances my capacity for monitoring progress by the students in
concept understanding.

Materials:
Overhead projector, case notes, pencils, Chromebook, internet access, and case review worksheets.

Procedures & Timeline

Sequenced instruction ** Attach all instructional materials
 Time-line: Teacher’s Role Students’ Role
Opening: Welcome students to class and bring their Students come in and start getting
attention to the front screen. out their notebook.
10 min. Instruct the students to share with one
person what the learning target is then write Students tell a neighbor what the
it in their notebooks.
target is then write down, question,
Today’s Bell Ringer question: What is the
and 1-3 sentence answer to
impact of meiosis on the inheritance of
traits? question.
This will spark a short classroom discussion Class Discussion
on what we covered in the last class on
probability and Punnett Squares.
Have students watch the Introductory
15 min. screencast about Logging in the First Time
and the game screens. Download and share Students will focus on the teacher,
or project the video, but do not have and when allowed, create their
students access it through the Geniversity Geniversity account and sign on to
website as this would give them access to all classroom activity.
the other materials and therefore the
answers. Then, have students log in to the
game, select an Avatar, and read through the
introductory narrative.
Work Inquiry: Set a specific amount of time for Students follow along in their online
Session: students to complete all parts of Case 1-3 (40 program as it leads them through the
min). Students can use their notebooks or story set up and navigational tutorial.
their Case Notes Student Organizer to keep
40 min. track of their work. Students are working individually, but
may converse with each other to
Roam room as students are working to collaborate through the case
assess student’s understanding of dominant challenges.
and recessive traits. Assist low level students
on program workings and where they may Students will gather data, discuss
review directions if needed. predictions, observed trends, and
possible conclusions with their
Pose to students this questions during class classmates and the teacher. As they
work time or for end class discussion: progress through the online lab they
1. Have four groups state their claim on will complete the lab worksheet
Case 4 and the evidence and reasoning questions and take notes on cross-
they have to support their claim. Ask breeding results.
20 min. students to come back to their seats.
Have the students complete their claim, Case 1: Students will take note in their
evidence, reasoning on the case organizer Drake anatomy and record
worksheet. the allele combinations that result in
2. Drakes have only three pairs of each version of these traits. Also take
chromosomes. Humans have 23 pairs of note how to tell between male and
chromosomes. How likely is it in humans female drakes. Students will answer
that when meiosis occurs repeatedly, the questions on Notes handout as they
gametes will have the same combination progress.
of alleles each time? [Very unlikely, but Case 2: links prior knowledge about
at this point accept less likely than meiosis concepts and fertilization to
drakes.] Drake activity. Students will write any
3. Have a volunteer come up to show how questions they may have to discuss at
s/he solved the challenge. Ask others to end of class.
 come up to demonstrate their slightly Case 3: Students must think through
different methods of solving the possible combinations of parents'
challenge. alleles in order to create target
4. Why do you think some traits appear drakelings, without relying on luck. It
even when there is only one allele for it? may take students several clicks of the
(Possible answers might refer to breed button in the second challenge to
dominant/recessive, if students have match the targets in one clutch, even if
heard these terms before. They may also the parents’ alleles are set correctly.
present varied explanations of that Case 4: Student opinion and supporting
concept in common language. Students their claim. Use the Four Corners
might also recognize the single gene on strategy during discussion time to
the X chromosome in the male drake.) determine where the class is in their
5. Can we ever know precisely what alleles thinking about this topic. Students will
a drake has for a particular trait based on document their claim, evidence, and
the way it looks? (Yes, for any reasoning on their case worksheet.
homozygous recessive trait - such as Case 5: Students are putting all skills
wingless - you can tell that there are two together to use a test cross to
no-wing alleles for that specific trait.) determine unknown genotypes.
6. In families of blood relatives, children
look like their parents, but not exactly, Students who finish before everyone
and siblings resemble each other, too. else can do one of the following: 1. Try
How does meiosis help explain such to define in their own words: allele,
observations? gene, and chromosome. 2. Take a peek
7. How can we explain the difference at the next Case and see if they can
between the terms gene, trait, and figure out a way to describe to others
phenotype? what this screen is trying to teach.

Closing: Exit Task: What was the most difficult or Students express on a sticky note
confusing part about understanding the their feelings and thoughts about
5 min. traits dominance and meiosis? this lesson and learning objective.
Collect student responses and review in
order to plan for the next class session.

Lesson Reference(s):
Adapted from:
Geniverse website: https://geniverse-lab.concord.org/

Content Review at Lesson Start. The lesson opens with a brief review of concepts or material
that have previously been presented. (Burns, VanDerHeyden, & Boice, 2008, Rosenshine, 2008).

Active Engagement. The teacher ensures that the lesson engages the student in ‘active accurate
responding’ (Skinner, Pappas & Davis, 2005) often enough to capture student attention and to
optimize learning.

According to Linda Jeschofnig (2011), this method are known to support student acquisition of
knowledge. Students will be using active learning to structure their learning about genetic
phenomena.