Sarah Esper – Human Genetics 209
Lesson Planning Template Using the 5-E Model
Title of your Lesson:Human Traits
(Examining Simple Dominance Traits in Humans)
Which Science Inquiry HSCE’s are being addressed in this Lesson:
B1.1C – Conduct scientific investigations using appropriate tools and techniques.
B1.1D – Identify patterns in data and relate them to theoretical models.
B1.1E – Describe reasons for a given conclusion using evidence from an investigation.
B1.1g – Use empirical evidence to explain and critique the reasoning used to draw a scientific conclusion or explanation.
Which Science Content HSCE’s are being addressed in this Lesson:
B4.1c – Differentiate between dominant, recessive, co-dominant, polygenic and sex-linked traits.
Engage
Designed to help students understand the learning task and make connections to past and present learning experiences. It should stimulate interest and prompt students to identify their own questions about the topic. Typical activities in this stage include posing a question, defining a problem, or demonstrating a discrepant event, then using small group discussions to stimulate and share ideas. Instructors help students connect previous knowledge to the new concepts introduced in the unit.
Briefly describe the opening activity to engage students’ interest:
Students will complete a “self-assessment” of their own traits.
· Hair color
· Eye color
· Hairline
· Freckles
· Hand Grasping
· Handedness.
· Dimples / Questions to be posed for group discussion:
· Are there some traits that are more common in this class?
· Can this class be used to represent the human population?
· Which variation of a trait is more common?
Explore
Students have the opportunity to get directly involved with key concepts through guided exploration of information. They begin identifying patterns and make connections to other disciplines. Frequently, students will diverge from the slated activity to explore their own questions, continually building on their knowledge base. In this stage, instructors observe and listen to students as they interact with each other and the information provided. Probing questions help students clarify their understanding and redirect their investigations when necessary.
Possible activities and materials needed:
Yearbook survey
· Each group will be given a year-book from a different year.
· Survey the senior class pictures.
· Record observations of traits.
Classroom Survey
o Students will conduct the same survey of traits in 2 other classrooms. / Probing / Clarifying Questions for students:
· Can all traits be observed in pictures (no-tongue rolling)?
· Are dimples the same as smile lines? How can you differentiate?
Explain
Students are introduced more formally to the lesson’s concepts. Through readings and discussions, students gain understanding of the major concepts and can verify answers to questions or problems posed earlier. In addition, more abstract concepts not easily explored in earlier activities are introduced and explained. As students formulate new ideas, appropriate vocabulary can be introduced.
Content media
Student notes, teacher notes, powerpoint lecture.
Data collected and summarized (table/graphs)
· Introduce the concept of dominant and recessive traits.
· Ratios/probability of traits occurrence.
· Use of Monohybrid crosses to show probability of dominant and recessive traits. / Relevant vocabulary:
· Dominant
· Recessive
· Simple dominant
· Monohybrid cross
· Punnett Square
·
Elaborate
Students expand on what they have learned and apply their newfound knowledge to a different situation. They test ideas more thoroughly and explore additional relationships. Providing closure to the lesson and verifying student understanding is critical at this point.
Extension questions for whole/small group:
Student Genetics Handbook
· Students work in groups to complete the genetics handbook. This examines dominance, patterns of inheritance, allele frequency and human inheritance.
Evaluate
The instructor continually observes students’ learning to monitor their progress using questioning techniques and discussions. More formal evaluation - traditional assessments in the form of quizzes and alternative assessments such as concept maps, summary projects or reports - can be conducted at this stage. The assessment should be aligned with the content of the learning experience.
Assessment(s) for Inquiry HSCEs:
Lab Report
Students graphed data for their group.
Then compared results to other groups and to expected dominant/recessive ratios for each trait.
Formed conclusions about dominant and recessive traits displayed.
Made conclusions based on their group data…did data match expected results. Why or Why not?
Assessment(s) for Content HSCEs:
Lab Report
Students asked to distinquish between dominant and recessive traits.
Students asked to explain the inheritance pattern of dominant and recessive traits.
Formed conclusions about dominant and recessive traits displayed.
Made conclusions based on their group data…did data match expected results. Why or Why not?