Teacher: E. Vásquez Subject: Life Science Date:Oct 7- 11, 2013

Teacher: E. Vásquez Subject: Life Science Date:Oct 7- 11, 2013

Mazapan G.A.N.A.G. Lesson Plan 2013-2014

/ Standard / Goal / Access Prior Knowledge / New Information / Apply Knowledge / Generalize/ Goal Review/ Grade
Monday / Focus Standard:
Students know and understand the characteristics and structure of living things, the processes of life, and how living things interaxct with each other and their environment. / Identify what determines gene expression / S. observe pg. 158
Q./ Why do you think eye color can vary from person to person?
A/many genes affect eye color / Read aloud and discuss pgs. 159-162 (up to punnett squares) / S. take ISN notes
Punnett Square practice at whiteboard / Exit Slip
Q/ Cross a homozygous recessive white cat with a heterozygous black cat. Write the genotype and phenotype of the offspring
A/ 50% Bb Black
50% bb White
Supporting Standards:
S3A, S3Aa,S3Ab,S3Ag
Tuesday / Focus Standard:
Students know and understand the characteristics and structure of living things, the processes of life, and how living things interaxct with each other and their environment. / Learn how some models of inheritance differ from Mendel’s idea / Q/ What would be the difference between the term codominant and the term incomplete dominance?
A/ in codominance tboth parental phenotypes are observed
And incomplete dominance the offspring’s phenotype is a combination of the parent’s phenotype / Read aloud and discuss pgs.164-167 / S. make a comparision table obetween incomplete dominance , codominance, multiple allele traits, and polygenic inheritance.
S. take ISN notes
HW: Lesson Review 3 and vocabulary pg 167 / Exit Slip
What environmental factors affect phenotype?
A/ soil, type, Tº, lifestyle choices
Supporting Standards:
S3A, S3Aa,S3Ab,S3Ag
Wednesday / Focus Standard:
Students know and understand the characteristics and structure of living things, the processes of life, and how living things interaxct with each other and their environment. / Learn how to use a Punnett square to answer genotype and phenotype problems / Toss a coin and ask s. what the probability of getting heads is.
A/ 50:50 or ½ / PPT Punnett Square Practice / S. complete punnett square problems in their ISN. / S. rate how well they are able to complete punnett square problems
Supporting Standards:
S3A, S3Aa,S3Ab,S3Ag
Thursday / Focus Standard:
Students know and understand the characteristics and structure of living things, the processes of life, and how living things interaxct with each other and their environment. / Learn what DNA and RNS are. / Show image of a DNA molecule.
Q/ What is this?
A/ students answers could vary from a twisted rope to a dna strand. / Read aloud about genetics and DNA pg. 169-172 / S. use scissors, construction paper, and tape to model DNA
S. ISN notes. / Exit Slip
Describe the DNA structure.
A/ Double helix, rungs made of nitrogen bases and sides made up of a phosphate and a sugar group
Supporting Standards:
S3Ca,
Friday / Focus Standard:
Students know and understand the characteristics and structure of living things, the processes of life, and how living things interaxct with each other and their environment. / Learn how Proteins are made. / Q/ What is a protein?
A/ it is a macromolecule / Read aloud about protein synthesis pgs. 173-176 / S. make a diagram explaining protein synthesis
S. ISN notes.
HW: Lesson review 3 pg. 177
Bring for lab on Monday 1 bag of gummy bears, paper bag, and calculator / Exit Slip
Q/ What might be a result of a mutation?
A/ an organism might not be able to produce 1 or more proteins it needs, this could result in disease or death.
Supporting Standards:
S3Ca,

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