Lesson Plan Template

Title of activity What kind of bunny will you make?

Concept covered in activity Mendelian Genetics
Grade level or other prerequisites for activityGrade 10, 11, or 12. No prerequisites.
State Standards: 2.7 (Genetics)
National Standards: E.U.2.B (Models), E.U.2.C (Explanations)

Learning objectives:
Students should be able to demonstrate their understanding of genetics by making a flow chart
describing each step of gamete production.
Students should be able to demonstrate their understanding of genetics by explaining multiple
mechanisms nature uses to increase genetic diversity.
Students should be able to demonstrate their understanding of genetics by defining homozygous
recessive/dominant, and heterozygous genotypes.
Students should be able to demonstrate their skills of using genetic pedigrees by identifying which
individuals in the pedigree are carriers, have the disease, do not carry that allele, and the odds of offspring
having the disease based on the parents.
Students should be able to demonstrate their skills of using Punnett squares by identifying alleles,
performing a simple Punnett square function, and describing the phenotypes of each of the possible offspring.
Instructional planning:

Need an animation of gamete formation (meiosis)

Need animation/video of Punnett square with alleles
Need chapter/pages in textbook on genetics and Punnett squares
Need website of bunny genetics game and need iPads/Laptops
Need whiteboards/markers (for assessments)
Descriptions of interesting genetic conditions

Procedure/activity
Student Activity
Engage

Balgopal, 2014

Watch a short video/animation that piques

their curiosity about how genes are passed on.
The video will lead them to ask questions
about the mechanism(s) of heritability and

Teacher Activity
Play video and encourage questions.

odds for offspring phenotypes.

Explore

Students will use the book or internet

resources to sketch a flow chart of how
gametes are made, what causes genetic
diversity in gametes, and how a Punnett
square is used. Students will then be given a
genetic problem to solve that will stretch their
knowledge while trying to figure out how to
use Punnett squares in relation to parental
alleles. Students will play online game where
Punnett squares make certain types of bunnies
based on parents and odds.

Observation/Individual Help/Resource

Explain

Students will share what they found out, and

justify their explanations. They will answer
questions about how the mechanisms they
looked at apply to traits that are observable,
and how failure or errors of these mechanisms
can cause problems (and what that might look
like).

Ask probing questions and look for

student explanations. Guide questioning
and ask questions that require higher order
thinking.

Elaborate

Students will look at pedigrees and figure out

how these tools "map" a genetic lineage and
predict future risk for offspring. Students may
also start looking into more complex genetic
mechanisms, and how geneticists use this
(and other) tools for genetic counseling.

Observation/Individual
Help/Resource/Probing Questions

Evaluate

By explaining the genetic mechanisms and

how they apply to real genetic situations, as
well as using tools like pedigrees and Punnett
squares to solve problems, students show that
they have an understanding of some of the
major genetic concepts.

Ask questions, design problems, ask for

student explanations

Assessment:
Formative- After having students complete each step, I will test their abilities by having them solve a
problem, and give each of them a dry-erase board so that I can see the responses.
At the beginning of each class in this lesson, I will ask the class to explain what we talked about the
previous day, and then we will review for the first 5 minutes of class.
Summative (usually formal):
Balgopal, 2014

I will prepare a short quiz of the concepts and skills that were taught for a grade at the end of the lesson.
Anticipated misconceptions/ alternative conceptions:
There will be confusion about how genes are actually passed on, and there may also be misconceptions
about the odds of offspring phenotypes. There will likely also be confusion about what a gene actually is, and
what the actual cause of the phenotype is. Lastly, I will have to explain that this is the simplest form of genetics,
and it becomes far more complicated for many traits.
Accommodations/modifications of activity (think about your practicum classroom and consider exceptional
studentsspecial education, ELL, and gifted/talented and those who you know need scaffolding)

Some students may need more direct help with these steps, and I will be available on the individual
work steps. Also, I will try having students that finish the assignments early help other students that
need help understanding and working on each step in the lesson. If this does not work out, I will either
work with the students myself, or form a small group of all the students that need help so we can work
through it together.

Balgopal, 2014

5E Lesson Plan Rubric

Lesson Plan
Component

Below Expectations
(not included)

Standards (national
and state)
Learning objectives
Materials/Planning
Accommodations/
modifications

Meets Expectations
(Included but
incomplete)
1

Exceeds Expectations
(Thoroughly
addressed)
2

0
0
0

1
1
1

2
2
2

Assessment (tools
included)
Student centered with
both Teacher and
Student Actions
described (see template
for 5E LP format)

0-2

3-5

6-8

As a novice teacher, you will likely write and use lesson plans (LP) on a regular basis. You may even be
required to show your LPs to your supervisors. Eventually, you will have the lesson plans in your head or will
rely on abbreviated notes. As an ID Methods student, it is important to demonstrate (through LPs) that you
know what preparation is required as you design/ plan activities and assessment tools for your students. This
allows me to assess all of you in a consistent and fair manner.
Lesson plan formats vary greatly. I am most interested in how you plan to teach inquiry-based lessons. How
will you help students take ownership of the content and participate in their own learning? The 5E Model is one
format to help you teach inquiry lessons. Many students and new teachers find the 5E format easy to use.
Therefore, I would like you to use this framework for all lesson plans in this course. (See template on previous
page). Remember to think about student activity as being separate from teacher activity, and be explicit in
your LP so I know that you are aware of the differences.
I recognize that with each LP you will become more skilled and confident addressing each component. For
example, your first LP is due before we will have formally discussed Assessments in class. Thats okay. I want
you to consider each section, so I can provide constructive feedback.
You can REDO any lesson plan until the next lesson plan is due.
You can include your individual lesson plans in your final unit, if it makes sense to you and your unit plan
partner. You can write new lesson plans for your unit plan, if that makes more sense. Its up to you.

Balgopal, 2014