Documente Academic
Documente Profesional
Documente Cultură
Teacher Candidate:
Abby Olsen
Cooperating Teacher:
Group Size:
24
Date: 4/6/16
Coop. Initials
12pm
STANDARD:
3.1.4.B5. PATTERNS Identify observable patterns in the physical characteristics of
plants or groups of animals.
3.1.4.B6. Science as Inquiry Use data/evidence to construct explanations and
understand that scientists develop explanations based on their evidence and compare
them with their current scientific knowledge.
S4.B.2.2.1 Identify physical characteristics (e.g., height, hair color, eye color, attached
earlobes, ability to roll tongue) that appear in both parents and could be passed on to
offspring.
I. Performance Objectives (Learning Outcomes):
A. Students will explore how dominant and recessive traits are expressed by
observing the physical characteristics of themselves and classmates.
II. Instructional Materials
A. Vocabulary Worksheet 1 per student
B. Vocabulary PowerPoint
C. Variables Within Traits document as a guide for students
D. Inventory Of Traits Chart 1 per student
E. Class Data for Observable Traits chart
1
D. Accommodations/Differentiation
1. Accommodation:
a. For children with ADD/ADHD, give them a completed
vocabulary worksheet, after the vocabulary activity is
completed. This will allow them to be able to get
additional information they may have missed when the
teacher was going over it.
2. Differentiation:
a. Children who prefer to work alone may do so during
the vocabulary activity and the inquiry.
b. Instead of using the Exit Ticket, the entire class could
create a bar graph together. Then, when making an
inference as to which trait is dominant, the teacher
could gather feedback from students using thumbs
up/thumbs down.
E. Assessment/Evaluation Plan
1. Formative
a. Students will be evaluated by the accuracy and
completion of their Exit Ticket.
2. Summative
a. There is no Summative for this lesson.
V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
Remediation Plan
Vocabulary
Dominant & Recessive
Lesson
Traits
Distinguishing characteristics or qualities that are part of an
organisms physical appearance
Genes
Instructions for our body that determine the traits you will
display
They determine what your body looks like, what eye or hair
color you have, and more.
Genes stay together in pairs, but each gene in a pair might
be different that its partner. They will be either dominant or
recessive.
Dominant Gene
A gene that can hide the effect of a recessive gene
If there are one or two dominant genes in a gene pair, the
gene pair will be dominant.
Recessive Gene
A gene whose expression can be hidden
If there are two recessive genes in a gene pair, the gene
pair will be recessive.
Word: _D_o_m
__in_a_n_t__g_e_n_e__________________________
Word: _R
__e_c_e_ss_i_v_e_g_e_n_e__________________________
Definition:
Definition:
Example:
Picture:
Gene
Example:
Picture:
Traits
Word: _______________________________________
Word: _______________________________________
Definition:
Definition:
Picture:
Example:
ashleigh-educationjourney.com
Picture:
Example:
Your name:
Date:
FORM 1
FORM 2
A. Earlobes
Free
Attached
B. Dimples
Absent
Present
C. Hairline
Widows peak
Straight
D. Tongue Rolling
Rolling
Non-rolling
E. Thumb
Straight thumb
Hitchhikers thumb
F. Chin
Cleft
No cleft
1. Do you think any of your classmates will have the same form of all 6 traits
as you? Why or why not?
2. Make a prediction about how many of your classmates will have the same
form of all traits as you?
A. Earlobes
B. Dimples
C. Hairline
D. Tongue Rolling
E. Thumb
F. Chin
# of students with
Form 1
FREQUENCY of
students with
Form 1
# of students with
Form 2
FREQUENCY of
students with
Form 2
TRAIT
DOMINANT
RECESSIVE
A. Earlobes
Free
Attached
B. Dimples
Absent
Present
C. Hairline
Widows peak
Straight
D. Tongue Rolling
Rolling
Non-rolling
E. Thumb
Straight thumb
Hitchhikers thumb
F. Chin
Cleft
No cleft
Exit Slip
1. Based on the class data, complete the bar graph on the following page. Be sure to
add the numbers to represent the frequencies along the y-axis.
2. Based on the data above, make an inference as to which form of each trait is
dominant. Circle the dominant form for each trait.
TRAIT
FORM 1
FORM 2
A. Earlobes
Free
Attached
B. Dimples
Absent
Present
C. Hairline
Widows peak
Straight
Non-rolling
E. Thumb
Straight thumb
Hitchhikers thumb
F. Chin
Cleft
No cleft
EARLOBES
TONGUE ROLLING
Rolling
DIMPLES
Non-Rolling
CHIN
Cleft Chin
No Cleft Chin
THUMB
HAIRLINE
Widows Peak
Predicting Traits
Based on the dominant and recessive genes of these two people, what
do you think their children will look like?
Draw two pictures of what you think the baby of the parents above will
look like. Label the traits you think each baby will have.