Teacher Candidate: Stan Stewart

Date: 04-22-16

School: Scott High School

Grade/Subject: 10th / Biology

Lesson Topic: Genetics

Instructional Objectives / Student Outcomes

1. Students will describe genes and how they are distributed from parents to offspring.
2. Students will use Punnett squares to find the probabilities of certain genes in offspring.
3. Students will define the difference between genotypes and phenotypes.
Language Objectives
1. Students will discuss in small groups the traits associated with each members phenotype,
then record results.
2. Students will draw their own Punnett squares and work simple genetics problems.
3. Students will discuss the diversity of humans as related to different genotypes and
phenotypes.
Key Terms

Genetics

Gene

Heredity

Allele

Trait

Homozygous

Phenotype

Dominant

Heterozygous

Genotype

Recessive

Chromosomes

Punnett Square

Gregor Mendel

WV CSOs
Students will:
SC.S.B.2 - demonstrate knowledge, understanding and applications of scientific facts, concepts,
principles, theories, and models as delineated in the objectives.

SC.O.B.2.10 - use Punnett squares to predict genotypic and phenotypic ratios by applying
Mendels Laws of Genetics:

in monohybrid and dihybrid crosses

sex-linked traits

dominance

multiple alleles.

National Standards
Students will:
HS-LS3-3 - Apply concepts of statistics and probability to explain the variation and distribution
of expressed traits in a population.
Management Framework
Overall time: 60 minutes
Time Frame:
1) Introduction 10 minutes
2) Interactive lesson 15 minutes
3) Class Activity (Punnett squares) 10 minutes
4) Group Activity 15 minutes
5) Closure 10 minutes

Strategies
1) Direct Instruction
2) Indirect Instruction
3) Small Group Practice.

Differentiated Instruction / Adaptations / Interventions

Students will have multiple methods for learning in this lesson. There are no students in
this class with needs requiring special accommodations, however accommodations were
prepared to address different learning strategies. Students will have the opportunity to learn
from the instructor, as well as the other students (group activity). The instructor will provide

support throughout the lesson for students who need extra instruction. Also, the handouts of
different traits will provide a visual aide to assist students.
Procedures
Introduction / Lesson Set
To begin the lesson, I will provide the students with a short quiz (the pre-quiz) to gauge
their content knowledge and understanding prior to the lesson. Following the quiz, I will ask the
students, What makes you YOU? We will discuss the things that naturally help them to
recognize one another. I will ask if anyone knows someone who looks just like one of their
parents. I will then ask for reasons as to why this can be. I will ask for ideas for why so many
people across the world look so different, and why some people from one place share common
characteristics that differ from people from other places (This will be the diversity discussion of
the lesson, although the whole lesson involves diversity). I will provide some interesting facts
regarding why people have acquired some of these unique traits over time, and how people are
not nearly as isolated as they once were. I will ask for opinions of what might happen to some of
these common traits (skin color, eye shape, hair, etc.) if travel continues to be as accessible as it
is now.
Body and Transitions
For the main portion of the lesson, I will discuss the key elements and terminology
regarding this lesson (key terms will be written on the board). I will explain Gregor Mendel, and
his contribution to the field of genetics, including the Punnett square. I will pay close attention
to alleles, how they are passed from generation to generation, the difference between dominant
and recessive traits, and how to ascertain the probability of such traits. I will also provide an
explanation of the terms genotype and phenotype.
Next, I will provide three genetics problems (each with two sets of alleles) for the
students to work out on a Punnett square. I will give them a chance to complete the problems on
their own, one at a time, then go over each one separately on the board. The goal of this activity
will be to get the students familiar with using Punnett Squares, and to demonstrate the
probability of offspring receiving particular traits.

The final element to the lesson will be a class activity in which the students will pair with
a classmate to record which traits each has. I will provide a handout with which traits to look
for, and the students will record whether they have them or not. I will create a bar graph on the
board to record the results. By using the graph, the students can see which traits are predominant
in the class, and compare the results with the national average.
Closure
To close the lesson, I will administer the same quiz that I administered in the
introduction. The goal will be to see what information the students know at the end, compared
with what they knew in the beginning. I can use this information to determine what changes to
the lesson should be made, if any. I can disaggregate the data to see which areas were best
grasped, and by which students (gender, race, etc.) Following the quiz, I will again cover the
objectives for the lesson, then have the students to complete an exit slip to tell me what they
liked or disliked about the lesson, and what they feel they learned from the lesson.
Assessment
Diagnostic I will assess the students prior knowledge by grading and analyzing the pre-quiz
administered in the introduction. During the introduction, I will use the student responses to the
discussion to gauge prior knowledge.
Formative I will constantly assess the students throughout the lesson by paying attention to
their expressions, questions, body language, etc., to assist me in making data-based decisions
about how to proceed with the lesson. I will formally assess the students through the accuracy of
their completed Punnett Squares, as well as the exit slips containing information about what the
students learned, what they liked or disliked, and information about what I can do to improve the
lesson.
Summative My summative assessment will be the grading and analysis of the post quiz.
Materials
1) Paper and writing utensil
2) Handouts for students
3) Calculator (to tabulate the traits)

Extended Activities
If Student Finishes Early:
The nature of the lesson makes it unlikely for a student to finish early. However, if a
student finishes an activity far earlier than the other classmates, he/she will be asked to assist
with other students who may be struggling with the activity.
If Lesson Finishes Early:
If the lesson finishes early, the students will be asked to formulate questions to be asked
of one another, concerning genetics. The questions will then be used to create discussions
among the students. I will help to steer the nature of the discussions, in order to keep the
responses on task.
If Technology Fails:
If my calculator fails, I will tabulate the results of the trait exercise by hand.

Modern Biology

Intro to Genetics Quiz

Scott High School

4-22-16

1._____ 19th Century high school teacher and gardener whose experiments on garden peas led to
his discovery of the basic principles of genetics.
A. Charles Darwin
B. Gregor Mendel
C. Carl Woese
D. Aristotle

2._____ The transmission of characteristics from parents to offspring.

A. Diffusion
B. Dominance
C. Heredity
D. Active Transport

3._____ The field of biology devoted to understanding how characteristics are transmitted from
parents to offspring.
A. Genetics
B. Ecology
C. Geography
D. Botany

4._____ In a eukaryotic cell, a structure in the nucleus made up of DNA and protein.
A. Golgi Apparatus
B. Mitochondria
C. Lysosome
D. Chromosome

5._____ Two or more alternative forms of a gene are called:

A. Genotypes
B. Phenotypes
C. Alleles
D. Punnett Squares

6._____ The term that represents an organisms genetic makeup.

A. Genotype
B. Homozygous
C. Phenotype
D. Dominance

7._____ A short segment of DNA that contains the instructions for a single trait.
A. Trait
B. Gene
C. Ribosome
D. Helix

8._____ A genetically determined variant of a characteristic.

A. Trait
B. Probability
C. Testcross
D. Punnett Square

9._____ A graphic organizer used to predict the results of a genetic cross.

A. Card Catalog
B. Punnett Square
C. Three-Ring Binder
D. Pie Chart

10._____ Having two different alleles for a trait.

A. Heterozygous
B. Homozygous
C. Dominant
D. Recessive

11._____ Having identical alleles for a trait.

A. Heterozygous
B. Homozygous
C. Dominant
D. Recessive

12._____ An allele that is fully expressed whether present in homozygous or heterozygous pairs.
A. Heterozygous
B. Homozygous
C. Dominant
D. Recessive

13._____ An allele or trait that is only expressed when two non-dominant alleles are paired for
that characteristic.
A. Heterozygous
B. Homozygous
C. Dominant
D. Recessive
14._____ The term that represents an organisms physical appearance.
A. Genotype
B. Homozygous
C. Phenotype
D. Dominance

Tongue rolling- dominant- 65 to 81 percent

http://udel.edu/~mcdonald/mythtongueroll.html

Widows Peak dominant- About 35 percent of the world population.

http://hlww.k12.mn.us/ittrium/reference/A1x79x1x66y1xd6x1x69y1x3abx1x87y1x3b5x1x87y1x
3cfx1x87y1x3d5x1x92y1x3e6x1x87y1x55ex1x87y1x564x1x87y8x56cx8x1/A8xc70cx8x1.pdf

Cleft Chin dominant world percentage 5%

http://hlww.k12.mn.us/ittrium/reference/A1x79x1x66y1xd6x1x69y1x3abx1x87y1x3b5x1x87y1x
3cfx1x87y1x3d5x1x92y1x3e6x1x87y1x55ex1x87y1x564x1x87y8x56cx8x1/A8xc70cx8x1.pdf

Unattached Earlobes dominant- The world percentage = 63%.

http://hlww.k12.mn.us/ittrium/reference/A1x79x1x66y1xd6x1x69y1x3abx1x87y1x3b5x1x87y1x
3cfx1x87y1x3d5x1x92y1x3e6x1x87y1x55ex1x87y1x564x1x87y8x56cx8x1/A8xc70cx8x1.pdf

Brown Eyes dominant- world = 55%

http://www.aclens.com/Most-Common-Eye-Color-c323.html

Dimples dominant- A Nigerian study found that 25 percent of the population had dimples.
http://www.ask.com/world-view/many-people-dimples-d592498ce526cd60

Hair Color Brown dominant- -75 percent of the world population has natural dark brown or
black hair color -24 percent have medium brown to blonde hair -1 percent have red hair.
http://www.daisyhairdesign.com/2012/06/world-population-and-hair-color/

Freckles dominant- ? %

DOMINANT AND RECESSIVE CHARACTERISTICS

Characteristics in the left-hand column dominate over those characteristics listed in the
right-hand column.

DOMINANT TRAITS

RECESSIVE TRAITS

eye coloring

brown eyes

grey, green, hazel, blue eyes

vision

farsightedness
normal vision
normal vision
normal vision

normal vision
nearsightedness
night blindness
color blindness*

hair

dark hair
non-red hair
curly hair
full head of hair
widow's peak

blonde, light, red hair

red hair
straight hair
baldness*
normal hairline

facial features

dimples
unattached earlobes
freckles
broad lips

no dimples
attached earlobes
no freckles
thin lips

appendages

extra digits
fused digits
short digits
fingers lack 1 joint
limb dwarfing
clubbed thumb
double-jointedness

normal number
normal digits
normal digits
normal joints
normal proportion
normal thumb
normal joints

other

immunity to poison ivy

normal pigmented skin
normal blood clotting
normal hearing
normal hearing and speaking
normal- no PKU

susceptibility to poison ivy

albinism
hemophilia*
congenital deafness
deaf mutism
phenylketonuria (PKU)

* sex-linked characteristic

http://www.blinn.edu/socialscience/ldthomas/feldman/handouts/0203hand.htm

(12)

Stan Stewart

Lesson Plan Reflection #3

School: Scott High School

Principal: Allen E. Halley

Teacher: Mrs. Madhavi

Grade: 10th

Topic: Genetics

Date: 04-22-16

Content: Biology

Planning
The first thing I had to think about when planning this lesson was how to implement
diversity. Mrs. M gave me the green light to design whatever lesson I wanted, so I decided upon
the topic of genetics. What better subject to discuss diversity in science than the subject that
covers why and how people obtain the characteristics that make them who they are. After
deciding which topic to cover, I decided upon the lesson objectives. I wanted to give the
students a good introduction into genetics, spark their interest in the topic, provoke thought into
why people have such varying traits, and introduce them to Punnett squares and trait probability.
I then identified the key vocabulary, and the relevant State / National standards. I knew I needed
to incorporate data based decision making into this lesson, so I designed a quiz to be given
before and after the lesson.
To plan the body of the lesson, I identified everything that I wanted to cover, then
researched the relevant information for the lesson. I began to see the lesson in my mind, how I
wanted it to flow, and used that to set up my management framework and strategies. I assembled
and organized all my information into a document of notes, located handouts and materials for
the students, and tweaked the lesson to try and make it as time efficient as possible.
Implementation
I realized quickly after entering the room that I was again going to be shorted of time.
Mrs. M began writing her starter for the students, (I was never able to use my own), and then
proceeded to write out the lab exercise that she wanted the students to do. When I saw the lab
being written out, I asked how much time I was going to get for my lesson. Mrs. M said
hopefully an hour, but I looked at the amount of material on the board skeptically. She said they

hadnt finished this stuff the previous day, and that they had to do it then. It was definitely a dj
vu experience.
When the class began, she informed the students of what they needed to do, and then
informed them that needed to hurry because I needed at least 45 minutes for my lesson. I
thought, Ten minutes ago I was supposed to have an hour. Hmmm. As the 30 minutes
remaining mark rapidly approached, I went to her and told her there was no way I would be able
to get everything in if I didnt get at least 30 minutes. She went ahead and cut one of the
questions off of the lab, and asked the students to finish it for homework. I had 35 minutes left
in the class.
For the introduction, I handed out the pre-quiz, and asked the students to complete them
and turn them in as quickly as possible. As soon as they were in, I began my intro to the lesson.
I started with the questions from my lesson plan, which went over very well. I quickly gained
their undivided attention, and had great involvement in the answers. I asked why people from
around the globe have regional characteristics that differ from others from other places. I took
their responses, many very well thought out, and elaborated by explaining why skin color, hair
color and texture, body size, etc., has evolved the way it has. I explained that truly, all humans
came from the same lineage, our ancestors were just faced with different situations and
environments as they migrated across the globe. These different conditions spawned the great
diversity among our races that we see today. I then asked what they thought would happen in a
few thousand years if transportation remains as accessible as it is today, which keeps regions
from being as isolated as they were for the many preceding thousands of years. The
overwhelming consensus, including my own, was that many of the characteristic traits may seem
to disappear, as more people reproduce with others from other races. Many characteristics might
eventually blend in, creating a more common set of global characteristics.
This sent me into the body of the lesson. I had taken just under half of my time in the
introduction, although it was worth it. The students were incredibly responsive and focused. I
didnt have much time, so I began by giving a crash course through the terminology, Gregor
Mendel, and Punnett squares. I could not be nearly as detailed as I wished, due to the time, but
feel like I still pulled it off well. My information wasnt randomly thrown out, but was
explained, albeit briefly, in a way so that one piece fell right in with the next. I finished the body

of the lesson by quickly going over three genetics/probability problems on the board using
Punnett squares. I had planned to have the students complete them at their desks before going
over them on the board, but didnt have time, so we did them together instead. Fortunately, the
class in general seemed well versed, being wholly involved, and quickly understanding the
genetic crosses, problems, terms, etc. I was impressed with how quickly they grasped the
content, and told them so. I asked them if they had already went over genetics, and they
informed me that they remembered some from their 8th grade science class. I must say that
whoever taught them in the 8th grade must have done a fantastic job!
I only had about 10 minutes remaining, so I quickly had two students pass out the
dominant/recessive traits activity handouts. I explained what they were to do: quickly divide
into groups, fill out the page with the traits from each individual, fill out the group page, then
turn them in. The students complied admirably, with no issues. Although there wasnt much
time, they seemed to enjoy marking each others traits.
I had planned to make a chart on the board to plot the traits of the class, then compare
them with the rest of the world, but did not have time. Instead, I had to go directly into the
closure, giving the post quiz immediately after they handed in the activity. As they were
finishing up the quizzes, I read them some of the statistics from around the world regarding
traits. The students were genuinely interested, and were bragging about which traits of theirs
were dominant. I had about 30 seconds before the bell rang to remind them to never settle for
being average, but instead always strive to be the best they can be.
Clarity of Presentation
My voice was well projected, and no students had trouble hearing or understanding me. I
tried using many expressions and gestures to get my point across. I tried to be conscious of my
pace, but was pressured by time, which made it a little faster than I would have wanted. Overall,
Im pleased with the clarity of my presentation.
Attention to Individual Differences
I feel that the strategies I chose and the choice of activities accommodated the different
learning styles of the students. In the original lesson plan, between my own instruction and the
activities, I feel that the students in this classroom were well prepared for. They didnt get to

experience the full lesson or supplemental materials, again, but I still tried to provide something
for all different types of students to learn from.
There were no students in the classroom that required special assistance. Therefore, I
made no special provisions for such students. I did, however, make provisions for students that
may finish early. Early finishers were to be allowed to use the laptops in the room for
educational purposes. If the lesson finished early, I planned to have the students spend a few
minutes formulating questions related to the lesson, for use in a class discussion. Preferably, the
questions were to be designed to provoke discussion among the classmates.
Student Response
The students responded wonderfully to my lesson. They were happy for me to teach, and
expressed regret that I would not be returning. I had their attention immediately with the
questions that I asked during the introduction, and I was thrilled with the cooperation that they
gave me throughout the short time that I had. I couldnt see one student in the entire process of
this lesson who seemed to drift off, although upon seeing the results of my disaggregated data, I
feel there were a couple who may have been.
I would have liked to teach a lesson to this group of students the way that I had planned.
Of the three times that I led a lesson, I never once got the opportunity to teach the way that I had
planned. The students were always responsive and respectful toward me. I especially would
have liked for this lesson to have gone as planned. Genetics is probably my favorite topic in
biology, and the activity that I had would have been really entertaining. I also guarantee that if I
would have had the time to deliver the instruction that I wanted, the scores on the post quiz
wouldve been much higher as well.
Planning and Implementing Higher Order Thinking Skills
The whole discussion on diversity and genetics in the introduction provoked higher order
thinking. The students pleased me by answering with well thought out answers as well.
Genetics can occasionally be controversial, due to religious or other beliefs which sometimes
cause individuals to think of genetics in a negative context, but this discussion was very positive
and rewarding.

Assessment
I diagnostically assessed the students with the completion of the pre-quiz, and by
listening to their responses to my questions. According to the results of the pre-quiz, the class as
a whole had at least some prior knowledge of genetics, with an average score of 75%. Only 6 of
22 students scored below 70%. Eight students scored 86% or above, with 2 students receiving a
perfect score. I was also impressed with the answers to my introductory questions. If the
students hadnt had a background in genetics, Im sure I wouldnt have been so impressed.
My formal assessment was the interactions with the students during the lesson, the
accuracy and ease in which they worked out the problems using a genetic cross, and the
understanding they showed while doing the traits activity.
My closure consisted of my summative assessment, which was the post-quiz. I used the
results of the post-quiz in comparison with the pre-quiz to disaggregate the data, and make
databased decisions regarding the lesson. The data is represented in the last few pages of this
document.
Areas of Improvement
Analyzing the results of my pre and post-quizzes, some interesting facts are shown. As a
class, my lesson was apparently beneficial, as shown by the average score increase of over 12
percentage points per student. The class as a whole went from an average score of 75% to 87%.
If I had been given more time, Im sure the numbers would be higher, but its still pretty
substantial. There was one student who did worse on the second quiz, which makes me wonder
if she had either not payed attention to what she was doing, or perhaps her quizzes got mixed up
in the stacks, and labeled incorrectly, which would mean that she had actually improved, but was
plotted wrong in the data. I took pains to make sure this didnt happen, but I feel it is more
probable that this happened rather than a student actually doing worse by 7% on the summative
assessment.
The boys outperformed the girls on both assessments. One interesting thing is that both
the boys and the girls improved their scores by roughly the same margin (12%), the boys going
from 79% to 91%, the girls from 71% to 83%. Of the questions, it appears that questions 5, 8,
and 14 gave the boys the most trouble on the final quiz, and 4, 5, 6, 8, and 14 for the girls. Both

genders seemed to have the most trouble with question number 5, and after reflecting on the way
the question is asked, I think I should change the wording. I believe that many of the students
assumed there was more than one answer, although they should have known better. This type of
confusion is what I need to watch for when designing a quiz. The question wasnt confusing
when I wrote it, but I can see where students who are unsure could perceive it differently. For
this reason, I would change the words to prevent this from happening again. Also, I would take
the aforementioned questions that gave the students the most trouble and reinforce those areas in
class to make sure the content has been mastered. It is my opinion that if the majority did poorly
on those questions, then the content needs to be better taught.
In all, Im pleased with the results because it shows that even though I didnt get to teach
the way I wanted, the students still grasped much of what I delivered. The responsiveness,
attentiveness, and cooperativeness of the students, mixed with the improvements they made, is
very rewarding and motivating for me. Im excited for the day that I can design a lesson and
engage the students in the manner of my choosing.
The following pages consist of the data recorded from the pre and post-quizzes. Please
note that Students 1 11 are male and 12-22 are female. On the charts depicting the individual
answers per question, note that incorrect answers are displayed in red. A red * represents an
unanswered question. Questions answered AB depict an answer of A and B. On the
graphs depicting the number of A, B, C, or Ds per question, the numbers atop the bars represent
how many students answered that selection on that question.
The key for the quizzes is:
1. B

4. D

7. B

10. A

13. D

2. C

5. C

8. A

11. B

14. C

3. A

6. A

9. B

12. C

Data Disaggregated:

Pre-Test

Post-Test

Total increase in %

Total Class Score

Total Score Boys
Total Score Girls
Score Per Student:

75%
79%
71%

87%
91%
83%

12%
12%
12%

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22

86%
86%
86%
43%
93%
79%
71%
79%
79%
79%
86%
100%
79%
50%
93%
100%
50%
64%
64%
50%
57%
71%

93%
93%
86%
86%
93%
100%
79%
100%
93%
93%
86%
100%
100%
79%
93%
100%
86%
79%
64%
57%
93%
64%

7%
7%
0%
43%
0%
21%
8%
21%
14%
14%
0%
0%
21%
29%
0%
0%
36%
15%
0%
7%
36%
-7%

Highest % increase Boys: 43% (student 4)

Average increase per student whole: 12.4%

Lowest % increase Boys: 0% (students 3, 5, 11)

Average increase per Boy: 12.3%

Highest % increase Girls: 36% (students17, 21)

Average increase per Girl: 12.5%

Lowest % increase Girls: -7% (student 22)

Pre-Quiz (Students 1-11 are male, 12-22 are female)

--Student--
1

10

11

12

13

14

15

16

17

18

19

20

21

22

%
Correct
Total

%
Correct
Boys

%
Correct
Girls

Question
1

64%

91%

36%

100%

100%

100%

100%

100%

100%

73%

100%

45%

AB

32%

27%

36%

50%

36%

64%

68%

55%

82%

68%

73%

64%

100%

100%

100%

10

86%

91%

82%

11

82%

91%

73%

12

86%

91%

82%

13

86%

91%

82%

14

50%

55%

45%

Score
on Quiz

86
%

79
%

71
%

79
%

79
%

79
%

86
%

100
%

79
%

50
%

93
%

100
%

50
%

64
%

64
%

50
%

57
%

71
%

Total
Grade
for Class

Total
Grade
Boys

Total
Grade
Girls

75%

79%

86
%

86
%

43
%

93
%

71%

Post-Quiz (Students 1-11 are male, 12-22 are female)

--Student--
1

10

11

12

13

14

15

16

17

18

19

20

21

22

% Correct
Total

%
Correct
Boys

%
Correct
Girls

Question
1

95%

91%

100%

100%

100%

100%

100%

100%

100%

73%

91%

55%

AB

AB

AB

64%

73%

55%

77%

91%

64%

86%

91%

82%

68%

73%

64%

100%

100%

100%

10

100%

100%

100%

11

100%

100%

100%

12

91%

91%

91%

13

91%

91%

91%

14

73%

82%

64%

Score
on
Quiz

93
%

93
%

86
%

86
%

93
%

100
%

79
%

100
%

93
%

93
%

86
%

100
%

100
%

79
%

93
%

100
%

86
%

79
%

64
%

57
%

93
%

64
%

Total
Grade for
Class

Total
Grade
Boys

Total
Grade
Girls

87%

91% 83%

QUESTION #

10

11

12

1
1

10

11

15

15

15

18

19

19

19

22

22

22

14

1
1
1

# OF A, B, C, D ANSWERS

ANSWERS PER QUESTION - PRE-QUIZ

D

13

14

ANSWERS PER QUESTION - POST-QUIZ

22

AB

22

22

22

20

16
5

4
2

14

# OF A, B, C, D ANSWERS

15

16

17

19

20

21

22

QUESTION #

10

11

12

13

14