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Summative test on dihybrid crosses: Rabbit problem and blood type.

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First 20 minutes: Discuss homework SpongeBob practice worksheets

Work on Gizmos, Mouse Genetics (dihybrid). Collect worksheets for formative assessment.

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20 minutes: Discuss the homework. Go over some examples of monohybrid and dihybrid based on the video; emphasized genetics vocabulary during class discussion.

Guided notes on Genetics using http://serendip.brynmawr.edu/sci_edu/waldron/pdf/GeneticsProtocol.pdf

Homework: SpongeBob worksheets (monohybrid and dihybrid)

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Mouse Genetics (monohybrid) from Gizmos (online simulation activity)
Students will explore how physical traits are inherited and passed on from parents to offspring. They will apply statistics and probability to predict the possibility of inheritance and variation of traits. A student worksheet will be provided to them aligned with the online simulation activity from Gizmos. Students are expected to work on their own at this phase with minimal input from the teacher.

Question: What patterns are shown by offspring traits?
1. Predict: What do you think the offspring of a black mouse and a white mouse will look like?
_________________________________________________________________________
2. Observe: Click Breed several times. What do you see? _____________________________
3. Observe: Drag two offspring into the Holding Cages. These mice are called hybrids
because their parents had different traits. Click Clear, and then breed the two hybrids.
What do you see now? ______________________________________________________
4. Experiment: Turn on Show statistics. Click Breed until there are 100 offspring.
How many offspring were black? ________ How many were white? ________
5. Explore: Try other combinations of mouse parents. Write the results of each experiment in
your notes. When you have finished, answer the following questions. (Note: You can refer to
the parents as “pure black,” “pure white,” or “hybrid.”)
A. Which parent combination(s) yield only white offspring? _______________________
___________________________________________________________________
B. Which parent combination(s) yield only black offspring? _______________________
___________________________________________________________________
C. Which parent combination(s) yield a mixture of black and white offspring? ________
___________________________________________________________________
6. Challenge: Based on experiments similar to these, Gregor Mendel devised a theory of inheritance. Use your own observations to come up with your own explanation of how a trait such as fur color is passed down from parents to offspring. Write your explanation down on an extra sheet of paper and attach it to this worksheet. If
possible, discuss your theory with your classmates and teacher.

Homework: Watch Begginer’s Guide to Punnet Squares https://www.youtube.com/watch?v=Y1PCwxUDTl8

Write Cornell Notes about the video, then look up the definitions for these key vocabulary words in Genetics: Punnet square, heredity, dominant and recessive alleles, homozygous and heterozygous, inheritance, genotype and phenotype (You may use your textbook to guide you on this)

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Genomics and Human Identity Group Activity
adapted from: https://unlockinglifescode.org/sites/default/files/education_resource_profile_files/Genomics%20and%20Human%20Identity%20v10%20Greengrey_0.pdf

Brainstorm: Ask the class to identify some ways that people are alike and ways that they are different. What defines our identity? What makes us who we are? Which of these characteristics are inherited? Estimate how genetically similar two humans are. Students will write their answers in their science journal.

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Exemplary Lesson Plans adapting the 5 E learning 

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Exemplary Lesson Plans adapting the 5 E learning 

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Standards to be addressed in these exemplary lesson plans:

NGSS: Hereditary: Inheritance and Variation of Traits

HS-LS3-3: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

Science and Engineering Practices: Analyzing and interpreting data - concepts of statistics and probability; obtaining, evaluating, and communicating information.

Cross-cutting Concepts: Scale, proportion, and quantity - Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another.

CCSS: Reading and Writing

RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

WST. 9-10.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

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Importance of the 5 E Learning Cycle in Science Classes (rationale)

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Importance of the 5 E Learning Cycle in Science Classes (rationale)

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1. It promotes critical thinking, scientific literacy, and interdisciplinary content.
2. It is inquiry based learning wherein students are encouraged to explore scientific context and ideas to design possible solutions to solve current problems in our society.
3. Students become more proactive in their learning because it is hands-on wherein they perform experiments or projects instead of a traditional teacher-led class discussions.

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1. Engage: students must be given interesting activities to spark their enthusiasm on the topic. For example, using videos, photos, current events, or class discussion about natural phenomena.
2. Explore: The goal is for the students to discover the outcome by themselves through scientific investigations without the teacher doing a traditional lecture.
3. Explain: it allows students to learn the information they need to make sense of their scientific explorations. (Chitmann-Booker and Kopp, 2013, p. 77). Teachers discuss in depth the lesson and focus on key vocabulary words for the unit.
4. Elaborate/Extend: Students apply their newly acquired scientific idea. Teachers can integrate writing in this phase to improve scientific literacy.
5. Evaluate: students demonstrate their proficiency on the expected learning outcomes by either taking a summative test, performance based assessment, or project-based assessments.