|Lesson Plan ID:
Where Did You Get Those "Jeans"?
This lesson can be interdisciplinary involving science, mathematics, and language arts. The primary nature of the lesson is inquiry, project, and technology-based. In science this project is a culminating activity in the heredity unit.
|SC(7) ||8. Describe the function of chromosomes. |
|TC2(6-8) ||2. Publish digital products that communicate curriculum concepts. |
|TC2(6-8) ||5. Use basic features of word processing, spreadsheets, databases, and presentation software. |
|TC2(6-8) ||6. Select specific digital tools for completing curriculum-related tasks. |
|TC2(6-8) ||11. Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize
|TC2(6-8) ||13. Use digital tools to formulate solutions to authentic problems. |
|MA2015(7) ||1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas, and other quantities measured in like or different units. [7-RP1] |
|MA2015(7) ||2. Recognize and represent proportional relationships between quantities. [7-RP2] |
|MA2015(7) ||3. Use proportional relationships to solve multistep ratio and percent problems. [7-RP3] |
|SC2015(7) Life Science||12. Construct and use models (e.g., monohybrid crosses using Punnett squares,
diagrams, simulations) to explain that genetic variations between parent and
offspring (e.g., different alleles, mutations) occur as a result of genetic
differences in randomly inherited genes located on chromosomes and that
additional variations may arise from alteration of genetic information. |
|SC2015(7) Life Science||13. Construct an explanation from evidence to describe how genetic mutations
result in harmful, beneficial, or neutral effects to the structure and function
of an organism. |
|Primary Learning Objective(s):
Students will use knowledge gained in the heredity unit and apply to information that can be gathered through collected data. They will be able to interpret the validity of their results and justify them by comparing them to currently accepted values which they will determine through research. Students will be able to draw conclusions related to the reliability of their scientific method in this form of population sampling.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| Time Not Specified|
|Materials and Equipment:
Students will use textbook and related activities and work provided by the teacher to achieve an understanding of heredity concepts.
|Technology Resources Needed:
Students will need access to research materials and computers capable of using multimedia.
Students will need an understanding of basic genetic principles and use of research techniques, Excel, Microsoft Word, and PowerPoint.
1.)Students will survey their immediate family members to determine the presence of specified human traits. Students will have to be familiar with the appearance of the traits and apply correct survey methods.
2.)Students compile personal, class, current, and cumulative data to create an excel table or spreadsheet that shows all data and calculates the percentages and ratios. The personal and cumulative percentages are then represented in a bar graph.
3.)Students will use the results from the cumulative ratios data and make inferences as to what type of human inheritance controls the appearance of the trait.
4.)Students continue their study of inherited traits by researching genetic disorders and producing a power point presentation for their class.
5.)Students will be assessed on their use of technology, knowledge of content material, following appropriate scientific methods, and integrating information gained through scientific surveys and research. Students will produce a brochure as part of their final heredity assessment.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
WHERE DID YOU GET THOSE-summary guidelines-adv.doc
Topics for Power Point-genetic disorders.doc
Your Rubric Multimedia Project Where Did You Get Those Jeans rubric.htm
Students understanding of concepts, scientific data, and research will be evident in their summary and conclusion. The entire project will be assessed using a rubric.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: