ALEX Lesson Plan


Where Did You Get Those "Jeans"?

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  This lesson provided by:  
Author:Jan Herman
System: Huntsville City
School: Mountain Gap P-8
  General Lesson Information  
Lesson Plan ID: 16648


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.

 Associated Standards and Objectives 
Content Standard(s):
SC (7)
8. Describe the function of chromosomes.
  • Identifying genes as parts of chromosomes that carry genetic traits
  • TC2 (6-8)
    2. Publish digital products that communicate curriculum concepts.
    Examples: Web pages, videos, podcasts, multimedia presentations
    TC2 (6-8)
    5. Use basic features of word processing, spreadsheets, databases, and presentation software.
    Examples: word processing—reports, letters, brochures
    spreadsheets—discovering patterns, tracking spending, creating budgets
    databases—contact list of addresses and telephone numbers
    presentation software—slideshow
    TC2 (6-8)
    6. Select specific digital tools for completing curriculum-related tasks.
    Examples: spreadsheet for budgets, word processing software for essays, probes for data collection
    TC2 (6-8)
    11. Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize information.
    Examples: locating—Boolean searches, graphic organizers, spreadsheets, databases
    collecting—probeware, graphing calculators
    organizing—graphic organizers, spreadsheets
    evaluating—reviewing publication dates, determining credibility
    synthesizing—word processing software, concept-mapping software
    TC2 (6-8)
    13. Use digital tools to formulate solutions to authentic problems.
    Examples: electronic graphing tools, probes, spreadsheets
    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]
    a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. [7-RP2a]
    b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. [7-RP2b]
    c. Represent proportional relationships by equations. [7-RP2c]
    Example: If total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.
    d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. [7-RP2d]
    MA2015 (7)
    3. Use proportional relationships to solve multistep ratio and percent problems. [7-RP3]
    Examples: Sample problems may involve simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, and percent error.
    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.

    Local/National Standards:


    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):

     Preparation Information 

    Total Duration:

    Time Not Specified

    Materials and Resources:

    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.

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    Assessment Strategies

    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 accommodations 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 Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior
    Be sure to check the student's IEP for specific accommodations.