Overview........Lesson Plan Summary.........Sample Lessons.........Culminating Activity........Resources
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Science Week 1
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| 1 | 2 | 3 | 4 | 5 |
| Topic: Cell Division: The Cell Cycle and Mitosis |
Topic: Meiosis |
Topic: Phenotypes | Topic: Genotypes | Topic: Mendelian Genetics |
| Objective: Students will be able to identify the different stages of the eukaryotic cell cycle as well as the different stages of mitosis in the proper order. Students will also be able to recognize what organelles of the cell are integral to mitosis and cell division. |
Objective: Students will be able to identify and describe the different stages of meiosis in the proper order. Students will also be able to recognize that only gametes go through the process of meiosis. |
Objective: Students will cite the different phenotypes that every student in the class has such as eye color, hair color and type, and skin color. Students will apply this knowledge to how phenotypes such as skin color and gender relate to social justice issues. . |
Objective: Students will begin to discover how the expression of dominant and recessive genotypes leads to certain phenotypes. Students will utilize a worksheet that lists the genotypes of common phenotypes of hair and eye color to determine whether their individual phenotypes are dominant or recessive traits. |
Objective: Students will begin to comprehend how the crossing of different traits such as pea color and pea shape in the parental generation result in different pea variations in the F1 and F2 generations. Students will apply their prior knowledge of genotypes and phenotypes to the lesson on Mendelian genetics. |
| Literacy Aspect: In this lesson many students will utilize their reading skills by reading aloud one paragraph in the chapter related to the cell cycle and mitosis. Some students will make use of their writing skills by going to the chalkboard to label the different phases (Gap 1, Cells that cease division, DNA synthesis, Gap 2, Mitosis) of the pre-drawn eukaryotic cell cycle. Also, as a homework assignment, all students will develop their creative writing skills by writing a rap or a poem either accurately describing the every stage of the cell cycle or accurately describing every stage of mitosis. | Literacy Aspect: In this lesson many students will utilize their reading skills by reading aloud one paragraph in the chapter related to meiosis. As a homework assignment, all students will develop their writing skills by creating a fictitious resume that they can use to apply to a make-believe job as a lab technician. | Literacy Aspect: In this lesson students will utilize their writing skills by taking notes on the different phenotypes of all of the students in the classroom. As a homework assignment, all students will develop their writing skills by taking notes on the different phenotypes of their friends or family at home. | Literacy Aspect: In this lesson students will utilize their reading comprehension skills by using the worksheet to explain how the expression of the different genotypes lead to their individual phenotypes. As a homework assignment, all students will develop their writing skills by applying the worksheet to the notes they took on the different phenotypes of their friends and family at home. | Literacy Aspect: In this lesson many students will utilize their reading skills by reading aloud one paragraph in the chapter related to Gregor Mendel’s pea crosses. |
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Science Week 2
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| 6 | 7 | 8 | 9 | 10 |
| Topic: Genetic Crosses: Punnett Squares | Topic: Chromosome Maps and Genetic Disorders |
Topic: Modes of Inheritance |
Topic: Chromosomal Mutations |
Topic: The Structure of DNA |
| Objective: Students will apply their knowledge of Gregor Mendel’s pea crosses to the creation of the crosses of an imaginary animal species. |
Objective: Students will analyze how the placement of certain genes on certain chromosomes can lead to the expression of different genetic disorders. Students will apply their knowledge of social justice issues to discuss how certain genetic disorders are related to human rights issues. |
Objective: Students will apply their prior knowledge of phenotypes, genotypes, and dominant and recessive traits to the comprehension of different modes of inheritance including, but not limited to, autosomal, X-linked, and mitochondrial inheritance. |
Objective: Students will be able to list and describe the five types of chromosomal mutation: deletion, duplication, inversion, translocation, and ring. |
Objective: Students will demonstrate knowledge of the structure of DNA by constructing simple models of DNA with materials given to them in class. Students will also discover that some female scientists such as Rosalind Franklin have not been given proper credit for their discoveries and they will apply their feelings on this matter to a three hundred-word essay. |
| Literacy Aspect:In this lesson students will utilize their reading skills to read and then discuss an article on the positive and negative societal effects of phenotypic variation. As a homework assignment, students will develop their creative writing skills to create an imaginary species of animal with two genotypic traits that have dominant and recessive alleles. Students will perform an imaginary cross with a Punnett square between two members of their animal species with different traits and will report how the cross affected the F1 and F2 generations of the species. make use of their writing skills by going to the chalkboard to label the different phases (Gap 1, Cells that cease division, DNA synthesis, Gap 2, Mitosis) of the pre-drawn eukaryotic cell cycle. Also, as a homework assignment, all students will develop their creative writing skills by writing a rap or a poem either accurately describing the every stage of the cell cycle or accurately describing every stage of mitosis. | Literacy Aspect: Students will utilize their expository writing skills to research a genetic disorder of their choice. As a homework assignment, the students will write about the cause of a genetic disorder (location of a certain gene on a specific chromosome) and the effect it has on the person with the disorder (symptoms of the disorder). | Literacy Aspect: In this lesson, as a homework assignment, students will develop their expository writing skills to compare and contrast the different modes of inheritance. | Literacy Aspect: Students will utilize their expository writing skills to research one of the five types of chromosomal mutations. Students will write a paper that describes the causes and effects of the specific type of chromosomal mutation. |
Literacy Aspect: In this lesson many students will utilize their reading skills by reading aloud one paragraph in the chapter related to the discovery of the double helix and the general structure of DNA. Students will also make use of their reading skills by reading, in unison, the first paragraph of the website regarding Rosalind Franklin’s contributions to the discovery of the double helix. Finally, as a homework assignment, every student will develop their writing skills by writing a three hundred-word essay on why they think Rosalind Franklin did not receive credit for her discovery and why some textbooks continue to neglect mentioning her discovery. |
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Science Week 3
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| 11 | 12 | 13 | 14 | 15 |
| Topic: Replication |
Topic: Transcription |
Topic: Translation |
Topic: Protein Synthesis |
Topic: DNA Extraction Laboratory Experiment |
| Objective: Students will be able to list and describe the sequential steps of replication and the organelles and locations of the cell that are involved. Students will also be informed about their various options of activities regarding the culminating activity. |
Objective: Students will be able to list and describe the sequential steps of transcription and the organelles and locations of the cell that are involved. |
Objective: Students will be able to list and describe the sequential steps of translation and the organelles and locations of the cell that are involved. |
Objective: Students will be able to list and describe the sequential steps of protein synthesis and the organelles and locations of the cell that are involved. Students will also be able to list and describe the roles of the different types of RNA involved in replication, transcription, translation, and protein synthesis. |
Objective: Students will visualize how DNA is extracted from cells by performing a simple laboratory experiment. Students will then use this knowledge to further understand how scientists are using DNA extraction to try to clone human cells, and to predict what some of the social and moral implications would be if human cloning were successful. |
| Literacy Aspect: In this lesson a few students will utilize their reading skills by reading aloud one paragraph from the chapter regarding the process of replication. Students will also develop their writing skills by labeling the steps, the organelles, and the molecules involved in a replication worksheet. |
Literacy Aspect: In this lesson a few students will utilize their reading skills by reading aloud one paragraph from the chapter regarding the process of transcription. Students will also develop their writing skills by labeling the steps, the organelles, and the molecules involved in a transcription worksheet. |
Literacy Aspect: In this lesson a few students will utilize their reading skills by reading aloud one paragraph from the chapter regarding the process of translation. Students will also develop their writing skills by labeling the steps, the organelles, and the molecules involved in a translation worksheet. |
Literacy Aspect: In this lesson a few students will utilize their reading skills by reading aloud one paragraph from the chapter regarding the process of protein synthesis. As a homework assignment, the students will develop their expository writing skills and demonstrate their knowledge of replication, transcription, translation, and protein synthesis by connecting each of these topics through a paper using the sequential expository writing pattern. | Literacy Aspect: In this lesson a few students will utilize their reading skills by reading aloud one paragraph in the article titled, “Human Cloning Hits ‘Pothole’”. All students will make use of their reading skills by following along while reading this article. Students will also be required to use their reading skills by following the directions of the experiment listed on the laboratory experiment handout. Finally, as a homework assignment, every student will develop their writing skills by writing a three hundred-word article about how they think society would be affected if human cloning was possible as well as what human rights groups they think might be in favor of or opposed to human cloning. |
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Science Week 4
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| 16 | 17 | 18 | 19 | 20 |
| Topic: Cloning in the Media |
Topic: DNA Fingerprinting with Restriction Enzymes |
Topic: Recombinant DNA |
Topic: Genetic Engineering Pros and Cons: Guest Speakers and Class Discussion |
Topic: Culminating Activity Workshop |
| Objective: Students will begin to develop opinions on the social and moral implications of the cloning of genes, organisms, and even humans. |
Objective: Students will illustrate how restriction enzymes work by piecing together parts of a puzzle. Students will then apply this knowledge to help them analyze genetic evidence from the scene of a crime as well as to help them comprehend how a DNA sample can be used in crime scene investigation to catch the culprit. |
Objective: Students will apply their knowledge of restriction enzymes and cloning to how the action of the EcoRI enzyme works to splice foreign DNA samples into a plasmid. |
Objective: Students will apply their knowledge acquired from two guest speakers to writing a three hundred-word essay on either the pros or cons of genetic engineering. Students will try to persuade the reader of their essays to agree with their stance on genetic engineering. |
Objective: Students will apply all of their knowledge from this unit of how different aspects of science such as genotypic expression and genetic engineering are related to social justice issues. |
| Literacy Aspect: In this lesson, students will utilize their reading skills by reading an article of their choice related to an aspect of gene, organism, or human cloning. As a homework assignment, students will develop their writing skills by writing a persuasive essay that persuades the reader to take their side on the pros or cons of cloning. |
Literacy Aspect: In this lesson many students will utilize their reading skills by reading aloud one paragraph in the chapter related to restriction enzymes and gel electrophoresis. Many students will also make use of their reading skills by reading aloud one paragraph from the Information about Oral and Written Exposition website. Finally, as a homework assignment, every student will develop their writing skills by creating a two hundred-word, sequential, expository writing outlining the restriction enzyme activity they performed in class. |
Literacy Aspect: In this lesson, as a homework assignment, students will develop their expository writing skills by creating a cause and effect essay that depicts how plasmids, recombinant DNA, and restriction enzymes work in the transfer and cloning of an insulin gene. |
Literacy Aspect: In this lesson all students will take notes on the presented material, which will require them to use their listening and writing skills. Also, as a homework assignment, every student will utilize their writing skills by writing a three hundred-word persuasive essay that presents an argument based on the pros or cons of genetic engineering. |
Literacy Aspect: In this lesson students will finish working on their culminating activity projects that were first mentioned at the end of lesson 11. Students will utilize their writing skills in the creation of some type of media such as a newspaper article about the pros and cons of Genetic Engineering to be incorporated into the culminating activity for the entire class. |