Teacher: Gainous |
Unit/Session: Genetics (Study Guide/Gimkit Review) |
Date of Instruction: 2/23/22 |
Standard/s: S7L3. Obtain, evaluate, and communicate information to explain how organisms reproduce either sexually or asexually and transfer genetic information to determine the traits of their offspring. Construct an explanation supported with scientific evidence of the role of genes and chromosomes in the process of inheriting a specific trait. Develop and use a model to describe how asexual reproduction can result in offspring with identical genetic information while sexual reproduction results in genetic variation.
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Learning Target/ Teaching Point: I can explain how organisms reproduce and transfer genetic information. |
Success Criteria: Explain how genes and chromosomes determine inherited traits Know the father of genetics and his experiments Use a model to predict genetic variation of offspring
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Opening (I Do) An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson. TKES 1, 2, 3,4,5, 8,10 | INTRODUCTION/CONNECTION: Science Starter |
DIRECT INSTRUCTION: Use the study guide today to review everything used in the genetics unit.
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Work Period (We Do, You Do) Students learning by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period. TKES 1, 2, 3, 4, 5, 7. 8,10
| GUIDED PRACTICE: The class will complete a study guide over the genetics unit to prepare for Friday’s test. |
INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: Students will complete a gimkit review that will reinforce the study guide and prepare students for the test. |
Closing (We Check) Describe the instructional process that will be used to close the lesson and check for student understanding . TKES : 1,2,3, 4,5,6,7,8 | SUMMARIZE/CHECK FOR UNDERSTANDING: Study guide/gimkit
Formative Assessment :
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Homework |
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