TITLE:  Game of Chance!
CONCEPTUAL KNOWLEDGE:  Students will learn about dominant and recessive genes. Students will learn the difference between genotype and phenotype.
PROCEDURAL KNOWLEDGE: Students will use traits to create an offspring. Students will work together in pairs.
STANDARDS: Standard 5: Life and Environmental Sciences: DIVERSITY, GENETICS, AND EVOLUTION: Understand genetics and biological evolution and their impact on the unity and diversity of organisms.
OBJECTIVES: Students will be able to identify dominant and recessive genes to create an offspring and determine its’ appearance, with 100% accuracy.  
MATERIALS:  Laptop, projector, whiteboard, markers, and worksheet.
TECHNOLOGY:  Projector & laptop.
PROCEDURES:

• To enhance student participation, I will have students exercise – either through GoNoodle or 5 quick excises. This brain break will help to transition students from morning business to science. Also, I will motivate students by presenting them with an icebreaker activity. I will present a picture of two individuals that have distinct features. Students will be asked to identify at least four features.To activate prior knowledge of the concepts and skills covered, I will ask students if anyone has ever said they look like their parent(s). Which will lead into a discussion on prominent traits our families have. After the share out, I will state that today they will be determining their physical traits in order to create an offspring with a partner.

• To encourage critical thinking and application of the concepts learned, students will be asked to apply their knowledge through whole group discussion and pair-sharing. Beginning with identifying and defining the vocabulary words dominant, recessive, genotype, and phenotype. Students will take notes in their science journals (using thinking maps) where they can represent the vocabulary with definitions and or examples.  Next, after their introduction into genetics students will work in pairs to complete their worksheet. I will clarify the directions and provide an example for students to refer back to when working in their pairs. Although students will be working with a partner, students will still be responsible for turning in their individual worksheet.

• I will reinforce the lesson by reviewing the next day and have students draw their offspring based off of their phenotype. I will wrap up the lesson by checking their progress and answer any remaining questions. Students will then turn in their assignment to the basket. Students will complete an exit pass on a sticky note and place it in their number pocket on the door.

DIFFERENTIATION:

Learning Environment: Students that cannot see are invited to sit in the front during the lesson. All other students should remain seated in their desks, unless invited to the round table for small group instruction.

      Content: I will differentiate the content for ELL students by breaking down key words and reviewing the instructions for each section.

      Process: I will use instructional strategies including pair-sharing, whole-group to differentiate for students who have difficulty learning during large group instruction.

      Products: Students will all have an end product that shows their thought process from the lesson. This will be their inheritance worksheet.
Example modifications:

           Complete the phenotype section & draw the offspring based off of their results
     Complete half of the worksheet
     Discuss and draw distinctive features

ASSESSMENT: 

Students can be formally evaluated through their inheritance worksheet.

Students will be informally evaluated through individual group discussion and their sticky note (exist pass).

ELABORATION & EXTENSION:

Students that need further elaboration will work in a small focus group alongside the teacher, where we can break down the concepts learned and reviewed.

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Reflection

The learning target (objective) for the lesson was for students to be able to identify dominant and recessive genes through geneotype and phenotype. I assessed initial understanding of the topic through an icebreaker activity. Majority of the students understood and could list physical traits but none had any prior knowledge on the terminology. After obtaining a better understanding through discussion and explicit definitions, we were able to move forward and students were able to put what they learned into practice. The lesson centered around four vocabulary words: dominant, recessive, genotype, and phenotype.

            During the lesson, I did have to modify the activity for select students. I noticed that during the activity students were taking longer than expected. These students were informed that they would need to complete half of the worksheet before recess. Also, students were purposely paired with a classmate that they normally would not work with, but would work well together with. There was not a need for more modications due to to demographics of the class. All of the students are classified as general education students, with an exception of a few low learners. The focus students for this class would be these lower leveled students. At the end of the lesson, students were given a post-it and were asked to write either a dominant and/or recessive trait that they have. Students were able to draw and write for this exist pass.

            From this experience, I learned the importance of connecting content to the students. By doing so, students will gain a better understanding and remain engaged throughout the lesson. Also, I have learned to expect bumps in the road and plan for and have the modifications ready for the lesson. Although I do not have to modify often for this group of students it doesn't mean I won't have to in the future.

Assessment