WEEKLY LESSON PLAN
Monday 2/6/12-Thursday 2/9/12
Teacher: Ms. Burton
Course: Honors Biology
Text: Modern Biology
published by Holt, Rinehart and Winston
Topics: Mendelian
Genetics
State Indicators:
Heredity: 6. Explain that a
unit of hereditary information is called a gene, and genes may occur in
different forms called alleles (e.g., gene for pea plant height has two
alleles, tall and short).
8. Use the concepts of Mendelian and non-Mendelian
genetics (e.g., segregation, independent assortment, dominant and recessive
traits, sex-linked traits and jumping genes) to explain inheritance.
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2/6/12 |
2/7/12 |
2/8/12 |
2/9/12 |
2/10/12 |
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BR: extended response prompt (1) |
BR: extended response prompt (2) |
BR: extended response prompt (3) |
BR: extended response prompt (4) |
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· United Streaming clip: Greatest Discoveries with
Bill Nye- Genetics- “Laws of Inheritance” with note-taking (3) · Read and take notes over pages 162-165 in text using
outline or spider notes · Independent practice: Section 1 Review from page 165
of biology text |
· Triple-entry vocabulary · Mendel’s Theory Active Reading |
· Solving Genetics Problems notes with sample Punnett
square problems |
· Partner
practice solving monohybrid crosses |
· No School- Waiver day |
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Vocabulary list: allele, dominant, recessive, genotype, phenotype,
heterozygous, homozygous, Punnett square, gene,
chromosome
Monday: “How do you explain the different fur colors
seen in this litter of rodents?”
Tuesday: Explain why Gregor
Mendel is known as the “father of genetics”.
Wednesdy: Rabbit prompt
vocabulary practice
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WEEKLY LESSON PLAN
Monday 1/30/12-Friday 2/3/12
Teacher: Ms. Burton
Course: Biology
Text: Biology published
by Holt
Topics: Meiosis
State Indicators:
Cell Division & Differentiation: 4.
Summarize the general processes of cell division and differentiation, and
explain why specialized cells are useful to organisms and explain that complex multicellular organisms are formed as highly organized
arrangements of differentiated cells.
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1/30/12 |
1/31/12 |
2/1/12 |
2/2/12 |
2/3/12 |
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BR: extended response prompt (2) |
BR: extended response prompt (5) |
BR: extended response prompt (6) |
BR: extended response prompt (7) |
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· Triple-entry vocabulary · Conclude “Modeling Meiosis” POGIL activity · |
· View “Bill Nye Greatest Discoveries: Mitosis and
Meiosis” · Using a Venn diagram, compare and contrast meiosis
and mitosis (3,4) · · |
· Meiosis and mitosis comparison questions · Magic Square vocabulary review |
· Vocabulary
quiz · Complete review handout: chromosomes, mitosis, &
meiosis |
· Cell Reproduction unit test |
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Vocabulary list: meiosis, haploid, diploid, gamete, zygote, homologous chromosome, centromere, chromatid, metaphase,
anaphase
Monday: “Name both series of pictures below (mitosis
& meiosis). Using complete sentences, provide 3 reasons to support your decision.”
Tuesday: “Draw and label the following terms: zygote, gamete, egg cell, sperm cell, haploid, and diploid.
Wednesday: Identify the diploid cells in the
picture. Explain your choice.
Thursday: Choose 2 terms and explain their connection:
zygote, egg cell, sperm cell, meiosis, mitosis, gamete, haploid, diploid
Friday: Contrast mitosis and meiosis: purpose,
location, resulting cells.
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WEEKLY LESSON PLAN
Monday 1/23/12-Friday 1/27/12
Teacher: Ms. Burton
Course: Biology
Text: Biology published
by Holt
Topics: Mitosis/Meiosis
State Indicators:
Cell Division & Differentiation: 4.
Summarize the general processes of cell division and differentiation, and
explain why specialized cells are useful to organisms and explain that complex multicellular organisms are formed as highly organized
arrangements of differentiated cells.
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1/23/12 |
1/24/12 |
1/25/12 |
1/26/12 |
1/27/12 |
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BR: extended response prompt (2) |
BR: Identifying phases of mitosis PowerPoint
(5) |
BR: extended response prompt (6) |
BR: extended response prompt (7) |
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· United Streaming with note-taking: “Cell cycle- Life
cycle of a cell and cell division” · Begin mitosis vocabulary · Complete vocabulary drawings using text pp. 131-132 |
· Cut and tape mitosis review activity (3,4) · Conclude cell cycle handout. |
· “Make an Appointment” partner practice: Mitosis
Directed Reading and Mitosis Worksheet |
· “Modeling Meiosis” POGIL activity |
· Vocabulary Quiz · Collection of composition notebooks
and Cell Cycle packets · Continue “Modeling Meiosis” POGIL activity |
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Vocabulary list: mitosis, interphase, prophase,
metaphase, anaphase, telophase, cytokinesis,
homologous chromosome, centromere, chromatid
Monday: Identify where mitosis takes place in the
body. Describe two reasons mitosis
occurs.
Tuesday: “List the 4 phases of mitosis and provide one
distinguishing feature of each phase.”
Thursday: “Using your Modeling Meiosis packet, define crossing
over. At what stage of meiosis does
it occur?
Friday: “Name both series of pictures below (mitosis
& meiosis). Using complete sentences, provide 3 reasons to support your decision.”
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WEEKLY LESSON PLAN
Tuesday 1/17/12-Friday 1/20/12
Teacher: Ms. Burton
Course: Biology
Text: Biology published
by Holt
Topics: Cell Cycle/Mitosis
State Indicators:
Cell Division & Differentiation: 4.
Summarize the general processes of cell division and differentiation, and
explain why specialized cells are useful to organisms and explain that complex multicellular organisms are formed as highly organized
arrangements of differentiated cells.
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1/16/12 |
1/17/12 |
1/18/12 |
1/19/12 |
1/20/12 |
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BR: directions provided for computer lab |
BR: extended response prompt (1) |
BR: extended response prompt (2) |
BR: extended response prompt (3) |
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· No School |
· Collect topics/resources · Completion of |
· Add Cell cycle PowerPoint notes to colored handout · Cell cycle color-coding · Begin cell cycle handout |
· Mitosis POGIL |
· Conclude Mitosis POGIL. |
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Vocabulary list: mitosis, interphase, prophase,
metaphase, anaphase, telophase, cytokinesis,
homologous chromosome, centromere, chromatid
Wednesday: “Write 3
observations based on the cell cycle graphic.”
Thursday: “Using your
cell cycle handout, estimate the amount of time a cell spends in interphase; then estimate the amount of time a cell
spends in mitosis. In your own words, define interphase.”
Friday: Sketch each of the cells pictured and count
the chromosomes in each cell.
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WEEKLY LESSON PLAN
Monday 1/10/12-Friday 1/14/12
Teacher: Ms. Burton
Course: Biology
Text: Biology published
by Holt
Topics: Chromosomes
State Indicators:
Cell Division & Differentiation: 4.
Summarize the general processes of cell division and differentiation, and
explain why specialized cells are useful to organisms and explain that complex multicellular organisms are formed as highly organized
arrangements of differentiated cells.
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1/9/12 |
1/10/12 |
1/11/12 |
1/12/12 |
1/13/12 |
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BR: extended response prompt (2) |
BR: extended response prompt (3) |
BR: extended response prompt (6) |
BR: extended response prompt |
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· Verbal review of chromosome vocabulary · Complete “Cut and Paste Karyotyping
Activity”- work in pairs |
· Read the article “Chromosomal Abnormalities”; complete
content questions, discuss, and write a summary · Conclude “Cut and Paste Karyotyping Activity” as needed- due today |
· Read one of five articles pertaining to chromosomal
abnormalities. Share your information
with your partner. Create a Venn
diagram to compare and contrast the two abnormalities. (4,5) |
· Genetic Screening activity with Pro and Con
viewpoints |
· Vocabulary Quiz · Conclude part 3 (partner sharing) of Genetic
Screening activity · Conclude all remaining columns of triple-entry
vocabulary · composition notebook collection |
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HW: Conclude and review triple-entry vocabulary- due tomorrow |
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Vocabulary list: chromosome, autosome, chromatid, centromere, homologous
chromosomes, karyotype, DNA, DNA replication, gene, mutation
Monday: “Draw a chromosome. Label the centromere and a chromatid.”
Tuesday: “In your own words, define “karyotype”. Tell how
many autosomes and sex chromosomes are in a normal
human karyotype.
Wednesday: In your own words, define “chromosome
abnormality”. Identify one example of a
chromosomal abnormality and describe several symptoms.
Thursday: Explain the relationship within each group of
words: DNA/mutation/gene; karyotype/autosome/homologous
chromosomes; chromosome/chromatid/centromere
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WEEKLY LESSON PLAN
Tuesday 1/4/12-Friday 1/7/12
Teacher: Ms. Burton
Course: Biology
Text: Biology published
by Holt
Topics: Chromosomes
State Indicators:
Cell Division & Differentiation: 4.
Summarize the general processes of cell division and differentiation, and
explain why specialized cells are useful to organisms and explain that complex multicellular organisms are formed as highly organized
arrangements of differentiated cells.
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1/2/12 |
1/3/12 |
1/4/12 |
1/5/12 |
1/6/12 |
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BR: extended response prompt (2) |
BR: extended response prompt (3) |
BR: extended response prompt (4) |
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· Teacher Inservice- No
school |
· Distribute 2nd semester composition
notebooks · OGT Benchmark Testing |
· Conclude OGT Benchmark Testing · Begin triple-entry vocabulary |
· Conclude OGT Benchmark Testing as needed · Conclude triple-entry vocabulary · As time permits,
begin “Chromosomes” directed reading handout |
· View “DNA wrapping” from · Chromosome-wrapping demonstration · Conclude
yesterday’s activities as needed. |
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(substitute teacher; bell 8 shortened due to fire drill) |
*Many students on Scarlet Oaks field trip |
Vocabulary list: chromosome, autosome, chromatid, centromere, homologous
chromosomes, karyotype, gene, mutation, DNA, DNA replication
Tuesday: “List 2 observations and 2 inferences based
on the graph.”
Wednesday: “Explain the graphic using 3-5 sentences.”
Thursday: “Using a sentence, relate the terms within
each vocabulary set: nucleus, DNA, eukaryote; autotroph,
trophic level, species; cytosine, double helix,
molecule”
Friday: “Compare and contrast the terms DNA and
chromosome.”