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.
|
2/6/12 |
2/7/12 |
2/8/12 |
2/9/12 |
2/10/12 |
|
BR: extended response prompt (1) |
BR: extended response prompt (2) |
BR: extended response prompt (3) |
BR: extended response prompt (4) |
|
|
· Conclude “Sponge Bob Genetics” partner practice · Independent practice: 3 Section Reviews from blue
biology text |
· “Identifying Dominant & Recessive Traits” investigation · Bill Nye “Genes” video |
· Dihybrid crosses |
· Vocabulary
Quiz · Incomplete dominance crosses |
· No School- Waiver day |
|
|
|
|
|
|
Vocabulary list: allele, dominant, recessive, genotype, phenotype,
heterozygous, homozygous, Punnett square, gene,
chromosome
Monday: In
garden peas, purple flowers are dominant over white flowers. A homozygous purple-flowering plant is
crossed with a white-flowering plant.
What percentage of the offspring will produce white flowers?
– Solve the problem.
–
Write a step by
step procedure to explain how you solved the problem.
Tuesday: A
cleft chin is dominant to no cleft chin.
Cross a homozygous recessive female with a heterozygous male. What is the probability of an offspring with
a cleft chin? What are the genotypic and
phenotypic ratios?
Wednesday:
In humans, freckles and dimples are dominant traits. If a man who is purebred for freckles but
does not have dimples has a child with a woman who is heterozygous for dimples
but does not have freckles, could that child have dimples but no freckles?
Thursday:
Dihybrid cross
--------------------------------
WEEKLY LESSON PLAN
Monday 1/30/12-Friday 2/3/12
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.
|
1/30/12 |
1/31/12 |
2/1/12 |
2/2/12 |
2/3/12 |
|
|
|
BR: extended response prompt (1) |
BR: extended response prompt (2) |
BR: extended response prompt (4) |
|
· Vocabulary Quiz · Meiosis and mitosis comparison questions · Magic Square vocabulary review |
· Cell Reproduction unit test over chapter 8 in text-
taken online |
· Various students: complete extended responses from yesterday’s test · · Bells 2 & 5: Gregor Mendel article with
note-taking · Folder organization |
· United
Streaming clip: Greatest Discoveries with Bill Nye- Genetics- “Laws of
Inheritance” with note-taking (3) · Triple-entry vocabulary |
· Solving Genetics Problems notes with sample Punnett
square problems · Partner practice with “Sponge Bob Genetics” |
|
|
|
|
|
|
Vocabulary list: allele, dominant, recessive, genotype, phenotype,
heterozygous, homozygous, Punnett square, gene,
chromosome
Monday: Identify the diploid cells in the
picture. Explain your choice.
Wednesday: “How do you explain the different fur colors
seen in this litter of rodents?”
Thursday: Explain why Gregor Mendel is known as the
“father of genetics”.
Friday: Rabbit prompt vocabulary practice
--------------------------------
WEEKLY LESSON PLAN
Monday 1/23/12-Friday 1/27/12
Teacher: Ms. Burton
Course: Honors Biology
Text: Modern Biology
published by Holt, Rinehart and Winston
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.
|
1/23/12 |
1/24/12 |
1/25/12 |
1/26/12 |
1/27/12 |
|
|
BR: extended response prompt (2) |
BR: extended response prompt (3) |
BR: extended response prompt (4) |
BR: extended response prompt (5) |
|
· “Modeling Meiosis” POGIL activity |
· Collect chromosomal abnormality papers · Vocabulary Quiz · Continue “Modeling Meiosis” POGIL activity |
· Triple-entry vocabulary · Conclude “Modeling Meiosis” POGIL activity · Conclude “Cell Division” handout |
· POGIL summaries · Begin “Meiosis” directed reading questions |
· View “Bill Nye Greatest Discoveries: Mitosis and
Meiosis” · Using a Venn diagram, compare and contrast meiosis
and mitosis (6) · Conclude “Meiosis” Directed reading questions |
|
|
Most bell 2 students attended honors breakfast |
|
|
Test Tuesday |
Vocabulary lis: meiosis, haploid, diploid, gamete, zygote, homologous chromosome, centromere, chromatid, metaphase,
anaphase
Tuesday: Identify where mitosis takes place in the
body. Describe two reasons mitosis
occurs.
Wednesday: “Using your Modeling Meiosis packet, define crossing
over. At what stage of meiosis does
it occur?
Thursday: “Name both series of pictures below (mitosis
& meiosis). Using complete sentences, provide 3 reasons to support your decision.”
Friday: “Draw and label the following terms: zygote,
gamete, egg cell, sperm cell, haploid, and diploid.
--------------------------------
WEEKLY LESSON PLAN
Tuesday 1/17/12-Friday 1/20/12
Teacher: Ms. Burton
Course: Honors Biology
Text: Modern Biology
published by Holt, Rinehart and Winston
Topics: 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.
|
1/16/12 |
1/17/12 |
1/18/12 |
1/19/12 |
1/20/12 |
|
|
BR: directions provided for computer lab |
BR: extended response prompt (1) |
BR: extended response prompt (2) |
BR: extended response prompt (3) |
|
· No School |
· Collect topics/resources · Completion of |
· Begin mitosis vocabulary · Conclude Mitosis POGIL |
· United Streaming with note-taking: “Cell cycle- Life
cycle of a cell and cell division” · Complete vocabulary drawings using text p. 150 |
· Peer review of research paper- final draft due
Monday · Conclude POGIL summaries as needed · Begin “Cell Division” handout |
|
|
|
|
|
|
Vocabulary list: mitosis, interphase, prophase, metaphase, anaphase,
telophase, cytokinesis, homologous chromosome,
centromere, chromatid
Wednesday: “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 and mitosis.”
Thursday: “List the 4 phases of mitosis and provide one
distinguishing feature of each phase.”
Friday: “Using your completed reading outline, define
the cell cycle. Describe the
major events which take place.”
--------------------------------
WEEKLY LESSON PLAN
Monday 1/9/12-Friday 1/13/12
Teacher: Ms. Burton
Course: Honors Biology
Text: Modern Biology
published by Holt, Rinehart and Winston
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.
|
1/9/12 |
1/10/12 |
1/11/12 |
1/12/12 |
1/13/12 |
|
|
BR: extended response prompt (4) |
BR: extended response prompt (5) |
BR: extended response prompt (6) |
BR: conclude cell cycle notes |
|
· Check homework (2) · Karyotyping Computer Activity ( |
· Collect “Chromosome” handout · Genetic Screening activity with Pro and Con
viewpoints |
· Distribute and introduce Chromosome Abnormalities Mini Research
Assignment with Down Syndrome article- due January 24 · · Bells 2
& 5: read “Chromosomal Abnormalities” and
answer content questions |
· Vocabulary Quiz · Cell cycle color-coding · Add Cell cycle PowerPoint notes to colored handout · All
Bells: composition notebook collection |
· Mitosis POGIL |
|
*Many
students on Scarlet Oaks field trip |
HW: Conclude and review triple-entry vocabulary- due tomorrow |
|
|
|
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 “genetic
screening”. Describe one positive and
one negative consequence of requesting genetic screening.
Thursday: Explain the relationship within each group of
words: DNA/mutation/gene; karyotype/autosome/homologous chromosomes;
chromosome/chromatid/centromere
--------------------------------
WEEKLY LESSON PLAN
Tuesday 1/3/12-Friday 1/6/12
Teacher: Ms. Burton
Course: Honors Biology
Text: Modern Biology
published by Holt, Rinehart and Winston
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.
|
1/2/12 |
1/3/12 |
1/4/12 |
1/5/12 |
1/6/12 |
|
|
|
BR: extended response prompt (2) |
BR: extended response prompt (3) |
BR: extended response prompt (4) |
|
· Teacher Inservice- No school |
· Distribute 2nd semester composition
notebooks · OGT Benchmark Testing |
· Conclude OGT Benchmark Testing · Begin triple-entry vocabulary · Section 8-1 Review
questions |
· Conclude OGT Benchmark Testing as needed · Conclude triple-entry vocabulary · Answer Section 8-1
Review questions- due Monday · As time permits,
begin “Chromosomes” handout |
· View “DNA wrapping” from · Chromosome-wrapping demonstration · Conclude
yesterday’s activities as needed. · · Bells 2 & 5: Begin “Chromosomes”
handout- due Tuesday |
|
|
* |
HW: triple-entry vocabulary due Tuesday, January 10 |
(substitute teacher) |
*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.”