Lesson Plan: B2.3.06


LESSON PLAN
Teacher Subject Period Date Year Ability LSA/Other Support
Science

Context and
Landmark
Assessment		 B2.3.06
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
How can the chance of a characteristic being passed on be predicted?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. Students should be able to explain the term chromosome
  2. Students should be able to explain the term gene
  3. Students should be able to explain the term allele
  4. Students should be able to explain the term dominant
  5. Students should be able to explain the term recessive
  6. Students should be able to explain the term homozygous
  7. Students should be able to explain the term hetrozygous
  8. Students should be able to explain the term genotype
  9. Students should be able to explain the term phenotype
  10. Some characteristics are controlled by a single gene, such as: fur colour in mice; and red-green colour blindness in humans. Each gene may have different forms called alleles.
  11. The alleles present, or genotype, operate at a molecular level to develop characteristics that can be expressed as a phenotype.
  12. A dominant allele is always expressed, even if only one copy is present.
  13. A recessive allele is only expressed if two copies are present (therefore no dominant allele present).
  14. If the two alleles present are the same the organism is homozygous for that trait, but if the alleles are different they are heterozygous.
  15. Most characteristics are a result of multiple genes interacting, rather than a single gene.
  16. Students should be able to understand the concept of probability in predicting the results of a single gene cross, but recall that most phenotype features are the result of multiple genes rather than single gene inheritance
  17. Students should be able to use direct proportion and simple ratios to express the outcome of a genetic cross.
  18. Students should be able to complete a Punnett square diagram and extract and interpret information from genetic crosses and family trees.
  19. (HT only) Students should be able to construct a genetic cross by Punnett square diagram and use it to make predictions using the theory of probability
Think about how you can match the needs of ALL students
Keywords:
  • Recessive: An allele that will only give its characteristic if no dominant allele is present in the genotype. (1)
  • Dominant: An allele that will always give its characteristic if present in the genotype. (1)
  • Allele: An alternate version of gene giving a different variation of the characteristic. (1)
  • Gene: a section of DNA that codes for a protein or part of a protein. (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. What is the definition for gamete?
    The male and female sex cells (sperm and egg)
  2. What is the definition for a chromosome?
    thread-like strcutures in the cell nucleus that contain DNA
  3. What is the definition for a allele?
    different forms of a gene
  4. What is the definition for a dominant?
    an allele that is expressed when one or two copies are present, represented with a capital letter
  5. What is the definition for a recessive?
    two copies of a recessive allele must be present for the characteristic to be expressed, represented by lowercase letter
  6. What is the definition for a homozygous?
    where two alleles that are the same for a characteristic
  7. What is the definition for a hetrozygous?
    where two different alleles for a characteristic
  8. What is the definition for a genotype?
    the alleles present for a particular gene
  9. What is the definition for a phenotype?
    the characteristic that is shown or expressed
  10. Give two examples of characteristics that are controlled by a single gene
    1. fur colour in mice 2. red-green colour blindness in humans
  11. How are genotype and phenotype related?
    The alleles present, or genotype, operate at a molecular level to develop characteristics that can be expressed as a phenotype.
  12. What is the phenotype when there is a dominant allele?
    A dominant allele is always expressed, even if only one copy is present.
  13. What is the phenotype when there are two recessive alleles?
    A recessive allele is only expressed if two copies are present (therefore no dominant allele present).
  14. What is the difference between homozygous and hetrozygous alleles?
    If the two alleles present are the same the organism is homozygous for that trait, but if the alleles are different they are heterozygous.
  15. Are most characteristics controlled by single genes or multiple genes interacting?
    Multiple genes interacting
  16. What is the probability of a child having homozygous recessive alleles if their parents are both hetrozygous for a trait?
    1:4 / 25%
  17. What is the probability of a child having hetrozygous alleles if their parents are both hetrozygous for a trait?
    2:4 / 50%
  18. What is the probability of a child having a diseases that is carried on a dominant alleles if their parents are both hetrozygous for a trait?
    3:4 / 75%
  19. What is the probability of a child having homozygous dominant alleles if their parents are both hetrozygous for a trait?
    1:4 / 25%
Identify questions for high, middle, low and identify questioning techniques- Challenge questions

Learning Phases/Episodes
Think about how you can match the needs of ALL students
Differentiation: AGT, SEND, LLL, Disadvantaged
Remember to check for PROGRESS
Starter Activity Differentiation and Challenge question/task
  • Students to copy and complete the keywords.
  • Teacher reveals missing letters; Students correct mistakes;
  • Discuss the scientific meanings of the words.
  • Students to write down the definitions of the most important / new keywords.
  • Discuss the 'Memory Anchor'.
    • What does it show?
    • How does it relate to the what we are learning about today (title)?
Think about PACE – Develop, consolidate and deepen knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension
Remember to give time to apply knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension


Plenary Differentiation and Challenge question/task
  • Students to answer the 'Key Questions' with learning partners.
Progress Check
  • Teacher to reveal and discuss the answers to the questions.
 Extension
  • What have learnt about the 'Big Ideas' today?

Homework Differentiation and Challenge question/task