Lesson Plan: B2.4.03


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

Context and
Landmark
Assessment		 B2.4.03
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
Is genetic engineering a good thing? What are the impacts of selective breeding?
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 impact of selective breeding of food plants and domesticated animals.
  2. Selective breeding (artificial selection) is the process by which humans breed plants and animals for particular genetic characteristics. Humans have been doing this for thousands of years since they first bred food crops from wild plants and domesticated animals.
  3. Selective breeding involves choosing parents with the desired characteristic from a mixed population. They are bred together. From the offspring those with the desired characteristic are bred together. This continues over many generations until all the offspring show the desired characteristic.
  4. The characteristic can be chosen for usefulness or appearance: ? Disease resistance in food crops. ? Animals which produce more meat or milk. ? Domestic dogs with a gentle nature. ? Large or unusual flowers.
  5. Selective breeding can lead to ?inbreeding? where some breeds are particularly prone to disease or inherited defects.
  6. Evidence for Darwin's theory is now available as it has been shown that characteristics are passed on to offspring in genes. There is further evidence in the fossil record and the knowledge of how resistance to antibiotics evolves in bacteria.
Think about how you can match the needs of ALL students
Keywords:
  • Evolution: the process by which different kinds of living organism have developed from earlier forms during the history of the earth. (1)
  • Characteristics: a feature or quality of an organism used to identify them. (1)
  • Gene pool: the stock of different genes in an interbreeding population. (1)
  • Selective breeding: breeding certain plants or animals together in order to pass on desired characteristics (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. What are the impacts of selective breeding of food plants and domesticated animals?
    Selective breeding will lead to narrowing of the gene pool. This means that potential future diseases could be more problematic as a larger percentage of the population would be affected. Selective breeding would also reduce variety in the future and could lead to problems relating to recessive genes.
  2. What is selective breeding and how long have humans been doing it?
    Selective breeding (artificial selection) is the process by which humans breed plants and animals for particular genetic characteristics. Humans have been doing this for thousands of years since they first bred food crops from wild plants and domesticated animals.
  3. How do humans carry out selective breeding?
    Selective breeding involves choosing parents with the desired characteristic from a mixed population. They are bred together. From the offspring those with the desired characteristic are bred together. This continues over many generations until all the offspring show the desired characteristic.
  4. Why are certain characteristics chosen during selective breeding? What are some examples of these in plants and animals?
    The characteristic can be chosen for usefulness or appearance: ? Disease resistance in food crops. ? Animals which produce more meat or milk. ? Domestic dogs with a gentle nature. ? Large or unusual flowers.
  5. What disadvantages can selective breeding have?
    Selective breeding can lead to ?inbreeding? where some breeds are particularly prone to disease or inherited defects.
  6. What evidence is there to support Darwin's theory of evolution?
    Evidence for Darwin's theory is now available as it has been shown that characteristics are passed on to offspring in genes. There is further evidence in the fossil record and the knowledge of how resistance to antibiotics evolves in bacteria.
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