Lesson Plan: B2.4.04


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

Context and
Landmark
Assessment		 B2.4.04
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
How did a monk help us understand genetics?
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 describe the development of our understanding of genetics including the work of Mendel
  2. Students should be able to understand why the importance of Mendel's discovery was not recognised until after his death.
  3. In the mid-19th century Oregor Mendel carried out breeding experiments on plants. One of his observations was that the inheritance of each characteristic is determined by ?units? that are passed on to descendants unchanged.
  4. In the late 19th century behaviour of chromosomes during cell division was observed
  5. Our current understanding of genetics has developed over time.
  6. In the early 20th century it was observed that chromosomes and Mendel?s ?units? behaved in similar ways. This led to the idea that the ?units?, now called genes, were located on chromosomes. There are links with this content to Oenetic inheritance.
  7. In the mid-20th century the structure of DNA was determined and the mechanism of gene function worked out. There are links with this content to Oenetic inheritance.
  8. This scientific work by many scientists led to the gene theory being developed. There are links with this content to Oenetic inheritance.
Think about how you can match the needs of ALL students
Keywords:
  • Chromosomes: a thread-like structure of nucleic acids and protein found in the nucleus of most living cells, carrying genetic information in the form of genes. (1)
  • Allele: each of two or more alternative forms of a gene that arise by mutation and are found at the same place on a chromosome. (1)
  • Recessive: heritable characteristics controlled by genes which are expressed in offspring only when inherited from both parents. (1)
  • Dominant: heritable characteristics which are controlled by genes that are expressed in offspring even when inherited from only one parent. (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. How did Oregor Mendal develop our understanding of genetics?
    Oregor Mendel (1822-1884) studied the inheritance of different characteristics in pea plants. He found that when he bred red-flowered plants with white-flowered plants, all the offspring produced red flowers. If he bred these plants with each other, most of the offspring had red flowers, but some had white. This was because the allele for red flowers is dominant, and the allele for white flowers is recessive.
  2. Why was the importance of Mendel's discovery not accepted until after his death?
    It took long time for Mendel's ideas to be accepted. That was because scientists did not know about chromosomes and genes until after Mendel died. Also, Mendel was a monk, not a scientist, and his work was not widely published or published at all in any science journal.
  3. What observation did Mendel make of the inheritance of plants?
    In the mid-19th century Oregor Mendel carried out breeding experiments on plants. One of his observations was that the inheritance of each characteristic is determined by ?units? that are passed on to descendants unchanged.
  4. What wasn't observed about cell division until the late 19th century?
    The behaviour of chromosomes.
  5. What happened in the early 20th century to link Mendel's 'units' and chromosomes and what idea did this lead to?
    In the early 20th century it was observed that chromosomes and Mendel?s ?units? behaved in similar ways. This led to the idea that the 'units', now called genes, were located on chromosomes.
  6. What happened in the mid-20th century to further develop gene theory?
    In the mid-20th century the structure of DNA was determined and the mechanism of gene function worked out.
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