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Total Duration:
91 to 120 Minutes
Materials and Resources:
The teacher needs two pennies per student.
The students can work in pairs, but most prefer to make their own dragons.
The teacher also needs a set of the Vocabulary Word Sort Cards for each student group. The terms and definitions should be separated before the lab and placed in ziploc bags.
You also need scissors, colored pencils, glue or tape.
iPads/Tablets for students to take pictures of the Vocabulary Word Sort.
Background/Preparation:
Students should be familiar with the following key terms: monohybrid cross, dihybrid cross, phenotype, genotype, homozygous, heterozygous, dominant traits, recessive traits, codominance, incomplete dominance, allele, trait, Mendel, Mendel's Law of Segregation, Mendel's Law of Independent Assortment.
Day 1
Before (Engage)
Step 1: Place students into cooperative learning groups. Give each group of students a Vocabulary Word Sort. The students will work together to match the vocabulary term to the correct definition. The students can take a picture of their completed word sort with their digital device. Once all groups have finished, the answers should be discussed with the class. Step 2: Use the PowerPoint Presentation to discuss the answers with the class.
During/Explore/Explain (2 Days)
Step 3: Students will construct a model of their dragon based on the directions from their lab sheet. (It will take 2 days for students to create the model of their dragon.)
Day 2
Step 3 Continued: Students should finish their dragon model and display it on the wall in the classroom.
Day 3
After/Explain/Extend
Step 4: Students should complete the Lab Analysis Questions on their student Data Sheet. Punnett squares should be provided as evidence for their answers.
Assessment Strategies
The teacher will review each student's completed vocabulary word sort to determine if the student was able to accurately define the scientific vocabulary words.
Students will be assessed on the model of their dragon and the completion of Lab Data Sheets. The teacher should evaluate each student's completed work to determine if the student was able to create Punnett squares diagrams that explained the variation of expressed traits among the model dragon population.
Acceleration:
Once the students have completed their dragon, pair up students and have them make a new dragon from the dragon each student created. Student pairs will have to determine the traits that will be inherited from the parents.
Intervention:
Pairing students based on academic strengths and weaknesses will help them understand the heredity of traits. Their partner can also help them with the construction of their dragon.
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.