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Zenaida Almodovar
January 4th -15th, 2016
Room 218
Science Unit
3rd Quarter Unity Middle School Cicero, Illinois
Generic Unit on Chapter 3
3-1
Mendel’s work
Mendel’s Experiments Dominant and
Recessive Alleles
3-2
Probability and Heredity
Principles of Probability
Probability and Genetics
Punnett Squares
Day 1: January 4, 2015
LessonOne Topic: 3-1 Mendel’s
Experiments
States Goals:
Objectives/I can…
Explain the relationship between traits
and heredity.
Describe the experiment of Gregor
Mendel
Define gamete.
Describe the type of cell division called
meiosis
Understand the some traits are dominant and
others are recessive
12. A. 3b. Compare characteristics of
organisms produced from a single parent with
those of those of organisms produced by two
parents.
12. A. 5b. Analyze the transmission of genetic
traits, diseases and defects.
Common Core MS-LS3-2
Develop and use a model to describe why
asexual reproduction results in offspring
with identical genetic information and sexual
reproduction results in offspring with genetic
variation.
Classwork-Homework
PEAS IN A POD
Peas in a Pod: Cracking the Code Part
1/3 9:51
2/3 10:06
3/3 9:22
Textbook: Prentice Hall page 78 to 101
Gregor Mendel’s Genetic Theory by
Bonnie Coulter Leech
Vocabulary: heredity, purebred, parental
generation P generation, offspring first filial
Resources
Mendel: From Garden to the
Genome 30:23
Gregor Mendel and Genetics 7:00

generation, genes, alleles, dominant allele,
recessive allele, hybrids
Reading Warm-Up:
Strategy: The key idea of this section is
heredity. Brainstorm words and phrases
related to heredity.
Science Starters: Warm-Up
Each activity builds on the next activity to
develop the students’ understanding of
genetics-probability and heredity. Other
activities such as reading textbook, Power
Point presentation, and video/DVD may be
used at various times during the unit.
Preparation: The teacher will set-up for
each activity before the students
begin by having worksheets printed
and available and making sure that
all materials for the activities are
prepared and ready for the students to
begin with.
Mendel's Peas 3:26 music
Mendel Rap 1:27
The Magic of Genetics 3:12 narration
Mendel's Pea Plant Exp. #1
Interactive Pea Experiment
Pea Experiment Worksheet
1. yellow; 2. yellow or green; 3. none; 4. both;
5. smooth; 6. smooth, yellow; 7. recessive; 8.
dominant.
Other Patterns of Inheritance
Notes
Lesson2 on Day 2 January 5, 2016
Topic 3-Section 2
Genetics: The Science of Heredity
Reading Warm-Up
Math Skills: Probability
Coin Crosses: heads for dominant trait and
tails for recessive trait.
Objectives/ I can...
Learn a number of easily observable genetic
traits. Explain how genes and alleles are
related to genotype and phenotype.
Use the information in a Punnet Square
Explain how probability can be used to predict
possible genotypes in offspring.
Compare traits they have with others in the
class.
Learn some traits are common, others are not.
Construct and read a data table and bar graph.
Explain how traits are passed from parent to
offspring.
Explain why offspring have some of the traits
of their parents but not all.
State Goals
12.A.3b. Compare characteristics of
organisms produced from a single parent
with those of organisms produced by two
parents.
12.A.5b. Analyze the transmission of genetic
traits, diseases and defects
Develop and use a model to describe why
structural changes to genes (mutations) located
on chromosomes may affect proteins and may
result in harmful, beneficial, or neutral effects
to the structure and function of the organism.
Vocabulary
Trait: characteristic
Inherited Trait: trait that is passed from
State Goals
12.A.2b. Categorize features as either
inherited or learned.

parents to their offspring
Heredity: passing of traits from parents to
offspring
Genetics: study of heredity
Gene: one set of instruction for an inherited
trait.
Allele: one of the alternative forms of a gene
that governs a characteristic, such as hair
color, Phenotypes: an organism’s
appearance or other detectable characteristic,
genotype: the entire genetic makeup of an
organism; also the combination of genes, for
one or more specific traits and probability:
the likelihood that a possible future event
will occur in any given instance of the event.
12.A.5b. Analyze the transmission of
genetic traits, diseases and defects.
12.A.3b. Compare characteristics of
organisms produced from a single parent
with those of organisms produced by two
parents.
Day 4 Class Period
Topic Sponge Bob Genetics
Objectives/ I can...
Describe how genes are distributed in
sexual reproduction.
Designa model to determine genotype
and phenotype.
Compare observable and genetic traits to
the traits of classmates and family
members.
Use Punnett squares.
Use ratios and probability to describe
patterns of heredity.
Analyze experimental data to find
probabilities.
Developand use a model to describe why
asexual reproduction results in offspring
with identical genetic information and
sexual reproduction results in offspring with
genetic variation.
SpongeBob Genetics: The students are given
the opportunity to learn genetics with
SpongeBob! This activity is in
worksheet form where the students are
asked a series of questions about the
genetic makeup of the community of
the Bikini Bottom including concepts
of hetero- versus homozygous,
phenotype and genotype, and Punnett
Squares.
Students will read and follow the
instruction:
Scientists at Bikini Bottoms have been
investigating the genetic makeup of the
organisms in this community.
Use the information provided and your
knowledge of genetics to answer each
question.
Lesson4 Day 5 thru 10 Class periods
(Thursday January 7, 2015 thru January 19, 2015)
Chapter Project Overview
 Power point presentation with
instruction on how to create a paper
pet.

Objective: In the Chapter 3 Project, students
will create a paper pet, cross it with a
classmate’s pet, and determine the
offspring’s traits.
Warm Up
 To introduce the project, t discuss
how the boxer puppies in the chapter
opening photograph on pages 84–85
of the textbook look similar to each
other and to their mother, as well as
how they look different. T w
challenge students to explain how the
puppies and their mother can look
both similar and different.
 Have students read the description of
the project in their text. Then
distribute the Chapter 3 Project
Overview on pages 70–71 and the
Chapter 3 Project Scoring Rubric on
page 74.
 After students have read these pages,
answer their questions about the
project and clarify what is expected
of them. Note that students should
choose their pet’s traits without
considering which alleles are
dominant or recessive.
 Set a deadline for the project
presentation and some interim dates
for checkpoints. Students can fill in
these dates on the Project Time Line
on page 71 of the Overview.
 Distribute Chapter 3 Project
Worksheet 1 on page 72. This
worksheet provides instructions for
how to create a paper pet.
 Materials: various color of
construction papers, sequins,
scissors, glue, pet cut-outs,
instruction package, hanger, buttons,
ribbons, glitter, fabric pieces, yarns,
and beads.
 Grading Rubrics: 15 points.
 Student Accommodations:
(ELL,SPED ect.) Accommodations
to include more assistance from the
teacher with material presented with
mnemonic devices, pictures, verbal
cues, etc. Additional time and
assistance with modified projects.
 Assessments: Informal and formal
 Extensions and Modifications:
Modifications will be made according
to classes and students needs as
noted above in regards to time, ELL,
SPED, IEP. Extensions will include
instruction and follow up with
cluster teachers on assignments. The
essays and posters will include
instruction/follow up in writing,
revision, etc
Resources: Pearson ebook by Science
Explorer (website: cae 0614)
Bikini Bottom Genetics online
SpongeBob_Genetics.pdf
Genetics_Fun_Facts.doc
Genetics Activities.doc
Please see attached documents.

Skill Focus:
Lesson5. January 19: Communicate the results of genetic crosses in a class presentation.
Lesson6: January 20:Performance Assessment: 1 period ( 40 minutes)
The Chapter 3 Project Scoring Rubric on page 70 of Teaching Resources will help the students
on their evaluation how well they complete the Chapter 3 Project.
Student will be assessed on:
 How neatly and creatively they design their paper pets and how correctly they identify
the phenotypes and genotypes
 How accurately they identify the genotypes and phenotypes of their pets’ offspring
 How accurately and completely they design a display of their pets’ families.
 How effectively you can communicate the results of genetic crosses in a class
presentation.
January 21: Study Guide: 2 periods
1. Provide worksheets to promote student comprehension of content.
2. Provide strategies to improve science reading skills:--Preview the section and make a list
of the boldfaced terms. As they read, write a definition for each term in their own words.
3. Rewrite the headings in the section as questions that begin with how, what or why. “As
they read, look for answers to these questions.
January 22: Chapter 3 Section 1 and 2 Assessment

Zenaida Almodovarlesson plan on genetics

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Zenaida Almodovarlesson plan on genetics

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Zenaida Almodovarlesson plan on genetics