Learning Segment Template

Pages one through four are thinking and planning worksheets, critical to complete before
deciding on daily plans.
I. (5 POINTS) NAME OF THE BIGGER UNIT OR TOPIC OF STUDY IN WHICH
THE LEARNING SEGMENT OCCURS: GeneticsInheritance of Traits
A. Desired Results for the Unit or Topic of Study

Goals (What Will Students Know, Understand, and be Able to Do at the end of the 2 week unit or semester?):

o Students will know:

The following terms and concepts: genetics, chromosomes, alleles, genes, traits, law of
independent assortment, law of segregation, dominant and recessive alleles or genes,
phenotypes, genotypes, homozygous and heterozygous, hybrids, incomplete dominance.
That chromosomes are strands of DNA and that each species has a unique number of
chromosomes and that every gene as a specific location on a specific chromosome.
How to make, use, and understand Punnet squares
How to identify the genotype and phenotype of a particular train in an organism.

o Students will understand:

The variation of phenotypes that are expressed in populations and families are determined
by the genotypes within those populations and families.
o

Students will be able to:

Collect and organize data with graphs and Punnet squares
Analyze data displayed in graphs and Punnet squares
Compose and revise claims based on data

Essential Questions/Central Focus for the Unit:

Students will ask questions and construct explanations that demonstrate how the relationship between the
structure of DNA, chromosomes, genes and alleles determines the inheritance of traits from parents to
offspring.
B. Assessment Evidence:
Summative Assessments (Benchmarks, Culminating Assignments, Grade Determinants)
Benchmarks: Students will display knowledge and understanding in group conversations (pairs, small groups, and
class), warm-ups, and QW. They will display the ability to apply knowledge by white-board and other group activities.

Students will display knowledge, understanding, and the ability to apply knowledge in writing assignments and tests.
C. Language Demands (Reading, Writing, Speaking, Listening, Performance Expectations. Reference CC
Literacy and ELD Standards)
Students will need to be able to read articles, written directions, and other written materials. They will need to
be also to understand conversational and scientific language.
Students will need to write about scientific concepts using specific science language as well as conversational
English.
Students will need to speak about scientific observations and questions in groups.
Students will need to listen to each others comments during discussions and activities in order to complete
tasks as well as to comment on each others thoughts.
Students will be expected to do all these things. Activities will be structured in such a way that they cannot be
completed unless students perform the reading, writing, speaking, and listening asked of them. For example,
during discussions I will ask students to comment on what another student has said. Or another example is
that an activity will be divided up like a jig saw, and each group will need the information from the other
groups in order to complete later tasks.
D. Student Academic Development Readiness (Consider what students have learned, what they appear to
know, understand, not know and misunderstand. Consider social development as well, in terms of peer
collaboration, problem solving)
Students know the basic structure of DNA and RNA. They know the basic steps of protein synthesis. They
know that DNA is composed of genes that code for proteins.
They dont know that peoples DNA is in 46 chromosomes.
They do not know about inheritance of genes, alleles, or how different pairing of alleles influences traits.
Although they know there are genes in DNA, they dont know that each gene has a special location on a
special chromosome.

Low English learners: These have a difficult time expressing themselves in constructive ways. During pairshare times these often stay silent, and one may shout out the answer to the whole class rather than share with
a partner. However, all are relatively capable of working through problems with others, working with others
when they need help, or not reacting negatively when they are upset. They still need to learn to talk more
constructively with each other, really using the pair-share times as a time to practice academic and
conversational English
Medium English learners: There is quite a spectrum represented among these students. A few are very quiet
because of shyness, but most are willing to speak out when called on (or not called on). Most will willingly
pair-share and there has been no major social conflict with any of them. They happily help others or get help
themselves as needed. They still need to learn how to talk more constructively with each other, really using the
pair-share times as a time to practice academic and conversational English.
High English learners: This group talks a lot. However, they often switch between English and Spanish and
often have non-class related discussions. They compare their work with each other to avoid mistakes. Just as
the rest of the class, they seem to not have any major social problems with each other or anyone else in the
class. Also, just as the rest of the class, these still need learn to use their pair-share times better.
There is some sort of social dichotomy between several of the Hispanic students and several of the nonHispanic students. They have not been mean to each other, but prefer to not work together or interact
extensively. I would call this a silent wall between two groups, not disrupting class or interrupting learning, but
definitely present.

II. LEARNING SEGMENT OVERVIEW (10 POINTS AF. 10 POINTS GK))

(3-5 hours of instruction for Math, English, Science, SS/History, PE, WL, and Music. Art
needs a longer period of time.)
A. General Topic: Nature, structure, function, and
inheritance of chromosomes, genes, and alleles

Grade(s): 10

# Days/Periods (3-5 hours):

The days below are for 1 hour
classes. My Biology class has
three 1 hour classes per week
with one 2 hour class. So two of
the days below will be taught in
one day, probably the last two.

B. Essential Question(s):
How is this picture [of a human karyogram] connected to your life, your parents lives, an Easter egg, and your
fingerprints?

C. Central Focus: (Reference PACT Handbook)

Students will ask questions and construct explanations that demonstrate how the relationship between the
structure of DNA, chromosomes, genes and alleles determines the inheritance of traits from parents to offspring.
D. Learning Goals & Outcomes: Students will
Students will be able to understand, know, and apply the terms and concepts associated with: chromosome,
allele, gene, trait, homozygous alleles, heterozygous alleles, dominant allele, recessive allele, genotype, and
phenotype.
Students will be able to understand the structure of chromosomes.
Students will understand that each species shares a unique location for each gene, and that each person has two
copies of each gene.
Students will understand each copy of a gene is inherited from ones parents. One copy of a gene comes from one
parent and the other copy from the other parent.
Students will understand that the reason people have different traits for the same gene is because people have
variations of genes called alleles.
Students will understand that dominant alleles determine ones phenotype, but that the two alleles of any given
gene are an organisms genotype.
Students will understand that if an individual has two dominant or two recessive copies of a gene, it has
homozygous alleles, and if an individual has one dominant allele and one recessive allele it has heterozygous
alleles.
Students will apply their knowledge of inheritance by determining genotypes and phenotypes of children and
parents.

Students will apply knowledge of everything they have learned by a final writing assignment.
E. Common Core Literacy or ELA Standards Addressed: Speaking, Listening, Reading, Writing, and Performing
(Standards can be clustered but every lesson need not address every strand.)
Reading standards for Literacy in Science and Technical Subjects 9-10
4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a
specific scientific or technical context relevant to grades 910 texts and topics.
Speaking and Listening Standards 9-10
4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can
follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose,
audience, and task.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
appropriate. (See grades 910 Language standards 1 and 3 on page 54 for specific expectations.)
Writing Standards for literacy in History/Social Studies, Science, and Technical Subjects 9-10
1. Write arguments focused on discipline-specific content.
b. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audiences knowledge of the topic.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style
appropriate to the discipline and context as well as to the expertise of likely readers.
Research
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 9-10
7. Conduct short as well as more sustained research projects to answer a question (including a self- generated
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation.
*Movement (not CC, but important to consider as a form of communication)
F. List Texts (texts may be other than print, like music, art, video)
Complete a Preparatory Analysis of Text (PAT) worksheet for planning reading tasks and strategies. PAT Worksheet follows the template.
1. Article to close read:
"What Is a Chromosome?" What Is a Chromosome? Wellcome Trust Sanger Institute. Web. 28 Feb. 2016.
<http://www.yourgenome.org/facts/what-is-a-chromosome>.

2. Pictures of Human Karyotypes

3. Model of human cell and chromosomes
4. Picture of Punnett Square displaying genes of eye color

G. California ELD Standards for Learning Segment and Performance Levels (reading, writing, speaking,
listening, performing). Align with Common Core Content Standards.
Reference CA ELD Standards. Select only those that apply to the Learning Segment.
Part 1: Interacting in Meaningful Ways
Collaborative

CCCS
-

Emerging- These students will be able to work with their (specially assigned) partner who can help translate things for
them. They can write down first, with the aid of their more English proficient partner, what they may be required to
speak. Since we are using a model they can demonstrate answers as well as read their prewritten responses.

Expanding- (This also doubles for Emerging as well) These students will be able to work on developing content
specific language as each partner in a pair share will be assigned a specific job, such as As share with Bs if you
think you are looking at 2 or 4 genes. Make sure and say why you think this. Up on the board will be a prompt
such as I think I am looking at ___ genes. The reason I think this is _____________.
Bridging- I will encourage students who feel confident to go beyond the sentence frames provided. I will
encourage these students to give more than one reason to support their claim.
Interpretive

Emerging- These students will be strategically seated by another student who can translate for them (and whom I
know is willing to do so). We will be going slowly through specific vocabulary words so these students will be able
to take their time processing and contextualizing the terms. We will be using models, pictures, as well as spoken
and written language to convey ideas. When reading the close-read article I will assign these students a smaller
portion of the article to focus on.
Expanding- All the strategies above will work for these as well. However, these should be able to read a larger
portion of the article, if not the entire article. These may not need to use all the written directions that will be
given with all oral directions.
Bridging- These students should be able to read and comprehend the entire article in the short amount of time we
have (all the others can too, just not in the 15-20 minutes given for the task). There will be details in the oral
presentations and in the articles that these should be able to perceive and absorb that perhaps the other students
may not perceive because they are focusing on the specific terms and content that is being stressed and repeated.
Productive

Emerging- These students will have chances to write first what they are expected to speak. This way they can work
with a partner through challenging words and phrases. Also there will be opportunities for these students to
demonstrate with a model what they understand. There will be sentence frames for these students to use for the
writing pieces.
Expanding- These students will be supported just like the emerging students, but may choose to not write before
they speak. They will also be free to use sentence frames if they need them but will be encouraged to not if they
feel confident enough.
Bridging- I will encourage these students to not use sentence frames. I will also encourage these students to write
beyond the required prompts.
Part 2: Learning about How English Works

CCCS

Structuring Cohesive Texts

Emerging- These students will be able to focus on a smaller portion of the assigned text. I will assign a number to
each portion of the article so these can get a smaller portion without it being obvious to everyone. Close reading is
numbering the paragraphs, underlining important information, circling unfamiliar words, and annotating
important information. This process will help students really comprehend unknown language as well as digest
important content.
Expanding- These students will read more than the emerging students. The close reading process will be of great
support to them as well. They will probably have fewer unfamiliar words to circle and look up, and so can cover
more than emerging students.
Bridging- The close-reading process will still benefit these students. The words that are unfamiliar to these
students will probably be fewer so these can cover more content. Yet the process forces even these students to
look up unfamiliar words and digest information.
Expanding and Enriching Ideas
Emerging- These students will have opportunity to expand and enrich their thinking because of the use of models.
They will be able to see physical representations of alleles, chromosomes, traits and physically demonstrate
understanding by pointing and using short phrases. The language will always be presented in multiple ways:
spoken, written, and demonstrated.
Expanding- These students will have opportunity to challenge themselves as they can demonstrate knowledge in a
range of ways. They can physically demonstrate it, give varying lengths and depths of answers during pair shares,
group work, and written responses.
Bridging- These students can enrich and expand their ideas by reading the complete article given. There will be
information given one on one during group activities and during class discussions that will be important, though
not emphasized and repeated for the rest of the class. They also will be encouraged to do outside research to bring
into class. They can demonstrate this when we do the writing piece.
Connecting and Condensing Ideas

Emerging- The same models and pictures will be used multiple times to help students connect ideas. Other visuals
will be used. We also will be repeating vocab terms every day, each day adding the definitions that were learned
the previous day. The writing pieces will allow these students to practice writing the new terms and information.
Expanding- In addition to what is written above, the article will provide extra information for students to connect
ideas. The amount of writing throughout the unit will also help. Students will write not only the basic information,
but also additional details. The repetition throughout the segment will also help these students.
Bridging- The same as above. However, these students will be able to go deeper with all the supports given. Not
only will they be remembering specific words and basic definitions as we review the same pictures, words, and
definitions, but the repetition of these will also trigger remembrance of deeper information. Some of the deeper
information that has stuck out as significant or a special point of interest, will be repeated as well.

H. Types of Assessments: How will you check for understanding?

Summative: These occur after instruction.
E.g., any length, genre or type of writing, quiz, test,
presentation, project, performance assessment, report

1. A few quick writes

2. A full-body movement T/F quiz
activity
3. Group activities (whiteboard and
comparing model to article activity)
4. A final written assignment

Formative: These occur during instruction. They let you check for
understandings and misunderstandings; they give students
critical feedback when they are saying, making, and doing, and
they allow for changes in the instructional plan.
E.g., oral response, whole class cues, observation of pair work, observation of group
work, records of work, worksheets, notes, annotations, drafts, organizers, outlines,
journals, discussions

1.
2.
3.
4.
5.
6.
7.

Pair sharing
Group sharing
Class discussions
Warm-up responses (oral and written)
Annotations on close read article
Group activities
T/F whole body response movement

I. Progression of Lesson Tasks (The lesson

could be a 3-5 hour learning segment):

Day 1
1. Observation of picture and Big
Idea Question posed
2. Inquiry of model
3. Close-read an article on
chromosomes
4. Compare facts from article to
model activity
Day 2
5. Locate genes in model
6. Make class gene graph SHOULD
BE DATA TABLE in science
journal
7. Pair-share about 2 or 4 genes?
8. Class discussion about special
location for each gene
9. On gene graph DATA TABLE
fill in visible traits that go with
genes in model
10. Pair-share and class discussion
about if two copies for each
gene, why only one trait? =
alleles
Day 3
11. Warm-up that leads to the
problem that although two
genes, only one gene shows.
Which allele shows itself?
12. Baby and parent activity to show
inheritance of alleles
13. Class discussion on Punnet
Square picture of eye color to
help answer question in warm up
= dominant, recessive,
homozygous, heterozygous,
genotype, phenotype
14. Individually write down
phenotype, genotype, dominant
allele, and recessive allele in their
model
15. Full body movement T/F quiz to

J. Possible ELD Scaffolds and Strategies to Support Students and

Address the Language Demands of each of the Lesson Tasks.
I will not correct students grammar or syntax unless it significantly
influences the meaning of content, but rather I will focus on the
accuracy of scientific concepts as well as the use and understanding of
scientific language.
When things are on the projector I will use high contrast colors to
promote visibility. This way students can focus on understanding the
language and not have to worry about trying to see the writing.
There will be much pair sharing throughout the segment. Students will
be asked to not only come up with hypotheses/ideas, but also to defend
them. This will prompt them to practice conversational and science
specific language.
Three activities in particular cannot be completed individually. The
parent-child-inheritance modeling activity, the sharing of traits that
correspond to chromosomes activity, and the comparing chromosomes
to article activity. This means students must practice active listening as
well as speaking.
During the class discussions I plan on prompting students to comment
on each others thoughts, agreeing or disagreeing, furthering/deepening
the thought, or asking a question about the thought. This will promote
good speaking.
There is much writing involved: warm-ups, quick writes, white-board
activity, and final writing assignment.
To help learn scientific terms I will have students say vocab word every
day at the beginning of class. However, I will only talk about the
definition once we have learned it a context that makes sense to them.
For example, we will not stress the definition of chromosome until the
second day, because students will not have learned what a chromosome
is until then.
To help them contextualize the science terms, I have designed the
segment to revolve around a physical model. This way students not only
are reading, hearing, and speaking about our topic, but they are also
handling it, observing a representation of it, and analyzing it. This
should help the scientific language stick better.
I have integrated one full-body movement T/F quiz activity which will
help students listen carefully. By responding with ones whole body the
content should be remembered more easily.
The writing and speaking assignments are scaffolded. Specific prompts
and sentence frames will be provided. Some of the scaffolds can be
taken away depending on if a student desires to use them or not. For
example, I will not make every student use the sentence frames I

prep for tomorrows writing

assignment

provide, but students can if they feel like it would help them.

Day 4
16. Writing assignment

K. Teaching Resources (Visuals, Materials, Handouts)

1. I will be providing home-made models of chromosomes

2. I will give students a copy of an article on chromosomes
"What Is a Chromosome?" What Is a Chromosome? Wellcome Trust Sanger Institute. Web. 28 Feb. 2016.
<http://www.yourgenome.org/facts/what-is-a-chromosome>.

3. I will be using pictures of karyograms, individual chromosomes, and a Punnet square

III. DAILY LESSON PLANS (15 POINTS)

Note: Copy and paste template below as needed, depending on # of days in your learning
segment.
In bold in the lesson plans are extra explanations of scaffolds, standards, or ELD supports I am
incorporating into the lessons.
DAY 1
Day 1: Students will understand the terms chromosome, gene, and trait. They will also understand that
chromosomes are strands of DNA and that people have a unique number of chromosomes. They will understand how their
model represents chromosomes in human cells. They will understand that each parent of an organism contributes one
chromosome.

Learning Activities and Corresponding Activity

Structures:
Day 1: Into
5 min
Warm-up: a picture of a karyogram. Statement: What does
this picture have to do with you, your parents, an Easter egg,
and your fingerprints?
Questions: make 5 observations and jot down 2 questions
about what you are looking at.

Opportunities for
Assessment, Formative
and Summative:
I will rotate and note
students written responses
which will be turned in
after students get to share
Students pair-share
conversations and verbal
answers

Students will pair share and then share out after they write
down their observations and questions. (Hopefully some
observations will be that there are 23 pairs of whatever we are
looking at).

Scaffolds, Literacy, and

ELD Strategies:
The overhead will have
large, high-contrast colored
print/background so
visibility will not hinder
reading/understanding
There will be two slides, one
to prompt students to get
proper material out and the
second with the actual warm
up question on it so that
students can be well
organized and focus all their
attention onto
understanding the question
and communicating a
response
The warm up builds
language because it includes
reading the question and
writing an answer.
The ELD students are
supported because they have
time to personally think
when writing their answer,
then translate their thoughts
into conversational English
during pair-share time.

Day: 1 Through
What will you do? What will students do?
5 min
After the warm up we will briefly review the terms gene
and trait, which students already are familiar with from
previous units. I will assign these two terms along with
chromosome, allele, genetics, phenotype,
genotype, dominant, and recessive to work on over
the next week or so using four-square vocab sheets. I will tell
them that over the next couple of days we will learn all these

How will students demonstrate

learning?
How will you know what
students know?

I will be looking to see how

many students are

The order of personal

writing and then pair-sharing
is an act of scaffolding as it
helps students build their
thinking and confidence
before they share in front of
the whole class.
I will not focus on grammar
and syntax errors in student
speech or writing, but rather
I will focus on helping
students be able to make
logical connections between
evidence and their claims,
and support their claims
with evidence and reasoning.
I will also focus on helping
students learn how to

terms really well so they can wait a little before beginning the
HW if they like.
To introduce the words I will say each term and have the
students say it after me, pointing to each word written on a
poster on the wall. With the words they already know I will
give a definition in normal lingo. The other words I will only
say, as we will encounter them in our lessons later where they
will make more sense.
I will ask students to tell me where genes are and where the
DNA of a cell is kept. They should know this from previous
lessons.
I will show them another karyogram that indicates a person
has Down Syndrome, and another that means female and
another that means male. I still wont tell students what the
picture means, but hopefully by hearing and seeing the
pictures it should engage them.
Then I will have a little plastic egg at each lab station (the
ones used during Easter). Inside each egg will be 46 twisted
strings. The 46 strings represent the 46 chromosomes inside
of each of their cells. 23 will be blue and 23 will be red, and
each blue string will have a red match. Each pair will have a
special number.
I will introduce the big idea question: How is this picture [of
a human karyogram] connected to your life, your parents
lives, an Easter egg, and your fingerprints?

10 min:
I will tell students that somehow what I am going to be giving
them is connected to the picture we just observed. I will tell
them I want them to solve the mystery. I will ask them to
work with a partner to explore the egg. Before we go to the
lab station each person will prep a page in their science
journal. I will ask students to write down 10 observations and
a hypothesis about what the connection is between the
picture and the egg. I will tell students they need to be able to
share WHY they have come up with the hypothesis they
have. Students will have 10 minutes to do this.
5 min
After 10 minutes students will come back to their seats. I will
give students 1 minute to share their hypothesis with another
group. Then I will call on people to share out using the pop-

connecting information
from the last unit (DNA) to
this one (Genetics and
Inheritance)
As students write I will
rotate and check their
responses. As students
speak I will be listening. I
will be looking for and
noting the following:
Observations of 46 and/or
23 pairs of chromosomes
If students can say why
they think the way they do
(defend their claims)
If students are annotating
and underlining the
important information in
their article
How many students are
participating in group
discussions and pair shares
and what those discussions
are about
If students show by their
comments if they
understand that every
person has 2 copies of
every gene, one from a
parent and another from
the other parent
I will be checking small
groups as they work on
comparing their model to
what they know about
DNA and chromosomes,
both what they are
discussing and what they
are writing about on their
whiteboards.

understand and use scientific

terms in correct contexts.
Students will use four-square
vocabulary graphic
organizers to learn new
terms. This will help them
see the words in many
contexts: visually, in a
definition, and in a sentence.
Then they will practice
writing the word in their
own sentence.
There is time allocated to
personal thought when
students are asked to write
down observations.
There is time allocated to
deepening thinking and
turning thoughts into
scientific and conversational
language as students share
with each other and the
entire class.
There is time allocated to
listening as students must
listen to their classmates
observations in order to
finish an important task.
Using the model of the
nucleus and chromosomes
has many benefits:
It allows students to learn
new, scientific words with
the meaningful context of
being able to see, handle,
and manipulate a module.
We also are slowing
exploring the model with
scientific observation and
inquiry as the basis for
learning. Students slowly
explore one aspect of the
model at a time practicing
scientific the practices of
observations, inquiry, and

sickle stick method.

collaboration.

15 min.
I will tell them that they are in fact looking at a model of
DNA inside of a nucleus.
I will show them a diagram that displays why the DNA is the
way it is.
I will then give them the definition of a chromosome and
have them practice saying the word.

Seeing a source of possible

great misunderstanding, I
will try to clarify an
important concept by
comparing it to students
everyday lives (non-academic
background knowledge).

Students will do a short close read on chromosomes

Doing a close-read of an
article, discussing it, and
applying the information
from it in class allows
students to: deeply process
the information of the article
and practice a good collegeprep reading strategy.

3 min
We will have to clarify some things that I think could
potentially be a source of misunderstanding.
All the traits and proteins in a human are coded for in DNA.
All these traits are divided up into 23 parts. Kind of like
storing all your school papers into 23 binders instead of 1.
This is connecting science to their everyday lives
Remember there is a lot of DNA in each cell, so much that
how long would it be? (6 ft). OK, so its divided into 23 parts.
How many chromosomes do we have though? (46).
So why do you think that is? (we have two copies of every
part)
Why do you think having two copies of every gene could be
important? (Extra copies in case you lose something?) This
is not the correct answer, but getting them thinking
about it no matter the answer will help them remember
the answer when we go over it later).
5 min
Next we will demonstrate chromosome characteristics with
our model.
I will ask one group of students to compare DNA structure
(double helix) to the chromosome structure using model
(This will be good to put groups in that have a mix of
students who I know understand DNA structure really
well paired with others who do not, so that the latter can
get some extra support)
I will ask another group to use their model to demonstrate
the fact that one copy of a chromosome comes from one
parent and another copy comes from the other.
I will ask another to demonstrate using their model the
number of chromosomes humans have (this will be a good
task for a few of my students who I know have a hard
time with English. This task gets them engaged in the
material and allows them to practice speaking with their
classmates as they need to ask every group about the
number in their model)
I will ask another group to demonstrate how chromosomes

The major group activity will

allow students to focus more
deeply on one aspect of their
model instead of focusing
shallowly on several aspects
of their model.
The activity nurtures
collaboration as well as
practicing speaking,
listening, and writing.

are twisted and tightly packed just like chromosomes are

(this will be for my two students who often goes beyond
what is taught in class and a third who is especially
good at math and problem solving)
Each group will write down their observations on a
whiteboard and demonstrate with the rest of the class.
Day 1: Beyond
How will you wrap up the lesson?
How will you ready students for homework or segue to the next lesson?
5 min
QW: I will have students write about: what are 4-5 patterns
you noticed between your model chromosomes and what you
know about chromosomes?

I will read these and decide

if there needs to be any
review for tomorrow. I will
be specifically looking for
each concept that each
group went over.

Students are practicing

reading and writing casual
and scientific English while
making sense of scientific
concepts.

Note: Attach relevant documents, such as worksheets, assessments, rubrics, scoring guides, etc.
Day 2: Students will know and understand the term allele. Students will understand that people have 2 copies of every
gene, and that every persons genes are in the same place on the same chromosome. They will also understand that the
reason people have the same genes but different traits is because they have different variations of the same genes. These
variations of genes are called alleles.

Learning Activities and Corresponding Activity

Structures:
Day 2: Into
5 min
Warm-up: I will show the picture of the human karyogram
again. (Bringing them back to the same visual is
important because it will help avoid confusion while
building accurate contextualization for science
concepts) Question: what are you looking at?
What does one strand of one of these look like?
Why does it have that shape? Why are these numbered in
pairs?

Opportunities for
Assessment, Formative
and Summative:
I will read what students
wrote and listen to their
conversations with their
partners. I will also listen to
what they share out.

Scaffolds, Literacy, and

ELD Strategies:
The overhead will have
large, high-contrast colored
print/background so
visibility will not hinder
reading/understanding
There will be two slides, one
to prompt students to get
proper material out and the
second with the actual warm
up question on it so that
students can be well
organized and focus all their
attention onto
understanding the question
and communicating a
response
The warm up builds
language because it includes

reading the question and

writing an answer.
The ELD students are
supported because they have
time to personally think
when writing their answer,
then translate their thoughts
into conversational English
during pair-share time.

Day 2: Through
What will you do? What will students do?
2 min
I briefly review vocabulary by doing I say you say for all the
words and by asking students to share known definitions.
I will ask students to put their egg model and their notes
from yesterday on the desk in front of them.
I will tell students that today we will be studying the genes on
their chromosomes. I will ask them where on their
chromosome are their genes?
In their groups they will have 3 minutes to find them. They
will do this activity at their desks.
3 min
There are 2 genes inside each nucleus. One gene will be for
the fingerprint of ones index finger (A), and the other will
be a gene for eye color (B). These will be labeled with
written labels taped onto the string. Students will not know
what the A and B mean.
15 min
After students have found their genes. I will ask students to
get out their science journals again. I will tell them they need
to know the location and type of genes in their classmates
eggs and compare them to their own, in order to solve a
problem I will present to them afterward. Students will make
a little graph in their journals to fill in as students share. The
graph will show the name of a person who will own the
chromosomes in the model, letter name of the gene, what the
gene is, and what the visible trait is (picture will be provided).

How will students demonstrate

learning?
How will you know what
students know?

There will be lots of

group discussions with
theneed to not only
answer a certina question
but be able to say why
they answered it the way
they did.
I will be seeing if
students are thinking
deeply enough to have
logical reasons behind
they claims (if there are 2
or 4 genes in model) and
if they used the article
and thinking to decide
that there are 2 copies of
every gene. I will be
noting who participates
in the class discussion
about this and what the
comments are to see how
many students have an
accurate, deep
understanding of this.

The order of personal

writing and then pair-sharing
is an act of scaffolding as it
helps students build their
thinking and confidence
before they share in front of
the whole class.
There will be time to
practice hearing and saying
the vocab wordsr. The more
often students can practice
saying and hearing them
throughout lessons that
contextualize them, the
better they will learn them.
Students will practice
conversational and scientific
language as they talk about
alleles in one cell and allele
combinations between
various cells. This specific
order acts as a scaffold as
students will be able to
discuss how to apply
knowledge of alleles in one
cell to alleles in many cells.
Students will have
opportunity to immediately
apply knowledge of new
terms by labeling their
models. This helps them use
scientific terms in a real
context (one they can hold,
manipulate, and see).
The entire lesson is
scaffolded: through inquiry
students discover the
existence of 2 alleles of 1

(This allows students to organize data into data tables,

practice active listening, writing, collecting group data
in order to analyze, and active speaking. The students
with lower language ability can participate because they
have a range of language options, so they can practice
their strengths and weaknesses (for example, practice
writing and speaking). The students who have higher
abilities will be challenged too since they may need to
add translating into all they need to do. They may have
to translate or clarify in simpler English the instructions
and scientific concepts associated with the activity) I will
scaffold this activity like this: I will tell students to take notes
about their classmates observations (each group will share
aloud as I call on them using the pop-sickle stick method.
I will ask students to share out where their genes are and
what they are (A or a or B or b).
Students should realize that the same letter is on both a red and
a blue string of the same length and number (the
corresponding strings will be the same length and share a
common number). Every students model should show the
same thing.
3 min
I will ask students to talk with their partner and decide if they
think that the labeled genes in their particular model are two
or four genes? They need to be able to say WHY they
think the way they do. This will encourage development
of using reasoning and/or evidence for a claim, as well
as pushing students to get a deeper understanding of
the genes. Because even if they dont have the correct
reason at first, having a reason deepens thinking about
the concept and creates a context for when finally do
discover the true reason.
While they talk about it, I will have them pull out their closeread article and see if looking at the known characteristics of
chromosomes will help them solve the mystery. Again,
students will have to justify whatever they think. If I can I
will try to avoid directly answering their ideas but will
encourage the group to discuss the different ideas. This
will be good practice for not just practicing English, but
practicing scientific collaboration, comparing reasons
and evidence. If I have to I will direct them to the
paragraph about how people have 23 pairs of chromosomes.
Here I will tell them and put up a slide that tells them that
each letter stands for their genes. A and a gene codes for
the index fingerprint. B and b gene codes for eye color (I
will be sure to tell them that although we know there are
genes for these two traits, I am making up the name and
location of these genes.)

I will be noting in
another class discussion
how many students are
participating and what
their responses are in
order to see if they
understand that although
everyone has the same
genes not everyone has
the same traits, and these
variations of genes are
called alleles.

gene in each cell, the

inheritance of each allele
comes from a different
parent, the different possible
combinations of alleles in
different persons, the fact
that out of the 2 alleles only
one shows. Each new concept
allows students to think
about the next. If everything
was taught all at once
students would end up
getting lost in the language
or memorizing words that to
them are empty of meaning.
Observation, inquiry, and
sharing with each other
constitute authentic
scientific practice that allow
students to experience real
sense making of scientific
knowledge.

They should realize that each gene has two copies, one on a
red string and one on a blue string. I will ask them to discuss
with a partner why they think this is. Then I will use the popsickle method (3-by-5 cards) to call on about 5 students to
share their thoughts. Students should already know from
yesterday that the red string came from one parent and the
blue string came from another parent.
Today they should have realized from the activity that each
human has the same genes in the same locations.
3 min
After this exercise I will sum things up by guiding a class
discussion about how each gene has a special location on one
of their 46 chromosomes, and that in other humans the same
gene has the same location. I will show some pictures of
kayrographs again to illustrate this. (This will help students
better contextualize the scientific words and the English
by connecting it to pictures they have begun to become
familiar with)
10 min
Next I will tell students we need to fill in the part of our data
table about the traits the genes code for. Quickly each group
will share: the name on the egg that says whose
chromosomes the model belong to, and then 1. the index
finger print and 2. Eye color
10 min
Students should discover that although they have the same
genes, they have different traits. I will ask them about what
they think this means about the genes. Groups will discuss
what they think and get ready to say WHY they think the way
they do. A scaffold will be to tell students to look at their
close-read article if they have to. This will allow students
who are struggling either with the English or the
content to have support, but to allow freedom for others
who feel more comfortable to think beyond the article if
they desire. We will then share out and have a class
discussion. The product of the conversation should be that
students realize each person has different alleles than their
classmates. I will then show examples of karyograms to help
illustrate this point. By bringing them back to the same
pictures, as well as using the same models, as well as
looking the same data tables, as well as the same the
close-read article, students should be able to grow in
depth of knowledge. First, they will understand certain
styles of content presentations better than others.
Second, coming back to the same pictures, the same
model, the same data table, etc. students should not get
lost by too large a plethora of information.

Day 2: Beyond
How will you wrap up the lesson?
How will you ready students for homework or segue to the next lesson?
QW: students will give an example of one trait they have.
There will be 3-4 options if they need a choice this is an
example of having a scaffold if they need it but that they
do not need to use if they dont want it. They will share
the traits their parents have and give a possible pair of
alleles for each parent as well as themselves.
I expect them to have no pattern of dominance and recessive
yet, because we havent gotten there. My goal for them is to
connect one trait to 2 copies of a gene and to use the term
allele when referring to variations of the same gene.
Maybe some students will realize that one copy of the
parents two copies will be passed on. But we will come back
to this question the next day.

This will allow me to really

see the extent each
individual understands
about alleles are variations
of one gene that codes for a
trait. Then I can give extra
support the next day if
necessary.

There are examples given to

students that they can use
but do not need to use. This
supports students who feel
they need it but allows
students who want a
challenge to challenge
themselves.

Day 3: Students will know and understand the terms genotype, phenotype, homozygous alleles, heterozygous alleles,
dominant allele, and recessive allele. Students will understand how children inherit one allele from each parent. They will
understand the genotypes and phenotypes, homozygous alleles and heterozygous alleles, and dominant alleles and recessive
alleles.

Learning Activities and Corresponding Activity

Structures:
Day 3: Into
10-15 minutes
Warm-up: I will present a problem to the students to
introduce the terms genotype, phenotype, dominant, and

Opportunities for
Assessment, Formative
and Summative:
I will read students
responses to see if they are
understanding that every
person has 2 alleles for

Scaffolds, Literacy, and

ELD Strategies:
Instead of asking one broad
question, the specific series
of questions will guide
students down a line of logic

recessive: Students will do this one in their groups.

every 1 trait.

Do people have the same alleles as others? (no)

How many alleles does each person have? (2)
Where did each allele come from? (one from each parent)
Did your parents have the same or different alleles?
(different)
Are your alleles the same or different from each other?
(different)
Do you show one or two different traits for each gene? (one)
Which allele shows and which one doesnt?

Day 3: Through
What will you do? What will students do?
We will not share out our answers yet. Rather I will divide the
groups into larger groups so that each large group has three
models. I will then have one of the three empty their egg
model of all the chromosomes, and tell them that the person
who owns that cell is going to be the baby. Next, I will assign
each of the other two to be either mom or dad. I will ask
one student to choose one particular student to choose one
of the genes (I will choose a student who needs some
encouragement because they may have been struggling
with the material, or a student who has been silent
lately, so that they can get involved, engaged, and
practice speaking) I will ask students how the baby will get
his/her two alleles? Hopefully they will remember that they
get one from each parent. So then I will direct parents to
give one copy of their gene to the baby. Each group will use a
whiteboard to draw the alleles of each parent and the alleles
of the baby. Then students will rotate and observe other
groups whiteboards, comparing them to their own. One
member of each group will stay at their whiteboard to explain
and answer questions. *Assesment will be rotating and
observing what students have produced and what they
are saying
We will not discuss now why there are capital and lower case
letter names for genes.
I will ask students to look at their data tables again and look
only at the alleles and the corresponding traits. Students will
come up with an idea about why there is one trait though 2
alleles? After time to come up with an idea, they can explain
why they think the way they do, and after sharing out, I will
put a picture up on the projector of a Punnet square for eye

that they may not know they

need to go down.
Students will be reading and
writing.

How will students demonstrate

learning?
How will you know what
students know?
Whiteboards will display if
they realize inheritance of
alleles. I will be checking if
they can tell me orally and
show me me how they
transferred data from their
models to their
whiteboards.
I will read and listen to
student responses about
why they think there are
two alleles for each trait. I
will be looking for signs of
thinking, not right or wrong
answers.
During group discussions I
will be looking for an
accurate understanding of
Dominance, Recessive,
Phenotype, Genotype,
Homozygous,
Heterozygous. I will be
seeing who is talking and
who is not and try to
include those who are not
volunteering answers by
asking them to comment

There will be much

collaboration throughout the
day. Activities will be
dependent on student
participation.
Modeling two parents and a
child will help
contextualizing the scientific
concepts that describe
inheritance of alleles.
Students will be able to see
and experience the
modeling, so help deepen
understanding.
Application of scientific
concepts is applied because
students then have to take
what the observed from the
modeling and apply it to
their egg models. They need
to be able to display what
they find using diagrams and
writing on whiteboards.
Speaking and listening are
included as students rotate
to observe and learn about
the other groups
whiteboards.
Listening and speaking are
an important part of the

color.
I will lead a class discussion about what the letters mean. First
I will have 30 seconds of silence to allow students to think.
This exercises meets standards as demands the ability to
pull information from a table/graph. We will discuss
patterns we notice on the punnet square first, then try and
interpret all the symbols. We should come to the conclusion
that each letter represents a copy of a gene. The big letter
represents a stronger or dominant gene that shows. The little
letter, representing a recessive allele, wont show unless there are
two little ones. An organism with two of the same alleles are
homozygous and one with two different alleles are heterozygous.
The genes themselves are an organisms genotype, and what
trait shows is an organisms phenotype. I will
introduce/emphasize the vocab terms here, giving 2
definitions for each term. One that is in normal
conversational English and another that is scientific language.
We will do call and response for the definitions. This helps
builds listening as students will be listening to each
other and me, speaking as students will share their
thoughts and comment/challenge each others thinking,
collaboration as everyones participation is necessary for
a conclusion and as I will facilitate the conversation to
have students build understanding by discussing each
others comments, and science sense making as
defining scientific terms in normal conversational
language along with scientific language will allow
students to deepen understanding of scientific language.

on their classmates
comments, or ask them
some direct questions.
I will be looking for full
participation for call and
response for definitions.
I will be seeing if (by
reading and listening to
students) all students can
show understanding by
applying terms to their
models.

group discussion.
I am scaffolding the whole
day to slowly introduce
scientific terms and
concepts. Inheritance of
alleles-> dominant and
recessive -> phenotype and
genotype ->heterozygous
and homozygous
By doing this slowly with
modeling, observing,
discussion, writing, and
speaking students can get a
deep understanding of each
concept/term.
Understanding inheritance
of alleles first helps students
understand the other terms
second.

I will have students write down the phenotype, genotype,

dominant allele, and recessive allele in their egg model in their
journals. *I will rotate to assess these as they do it,
looking for proper application of the knowledge that we
just learned.
Day 3: Beyond
How will you wrap up the lesson?
How will you ready students for homework or segue to the next lesson?
Students will stand up and go to one side of the room. I will
give a T/F quiz. If students think that the answer is T they
have to move to the right. If they think it is F they have to
move to the left. All the questions will be part of the writing
prompt for tomorrow.

I will be looking to see if

students will participate
(the activity does not allow
for non participation). I will
be looking for
understanding of key
concepts gained through
the whole learning segment
to see how ready students
are for tomorrow.
Depending on how many
and how much students
know I can support them
tomorrow before their

Students moving to answer

questions will not allow
students to not respond.
This way they need to
practice serious listening and
give a full body response to
questions.
The questions will help
summarize key points that
students need to know for
the next days activity.
Moving in response to
questions will help students
employ more multiple senses

writing assignment.

in encoding the information

so they can remember it
better tomorrow.

Day 4: Students will apply knowing and understanding all terms and concepts.
Learning Activities and Corresponding Activity
Structures:

Opportunities for
Assessment, Formative
and Summative:

Scaffolds, Literacy, and

ELD Strategies:

I will listen to student oral

responses and read their
written responses.

Students observed the same

picture on day 1. By bringing
them back to it after
studying all the scientific
concepts represented in the
picture, continuity through
the lessons is maintained.

Day 4: Into
Warm-up: Johns genotype for eye color is bb, and his wifes
genotype for eye color is Bb. John has blue eyes and his wife
has brown eyes. What are each persons phenotype? Does
John have homozygous or heterozygous alleles? Does his
wife has homozygous or heterozygous alleles? Which allele is
dominant and which is recessive?

I will be looking to see if

students are make
observations and questions
that tell me they understand
the karyogram is a picture
of 23 pair of chromosomes,
or if they still seem
uncertain about
chromosomes, genes, and
alleles.

The warm up scaffolds in

another way. Students
learned scientific concepts
with the model of the plastic
egg that should allow them
to interpret observation of
real phenomena. Students
were unable to accurately
label what they saw the first
time they observed the
karyogram, but now they
should be able to.
There is reading, writing,
thinking, and speaking
involved in the activity. Each
layer of communication
should deepen the students
thinking. First they read and
think about the answer as
they write it. Next they
deepen their thinking as they
share with a partner, hearing
new ideas and
communicating their
thoughts with scientific and
conversational English.
Lastly they can expand their
thinking once more as they
prepare to share out to the

class and/or listen to their

classmates share out.
Day 4: Through
What will you do? What will students do?
Students will write a paragraph about what they learned about
chromosomes, genes, alleles, phenotypes, genotypes,
dominant alleles, and recessive alleles. They will use these
terms as well as other scientific terms in their writing.
Students can use their models and notes. My scaffolds for
this will be to tie this activity with the last three days by
phrasing the prompt for the writing assignment so they will
answer our big idea question:
I will provide specific prompts and a format for how to write
in their journals in order to help students be organized and
specific in their answers. I will also provide sentence frames
for students who believe they want more support. But I will
be sure to inform students that if they do not want the
sentence frames to go ahead and just answer the questions.
This way I will be differentiating in my scaffolding, so
my students who need extra support can get it but so
that students who want more challenge can get that
challenge.
I will put the picture of the karyogram up on the projector
again and have the main question/prompt up as well: What
does this picture have to do with you, your parents, an Easter
egg, and your fingerprints?
The answer should address the following:
1. The number, location, and characteristics of chromosomes in
you, your parents, and all humans.
Humans have 46 chromosomes in the nucleus of every
cell that has a nucleus. Chromosomes come in pairs, so
every humans has 23 pairs of chromosomes. Each
member of a pair of chromosomes comes from 1 parent,
and each pair has alleles of the same gene in
corresponding locations on the chromosomes. For
example, the gene A that codes for the index
fingerprint is on chromosome pair #12 at the very end of
the chromosomes.
2. You have a gene, A, that determines if a person will have
radial loops on both of their index fingers or not. If someone
has the dominant allele they will have radial loops on both
their index fingerprints.
Determine your phenotype. Then determine at least one

How will students demonstrate

learning?
How will you know what
students know?
The writing assignment will
be turned in. I will be
looking for how well
students are using scientific
language in an accurate
way, how well they
understand scientific
concepts, and how well
students are able to connect
claims with evidence and
reasoning. In the column to
the left I wrote in bold
some examples of answers
I am looking for.

This writing assignment

allows students to practice
using the terms they have
just learned in both reading
and writing.
Students must practice using
scientific terms as well as
normal conversational
language.
Listing the prompts instead
of simply saying, Write
about chromosomes, alleles,
genes. help students be
specific in their answers.
I will provide sentence
frames for the questions to
help students know exactly
what they need to write
about.
I will give very little
feedback about grammar
and syntax errors, but rather
I will focus on scientific
content and students ability
to use reasoning and solid
examples to support their
assertions/claims.

possible genotype you may have. Determine at least one

possible genotype and phenotype your parents may have had
and explain how you inherited your genotype. Give examples
of dominant alleles, recessive alleles, homozygous alleles, and
heterozygous alleles from you and your family. If there is no
example for a particular term, then explain why. (Remember,
you made up the genotypes for you and your family already,
so use those genotypes to figure out and demonstrate the
other terms and concepts). My phenotype is that I do not
have radial loops as my index fingerprint. This means
my genotype is aa. I inherited one allele from each
parent. So each parent gave me one recessive allele. This
means one of my parents could have had the genotype
Aa with the phenotype of having radial loops as their
index fingerprint. The other parent may have had aa
with the phenotype of not having radial loops as their
fingerprint. Examples are .
3. If the gene that codes for you having round and flexible
red blood cells is on chromosome #20 about 2/3 the way
down, where would it be in each of your parents? Can you
know? Why can or why cant you know? 2/3 the way down
chromosome #20. I can know this because each species
has each gene in a unique location on a specific
chromosome. If one gene is in one location in me, it will
be in the same location in other human beings.
4. Explain why you and every other human has the same
genes, but everyone has different visible traits for these genes.
Although every person has two alleles for one trait, only
one trait shows itself. This is called an organisms
phenotype. The actual allele combination is an
organisms genotype.
This last question I will give as an advanced opportunity. If
students finish everything else they can tackle this question,
which demonstrates a deeper level of thinking than the other
questions.
4. How would the phenotypes of a species be different if alleles
did not exist? Why?
All members of a species would look exactly alike. The
existence of alleles allows variation in phenotype
because there are more than one contending factors in
the genotype contending for affecting the phenotype.
Without alleles only one gene would code for each trait
because an allele is simply the variation of one gene.
Without variation of one gene you would only have one
kind of each gene. This means that each gene would
show itself one way, with no variation. All individuals
from a common ancestor would show the same
phenotype of all their genes with no variation in

phenotype. In fact, with no alleles, all individuals from a

common ancestor would have the same genotype too.

Day 4: Beyond
How will you wrap up the lesson?
How will you ready students for homework or segue to the next lesson?
I will have students turn in their writing piece. Then I will tell
them that next class we will begin looking at the phenotypes
in a population to hypothesize and analyze possible
genotypes of individuals.