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CTAP 295 Teaching with Technology

THE PATHS HEREDITY FOLLOWS . Maria Marquez. Southwest high School, El Centro, Ca. FINAL PRESENTATION. CTAP 295 Teaching with Technology. Lesson Description The purpose of the lesson is to introduce the students with the types of inheritance that do not follow Mendel’s laws.

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CTAP 295 Teaching with Technology

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  1. THE PATHS HEREDITY FOLLOWS Maria Marquez Southwest high School, El Centro, Ca. FINAL PRESENTATION CTAP 295 Teaching with Technology

  2. Lesson Description • The purpose of the lesson is to introduce the students with the types of inheritance that do not follow Mendel’s laws. • The lesson has a duration of 7 to 9 days. • The students were introduced with different types of technology. • The students had the opportunity to use different software and hardware for their culminating activity, a Power Point presentation.

  3. Lesson Timeline Day one: The students had an opening activity which consisted in walking around the classroom looking and recording in a data table some inherited characteristics among their peers. Next, I used a Power Point presentation to introduce the lesson. Day two: The students were introduced with the terms incomplete dominance, codominance, multiple alleles, autosomes, and sex chromosomes. Next, the students worked Punnet squares to predict the possible outcomes when crossing individuals with the alleles for incomplete dominance and codominance.

  4. Lesson Timeline Day three: The students were introduced with more information, including the term polygenic inheritance. Next, students measure the height of the students in the class in cm, recorded the information in a data table, and plotted a graph with the information gathered. Day four: I took the students to the library to do the lab Web Karyotyping on the Internet. Day five:The students played a genetic game on the Internet to review what they had learned.

  5. Lesson Timeline Day six: Students watched the video “The Spiral of Silence” to learn how scientists use pedigree charts to study inherited diseases in humans. Day seven: Students took the test of the chapter. Days eight and nine: Students had their culminating activities, the Power Point presentations.

  6. Standards Addressed.Grade Level:9 to 12Science:Biology/Life ScienceGenetics 3.A multicellular organism develops from a single zygote, and its phenotype depends on its genotype, which is established at fertilization. As a basis for understanding this concept, students know: a. how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (autosomal or X-linked, dominant or recessive).

  7. Instructional Objectives 1.  Students will describe the differences between incomplete dominance and codominant alleles . 2.  Students will be able to describe the difference between multiple alleles and polygenic inheritance. 3.  Students will describe how internal and external environments affect gene expression. 4.  Students will interpret testcrosses and pedigrees charts.

  8. Assessments and Rubric • Pre-test • Three activities • One lab • Post-test • Power Point presentation • Rubric to grade the Power Point presentation

  9. Overview of Internet Integration • Research for culminating activities. • Web Karyotyping lab. • Genetic game on the web.

  10. Overview of Technology Integration • Used by teacher: • LCD projector • Digital camera • Computer • Internet • Power Point • TV-VCR • CD-rewriter

  11. Overview of Technology Integration • Used by students: • Computer • Power Point • Internet • Digital camera • Scanner • LCD projector • CD-rewriter

  12. Overview of Students Performance As expected, the difference on the results of pre-test and the post-test for the high achievers was not very notorious. The difference was more clear with the average students, but specially with the low achievers. The results were better with the activities than with the tests. And since the Power Point presentation was the culminating activity, the difference with the rest of the grades is very obvious.

  13. Summary and Observations With this project my students had the opportunity to learn Power Point (a few already knew), how to use a digital camera (a few already knew), a scanner, an LCD projector, a laptop, and had more access to the Internet. The students were more involved in the learning process, since they had to have a Power Point presentation ready at the end of the chapter. One thing that I need to do the next time is to help my students edit their projects before presenting them.

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