Biology Lesson Plan
1. Standards:
A. INTASK Principle 1: Knowledge: The Teacher understand the central concepts, tools
of inquiry, and structures of the discipline(s) he or she teaches and can create learning
experiences that make these aspects of subject matter meaningful to students.
B. INTASK Principle 3: Diversity in Learning: The teacher understands how students
differ in their approaches to learning and creates instructional opportunities that are
adapted to diverse learners.
C. INTASK Principle 6: Communication: The teacher uses knowledge of effective
verbal, non verbal, and media communication techniques to foster active inquiry,
collaboration and supportive interaction in the classroom.
2. Objectives:
A. Students will be able to identify genetic inheritance, recessive and non-recessive
genes, independent assortment, segregation, and sex linkage(Linguistic).
B. Students will be able to assemble pipe cleaner babies based on the parents'
chromosomes and genotypes/(Kinesthetic)(Spatial).
C. Students will be able to assess their fellow students pipe cleaner babies to see if they
have assembled them correctly based on the parent's genetic make-up(Social).
3. Materials:
A. Textbook
B. Biology Vocabulary Warm-Up Worksheet
C. Pipe Cleaner babies (pre-assembled in plastic bags with various pipe cleaners and
colored beads)
D. Pipe Cleaner Babies Worksheets
E. Pipe Cleaner Babies Teacher's Guide
4. Procedures:
A. Warm Up: Biology vocabulary worksheet which reviews pervious chapter's key terms.
Students will not hand in warm-ups they are collected on a bi-weekly basis. Please allow
15 minutes for warm-up. Go through questions with class and call on students who
volunteer for answers.
B. Chapter Review: Please review chapter on genetics with class. Call on volunteers to
read the text. Once volunteers are exhausted, please read to give class a small break. Then
resume in having class read until chapter is complete. Please allow 45 minutes for chapter
review.
C. Pipe Cleaner Lab: Please distribute handout to students. Students will be working in
pairs so please adjust class accordingly. Once handouts are distributed please distribute
the pipe cleaner babies. Demonstrate first for the class with your own pipe cleaner
mom and dad how to properly identify recessive and non-recessive genes and the
genotypes it will give the baby. Please allow 30 minutes for this exercise. Answer any
questions students may have in regards recessive genes, dominate genes, phenotypes, etc.
Assist with assembly of babies if students are having trouble with choosing the proper
genetic traits.
5. Closure:
A. Upon completion of the lab, lab partners will stand to show the class their babies
and the parents. The class will then determine whether the lab partners have made the
correct babies based on the parents' genetics. This will allow students to demonstrate
what they have learned during the lab and textbook chapter review. Please allow 30
minutes for lab partner presentations.
6. Assessment:
A. For proper assessment of the labs, please collect handouts to be graded. Please refer to
the teacher's guide for a grading rubric.
References
Biology Corner (n.d.). The Biology Corner: Biology lesson plans, worksheets, tutorial and
resources for teachers and students. Retrieved from
http://www.biologycorner.com/worksheets/index.html
http://biologycorner.com/worksheets/pipeprep.html
Science Daily (n.d.). Science Daily: Your source for the latest research news. Retrieved from
http://www.sciencedaily.com/
Teacher's Cafe (n.d.). The Teacher's Cafe: The search has been done! Retrieved from
http://www.theteacherscafe.com/Content_Literacy/Science_Lesson_Plans.php
Teachers, Schools, and Society (2012). Teachers, Schools and Society: A Brief Introduction to
Education McGraw-Hill Education, New York, NY
