Pedagogical Components
I.N. 1
Learning Objective is measurable and understandable
Learning Objective: Students will analyze traits in dogs to determine what a new breed would be like.
I.N. 4
Questioning techniques ensure demonstration of HOTS
Essential Questions: How are restriction enzymes and electrophoresis used in genetic engineering?
I.N. 2 & 3
All four language domains are activated daily.
Language Activities:
Read: Ppt notes; read lab instructions
Writing: notes; write lab answers
Listening/Speaking: notes, Lab
Academic Vocabulary:
Words:
Selective breeding; hybridization; inbreeding; hybrid vigor; varieties
I.N. 5
Frequent and purposeful checking for understanding
Checking for Understanding (CFU) Strategies:
Random Call: cards CFU Strategies: pair/share
I.N. 4
Questioning techniques ensure demonstration of HOTS
Higher Order Thinking Skills (HOTS):
.
Should we be allowed to make any genetic changes we want? Why or why not?
Beyond
the
Norms
Plan for Special Populations:
EL: Group/class activity
Sp Ed: partners
Beyond
the
Norms
Questions to take to Collaboration:
Pedagogical Components
I.N. 1
Learning Objective is measurable and understandable
Learning Objective: How are proteins made and why does the order of the nucleotides make a difference in the outcome? How do differences in order and number of bases make different phenotypes?
I.N. 4
Questioning techniques ensure demonstration of HOTS
Essential Questions: What are the similarities and differences between the structure of DNA and RNA?
