Year 10 Science Biology: DNA and Genetics

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by Ashleigh Middendorp5 views·Updated May 26, 2021
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  1. Hi my name is Ashley.
  2. And today I'll be talking through how I would teach
  3. a year 10 science biology lesson on DNA and genetics.
  4. There are three learning objectives I want to achieve, which
  5. I will talk through how I achieve them.
  6. Yet it is first important to understand the subject specific
  7. vocabulary for this topic.
  8. There is basic being foundational language which is gene chromosome
  9. DNA offspring traits and genetics.
  10. There is intermediate language which is a bit more advanced
  11. including punnett square pedigree chart pattern of inheritance, dominant and
  12. recessive and the disciplinary which is more specialist.
  13. Vienna type genotype, home azaleas, hetero, zegas, orders over an
  14. excellent. The first activity are used to help students understand
  15. this language is semantic feature analysis.
  16. This is done through students creating a table with new
  17. vocabulary words on one side and known concepts on the
  18. other side.
  19. Students draw connections between the new vocabulary to the already
  20. known concepts.
  21. In under.
  22. In order to understand the new words.
  23. The second activity is making new words.
  24. Students learn the new vocabulary by making the new words
  25. using cards that the teacher gives them.
  26. The teacher uses these cards which have letters to create
  27. the words or prefixes and suffixes to create the words
  28. and students use their already known knowledge of these to
  29. spell and use phonetics to create the words.
  30. The first study objective.
  31. Understanding the relationships between DNA genes and chromosomes has numeracy
  32. and literacy learning continuum outcomes that need to be achieved.
  33. This includes using spatial reasoning, visualizing two D shapes and
  34. three D objects and interpreting maps and diagrams and recognizing
  35. using patterns and relationships for the numeracy demands.
  36. In terms of literacy demands, students will need to understand
  37. word knowledge, text knowledge and visual knowledge as the Australian
  38. curriculum presents for the second learning objective, predicting simple ratios
  39. of offspring, Jenna types and Fiona types using punnett squares.
  40. There is an activity I represent which is both tactile
  41. and written.
  42. Students will be split into groups and giving colored beads,
  43. small white board and markers, and a worksheet with punnett
  44. square problems on it, they will use the whiteboard to
  45. draw a panic square, enable it according to the question.
  46. The students placed colored beads which represent animals or plants
  47. in the question into the planet square.
  48. As the question describes, students turned the offspring which would
  49. be produced and hence calculate genotype and phenotype ratios and
  50. fill in the answers in the worksheet.
  51. The literacy elements of this activity include being exposed to
  52. subject specific vocabulary, answering questions in paragraph format, understanding relationships
  53. and during diagrams and models which are subject specific The
  54. literacy learning continuing demands of this.
  55. For levels 4-6 include where knowledge takes knowledge and visual
  56. knowledge. As the Australian curriculum presents, the numeracy elements of
  57. this activity include interpreting mathematical information with a question to
  58. display in a diagram, a model.
  59. They use beads to represent a certain number of touch
  60. of animals and plants.
  61. They understand probability of events with subject specific understandings and
  62. calculate ratios and percentages.
  63. The numeracy learning continuing demands include interpreting statistical information using
  64. fractions, decimals, percentages ratios, and rates.
  65. The third learning objective for this topic is understanding patterns
  66. of inheritance of dominant or recessive genes through family generations.
  67. To help students understand this and achieve the learning objective.
  68. I will present an activity which is visual and written.
  69. Students will watch her lesson where I draw a beheading
  70. recharge on the whiteboard and this will be explained in
  71. terms of the aspects of the pedigree chart and what
  72. they mean, including how to label it.
  73. Then I will show how to work through a pedigree
  74. chart to determine a pattern of inheritance.
  75. Then I will draw another pedigree on the white board
  76. and asks volunteer students to fill in the gaps in
  77. the chart soon as well watch the lesson vicariously and
  78. be able to understand the information to fill in their
  79. own chart.
  80. The literacy elements of this activity include exposure to subject
  81. specific vocabulary, understanding pedigree chart diagrams, including the flow of
  82. information and understanding symbols.
  83. In the chart.
  84. Through these students will be able to achieve the learning
  85. literacy learning continuum outcomes.
  86. This includes word knowledge, text knowledge and visual knowledge.
  87. The numerous, the elements of this included identifying patterns of
  88. inheritance by understanding relationships between elements of pedigree charts, understanding
  89. symbols in pedigree charts and what they represent and they
  90. see the flow of genetics through the concept of generations.
  91. Over time, the numeracy learning continue outcomes for this is
  92. recognizing using patterns and relationships and interpreting statistical information.
  93. Thank you