1. Blame My Family Amanda Ferland May 4, 2010 1A. Ferland Daemen College, 2008

2. District and School Kenmore Middle- 8 th Grade Kenton School District Mr. Bob Proehl 2A. Ferland Daemen College, 2008

3. Grade Level/Ability of Students This lesson was taught to 8 th Graders at KMS. This assignment was given to all five classes of my Eighth Grade, 117 students total. Projects were chosen from just one class however to make it less complicated. No students with disabilities or learning disabilities Age range: 12-14 years 3A. Ferland Daemen College, 2008

4. Time Frame “Blame My Family” was completed in two 43 minute periods and one 21 minute period. 4A. Ferland Daemen College, 2008

5. Purpose The purpose of this learning experience is to teach the students how to read pedigrees and determine which members of a family possess a certain trait. The students will then be able to draw pedigrees using their own families or a family they choose to create, and analyze traits within their families. 5A. Ferland Daemen College, 2008

6. Focus Question(s) What is a pedigree? What can be shown on a pedigree? How do you know if a family member has a trait? 6A. Ferland Daemen College, 2008

7. Objectives The student will be able to interpret a pedigree and draw their own family pedigree. The student will be able to determine their traits by crossing their parents’ traits. 7A. Ferland Daemen College, 2008

8. Essential Question(s) What makes me part of my family? What things do family members share? How are we all similar? 8A. Ferland Daemen College, 2008

9. Enduring Understanding Pedigrees are used for tracing traits through several generations of a family. They can specifically be used during a genetic counseling session to trace a disease through a family. 9A. Ferland Daemen College, 2008

10. Students’ Tasks The students complete questions on the sample pedigree= Pre-test. The students will be given a list of traits on the overhead and must determine which of the traits they possess. Students work on completing 9 Punnett Squares to show their possible genotypes. The students will draw out three generations of their family. 10 A. Ferland Daemen College, 2008

11. New York State Core Curriculum or Standards Standard: Standard 4- Science (The Living Environment) Key Idea: 2-Organisms inherit genetic information in a variety of ways that result I continuity of structure and function between parents and offspring. Performance Indicator: 2.2 Describe simple mechanisms related to the inheritance of some physical traits in offspring. 11A. Ferland Daemen College, 2008

12. Assessments There was a pre-test for this chapter that included 10 questions. –Students switched papers and corrected them. The 3 parts of the pedigree project will be scored using the 4 Point Pedigree Rubric –The rubric is gone over with the students as well as a checklist so they know what to include. 12A. Ferland Daemen College, 2008

13. Assessment Cont. The rubric includes the following criteria: –Correct heading –Labeled family members –Traits are clearly identified for each member –A key is included –Trait list is completed –Punnett Squares are completed –Mechanics 13A. Ferland Daemen College, 2008

14. Teacher Exemplar 14A. Ferland Daemen College, 2008

15. Developing Student Work 15A. Ferland Daemen College, 2008

16. Proficient Student Work 16A. Ferland Daemen College, 2008

17. Distinguished Student Work 17A. Ferland Daemen College, 2008

18. Student Work Cont. Developing Student =SCORE: 65% Proficient Student =SCORE: 83% Distinguished Student =SCORE: 100% 18A. Ferland Daemen College, 2008

19. Modification Table Modification Type: Specific Modification RationaleBenefits Environmental/ Management Constantly circulating around the room. Teacher is able to check to make sure students stay on task and can answer any questions that arise. Helps the students stay on task and minimize side conversations. Allows for less mistakes and less disruptions by students shouting out to the teacher. 19A. Ferland Daemen College, 2008

20. Reflections Thank you to my group for both warm and cool comments. I appreciate them all. It was nice having four more pairs of eyes reading my LE because it was overwhelming after a while and I couldn’t have done it without my group. They caught errors in spelling, grammar, and areas that needed further explanations. 20A. Ferland Daemen College, 2008