EXPERIMENT 8: Phenotype and Genotype

Discussion Questions:

What type of knowledge is being addressed? 


Types of knowledge that used are procedural, conceptual and implications. Enough information was provided in the procedure in order for the students to accomplish the task. The procedure was so created in such a way the students will be able to relate on the concepts on phenotype and genotype. At this point students gather the pieces together to come up with a more refined understanding on the concepts. At the end of the day, the students use these pieces to create implications. Exercises and home activities were created in the activity to reinforce and test such implications.

Are there issues related to the Processes of Science that might be problematic for students? Why? If so, how would you address them? 


Mendel’s law would be quite difficult to understand as far as addressing the engaging questions in section 3 in the lesson is concerned. The law was chosen not to be mentioned in the experiment .To address the problem, a simple 2x2 Punnet Square was used instead of 4x4 that was originally performed by the student to demonstrate the law. This was a key to understanding the objective questions.

What role did an understanding of cognitive stages have in the development of your lesson plan? 


The understanding of cognitive stages allows for a smoother, easier and logical framework of the lesson plan. The strong grasp of the subject matter allows better communication of the concepts with the procedure and exercises.

What types of scaffolding did you use? Why? 


Follow-up questions and exercises were provided as a means of reinforcing the concepts to student. The home activity also expands the student understanding beyond classroom. Students are taught to do extra mile with this group activity assignment.

Discuss how you used the 5E Model to develop this lesson plan. Be specific and provide a rationale for each step. 


ENGAGE

During the third section of the lesson plan on Introductory Discussion, questions were raised to engage the students reasoning skills. By this time, student should also wonder such questions and create curiosity among themselves. It then creates enthusiasm and excitement on what lies ahead of the activity.

It was followed by a sneak peek on what the experiment is about by defining what phenotype and genotypes are.

EXPLORATION

The procedure in the fourth section provides hands-on activity in a group environment that will allow them to grasp strongly the concepts through group discussions and brainstorming. It is in this way that students maximize the exploration process.

EXPLAIN

In the fifth section, there are sets of questions that test the students understanding on the activity. Students are encouraged to explain their idea to their groupmates to sharpen their grasp on the concepts.

ELABORATION

Students do the extra mile to elaborate their understanding through the home activity with real life situation. Using the parents and themselves as specimen will create more appreciation on phenotype and genotype.

EVALUATE

The essay part of the experiment evaluates how far the students have understood the concepts as far as meeting the activity objectives are concerned. Essay is a best finale activity for students to evaluate themselves by writing what they have learned so far.

Were there instances in which you chose to use a presentation instead of direct, hands-on experiences? If so, why did you choose to do so? (Note - you are NOT required to use a presentation in your lesson plan. Do so only if it makes sense to you.) 


I took the effort of finding photos that would clearly show the description of the dominant and recessive trait. Photos are good representation so that students can relate faster. If the dominant and recessive traits on harline,freckle and earlobes were described on texts, the student will figure it out at a much longer time.

What types of questioning are included in your lesson plan? Provide a rationale.

The factual type of questioning was used in the experiment. It is the lowest cognitive level of process so students in the fifth grade class should be able to answer questions with confidence. For instance in the procedure, the task as was simple as identifying 
which of the traits the students have and label themselves with their specific genotypes. To meet objectives, the evaluative type of questioning was also used. At the end of the day, students should be able relate this concepts to real life situations so that they would be able to appreciate the lesson. The activity of the Punnet Square was a perfect tool to accomplish this one.

What types of assessment are embedded in your lesson plan? What types were used in planning the lesson? What types of questions, if any, do you envision being used after the lesson plan has been "completed"?

A criterion reference type of assessment was used in the lesson plan. All the procedures, home activity and group discussion were designed to let the students meet the objectives and understand phenotype and genotype as well as how they applied in real life situations.

Reference:

Lepie, K (2013, July 2013). The 6 Types of Assessments (And How They’re Changing).

edudemic.com. Retrieve on September 17, 2013 from, http://www.edudemic.com/the-6-

types-of-assessments-and-how-theyre-changing/

Newer Views of Learning.-Types of Questions. www4.uwsp.edu . Retrieve on September 24, 2013 from http://www4.uwsp.edu/education/lwilson/learning/quest2.htm