Smart Learning With Smartboards!

Traditional Vs. Technofied

Original Lesson	“Technofied” Lesson
Start off with a brief introduction. Explain the definition of a pedigree chart, why it’s useful, and some information as to how it will be used in the lesson activity.	I will still implement an introductory section of this activity to create a smooth transition into the activity.
Next, the lesson plan includes symbols for a pedigree chart that students have to use in order to complete their activity.	However, this new technofied lesson will be more interactive with the class as a whole. I will be guiding them through this activity by working it through with them, using a SMARTBOARD. I will do a matching activity with the students to match the symbol with the correct meaning.
There will then be a story describing a family’s history. Students will follow the story and create a pedigree chart based on what they’ve read about the family. They will then answer questions based on the pedigree.	We will read the story together by volunteering students to read aloud. After, I will use the smart board, write down the different family members’ names, and as a class, will decide where to put each name on the pedigree template that I have created. The students will still answer questions on their own.
Once the chart is completed, the students will then use more information to shade in appropriate circles and squares to indentify a specific trait, in this case that trait will be freckles.	Once again, using the appropriate information, as a class we will use the smartboard to shade in appropriate circles and squares to indicate who has freckles.
With help from a guide, the students will fill out the genotypes of each member of the family.	I will then write down the different genotypes that are possible and as a class we will match the genotypes with the correct family member on the pedigree model.

The "Technofied" Lesson Plan

Lesson goals

Students will understand the significance that pedigree charts have on family genetics.

Students will learn the anatomy of a pedigree chart by interacting with the smartboard to pair up symbols with terms

Students will gain the ability to create a pedigree chart based on a family background by identifying where specific family members go on the chart using the smartboard

Students will then learn how traits are linked to genetics by pairing up dominant and recessive genes with the appropriate trait/family member

Standards

                   

1     1. Facilitate and Inspire Student Learning and Creativity

b.	engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c.	promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.

2. Design and Develop Digital-Age Learning Experiences and Assessments

           

a.	design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

5. Engage in Professional Growth and Leadership

b.

exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others. Pedigree Chart Activity Pedigree Charts All living things have pedigrees. A pedigree is a diagram that shows the occurrence and appearance (phenotype) of a particular genetic trait, as it is passed from one generation to the next in a given family. From this information, along with an understanding of inheritance, genotypes of individuals can often be determined. Symbols for a Pedigree Chart Using the Smartboard application in our classroom, the teacher will introduce the different symbols in the pedigree chart.      The story below will be read as a class. After, we will create a pedigree together by having students volunteer and fill out the pedigree on the Smartboard. This is the story of Grandma and Grandpa Flipnob, and their clan! They were married way back in 1933 and have been just like newlyweds ever since. From their union, 4 individuals were created. Elizabeth, the eldest, was born in 1935. Fred soon followed in 1936. In 1939 Michelle was brought into this world. Mickey, a surprise to the whole family was the baby of the family, not being born until 1950. Elizabeth fell in love at a young age, and wed her high school sweetheart, David, in 1954. From this marriage, two bundles of joy came about (at the same time): John and Sonny – 1955 (twins!) It took Fred a little longer to find his soul mate. Finally in 1970, Fred found the woman of his dreams, Wilma, and they were married. Since they married so late in life, they only brought one new person into this world: Barney – 1972 Michelle was a hard working woman, and never found time in her schedule for love. She led a very productive and fulfilling life, but she never did marry and have children. Mickey was a wild one! After a long string of girlfriends, he finally chose Monica to spend the rest of his life with. They were wed in 1975 and brought two girls into this world: Krista – 1977 Janet – 1979 Answer the following questions: 1.     Who are the in-laws? 2.     What is the relationship between the people in the third generation? Now that you have your pedigree chart together, volunteers will shade in appropriate circles and squares on the Smartboard using the information below. Remember that individuals who possess the RECESSIVE trait are to be filled in completely. Individuals not shaded in carry at least one dominant allele. Dominant/Recessive Inheritance – Freckles Not having freckles is a recessive trait. Grandpa Flipnob did not have freckles, but his beautiful bride did. Fred and Michelle were the only two of their siblings to have freckles. Of the grandchildren, the twins did not have freckles, and neither did Barney, but the two girls did. Using the guide provided, we will match each family member with their specific gentotype by using the Smartboard. Remember, having no freckles is a RECESSIVE trait. STEP 1 Assign two recessive genes to any person on the pedigree whose symbol is shaded. Small letters are written below the person’s symbol. STEP 2 Assign one dominant gene to any person on the pedigree whose symbol is unshaded. A capital letter is written below the person’s symbol. STEP 3 Use the information given to you to determine the second alleles for each person with the dominant phenotype. We will check answers using the pedigree on the Smartboard. Example: We know that Grandpa Flipnob does not have freckles. If Grandma were BB, could any bb children be produced from Grandma and Grandpa? If Grandma were Bb, could any bb children be produced from them? Complete punnett squares below to determine your answer. 1.     From your results, what is Grandma’s genotype? 2.     What must be the genotypes of their children? 3.     What are the genotypes of their grandchildren? 4.     As a class, we will then label the pedigree on the Smartboard with the correct genotypes for each generation.

The Original Lesson Activity

Pedigree Chart Activity

Pedigree Charts

All living things have pedigrees. A pedigree is a diagram that shows the occurrence and appearance (phenotype) of a particular genetic trait, as it is passed from one generation to the next in a given family. From this information, along with an understanding of inheritance, genotypes of individuals can often be determined.

Symbols for a Pedigree Chart

Follow the story below and create a pedigree chart.

This is the story of Grandma and Grandpa Flipnob, and their clan! They were married way back in 1933 and have been just like newlyweds ever since. From their union, 4 individuals were created. Elizabeth, the eldest, was born in 1935. Fred soon followed in 1936. In 1939 Michelle was brought into this world. Mickey, a surprise to the whole family was the baby of the family, not being born until 1950.

Elizabeth fell in love at a young age, and wed her high school sweetheart, David, in 1954. From this marriage, two bundles of joy came about (at the same time):

John and Sonny – 1955 (twins!)

It took Fred a little longer to find his soul mate. Finally in 1970, Fred found the woman of his dreams, Wilma, and they were married. Since they married so late in life, they only brought one new person into this world:

Barney – 1972

Michelle was a hard working woman, and never found time in her schedule for love. She led a very productive and fulfilling life, but she never did marry and have children.

Mickey was a wild one! After a long string of girlfriends, he finally chose Monica to spend the rest of his life with. They were wed in 1975 and brought two girls into this world:

Krista – 1977

Janet – 1979

Answer the following questions:

1. Who are the in-laws?

2. What is the relationship between the people in the third generation?

Now that you have your pedigree chart together, shade the appropriate circles and squares using the information below. Remember that individuals who possess the RECESSIVE trait are to be filled in completely. Individuals not shaded in carry at least one dominant allele.

Dominant/Recessive Inheritance – Freckles

Not having freckles is a recessive trait.

Grandpa Flipnob did not have freckles, but his beautiful bride did.

Fred and Michelle were the only two of their siblings to have freckles.

Of the grandchildren, the twins did not have freckles, and neither did Barney, but the two girls did.

Using the guide provided, determine the genotypes of all individuals in this pedigree chart for freckles. Remember, having no freckles is a RECESSIVE trait.

STEP 1

Assign two recessive genes to any person on the pedigree whose symbol is shaded. Small letters are written below the person’s symbol.

STEP 2

Assign one dominant gene to any person on the pedigree whose symbol is unshaded. A capital letter is written below the person’s symbol.

STEP 3

Use the information given to you to determine the second alleles for each person with the dominant phenotype.

Example: We know that Grandpa Flipnob does not have freckles. If Grandma were BB, could any bb children be produced from Grandma and Grandpa? If Grandma were Bb, could any bb children be produced from them? Complete punnett squares below to determine your answer.

1. From your results, what is Grandma’s genotype?

2. What must be the genotypes of their children?

3. What are the genotypes of their grandchildren?

4. Label your pedigree with the correct genotypes for each generation.