Teacher Candidate's Name: Katie Blodgett

Cooperating Teachers Name: Sonya Verney

Lesson Plan Template: Backward Planning

Learning Outcomes Assessment of Learning Instructional Plan
Unit Title: Ch. 11: Complex Inheritance Lesson Title: Blood Typing Lab
Subject Area: Biology
Grade/Level: 10

Date of Lesson: 4/5/16

Alignment
to
Objectives

Length of lesson: 50 min

CCSS for ELA/Math

(or MLR and/or Next Gen Science for other content areas)
Ask questions to clarify relationships about the role of DNA and
chromosomes in coding the instructions for characteristic traits
passed from parents to offspring.

MS-LS3-1

Essential Question(s) (adapted from brainpopeducators.com)

What are the different blood types in the AB0 and Rh system?

What antibodies and antigens of each blood type group?

How do we determine blood type? What happens if we give someone the wrong blood type
transfusion?

Objectives and Assessments

Objectiv
e
Number

1
2
3
4

Objective(s) (Number each objective.)

Students will demonstrate understanding of the
different blood types and RH groups
Students will use knowledge of antibodies and
antigens to determine unknown blood types
Using knowledge of Blood types and RH groups,
students will identify the bloodtype of each of the
political pundits.
Students will explain what will happen if a patient is
given a transfusion of the wrong blood type.

Assessment(s) for Each Objective

(In parentheses, mark each I for
informal or F for formal.)
I
F
F
F

Necessary Prior Knowledge/Skills (Describe where/when/how each has been learned.):

Knowledge of complex patterns of inheritance (previous lecture)
Knowledge of punnett squares (previous unit)
Knowledge of blood types and antigens/ antibodies (previous lecture)

Knowledge of basic Mendellian genetics (previous unit)

Alignment
to
Objectives

Instructional Components
What Teacher Does

What Students Do

Teacher asks students questions about

blood groups, antibodies, and antigens
to assess prior knowledge.

Answer questions

2,3

Teacher hands out lab, and talks

students through the steps.
Demonstrates proper set up.

Students watch and ask questions about lab

procedure

1,2,3

Teacher circulates the room to monitor

understanding as students work on
blood typing lab.

1,2,3

n/a

1,2,3,4

Students begin lab procedure

Students record and interpret blood type

Teacher helps students interpret results results
because sometimes they can be hard
to read
Teacher instructs students to clean up
the lab, and work on lab questions

Students rinse plates, discard toothpicks, and

return blood samples.

Teacher monitors and helps students

answer lab questions

Students answer lab questions and ponder

what will happen if someone is given the
wrong type of transfusion.

Links to Technology:
N/A
Materials and Supplies:
Lab Manual
ABO, RH blood type kit
Tape to rename samples with political pundits
White paper
Tooth picks (12 each)
Pen to record results

Accommodations/Adaptations/Differentiation:
Expected results for ed. techs.
Additional support for lab procedures

Maine Common Core Teaching Standards (MCCTS) (Check those that are part of this lesson.):
Check only those that are part of the lesson plan, not those that are part of lesson implementation.

The Learner and Learning

Instructional Practices

S1 Learner Development

S6 Assessment

S2 Learning Differences

S7 Planning for Instruction

S3 Learning Environments

S8 Instructional Strategies

Content

Professional Responsibility

S4 Content Knowledge

S9 Professional Learning and Ethical

Practice

S5 Application of Content

S10 Leadership and Collaboration

Technology

S11 ISTE Standards.T

Reflection about teaching of lesson: (What went well? What would you change and why? What evidence do you have that
students learned?)