Designing an Effective Anticipatory Set Inherited Traits

1. Designing an Effective Anticipatory Set Inherited Traits Janice Hohloch Week 5 Application EDUC 6615 January 31, 2007

2. Lesson on Inherited Traits Students will learn: How traits are passed from parent to offspring Some expressed traits are dominant, some recessive, and some hybrid How to use Punnett Squares to determine offspring traits (based on Mendel�s work with pea plants)

3. Anticipatory Set To hook and hold students, I will: Stimulate curiosity by showing them pictures of me and my parents and asking which one I look like the most Reduce anxiety by going around the room and counting how many students have attached or detached earlobes. This helps the students relax and understand what an inherited trait is Ignite imagination by asking them who they look like and what traits they inherited from each parent

4. Anticipatory Set To hook and hold students, I will: Set the lesson context by telling the students that they are going to learn why and how traits are passed to offspring Appeal to all styles by including activities such as note-taking (ST) asking students to tell what traits they like/dislike about themselves (SF) having students explain the results of the Punnett Square (NT) creating an imaginary offspring with inherited traits (NF) Address multiple intelligences by offering a variety of explanations and activities

5. Hooking All Four Learning Styles 1) MASTERY (ST) Students will take notes & research facts on: the number of chromosomes in human body cells and sex cells the difference between dominant and recessive traits Students will be asked questions such as: Who did work with pea plants to study inherited traits? What is the difference between dominant, recessive, and hybrid traits? How are traits passed from parent to offspring? Where are the genes that carry our genetic code located?

6. Hooking All Four Learning Styles 2) INTERPERSONAL (SF) Students will work together to: discover how many of them have attached earlobes and how many have detached earlobes complete an activity where they flip coins to determine traits for their offspring Students will be asked questions such as: What are some of the inherited traits you share with the members of your group? Would you like it if we all looked the same? Would you like to have an identical twin with all the same inherited traits as you?

7. Hooking All Four Learning Styles 3) UNDERSTANDING (NT) Students will: begin to understand that inherited traits are not random be able to use a Punnett Square and explain why the offspring are expressing certain traits Students will be asked questions such as: Why do � of the offspring in the first generation express the dominant trait and � express the recessive trait? Compare the results of a first generation cross with a second generation cross and explain why these results are not random. Why do the sex cells of the parents only have 23 chromosomes each?

8. Hooking All Four Learning Styles 4) SELF-EXPRESSIVE (NF) Students will: create an imaginary offspring by crossing any two animals they choose draw a picture, make a model, write a poem, or tell a story to explain what the offspring looks like and which traits are dominant, recessive, and hybrid Students will be asked questions such as: What would happen if we all looked exactly the same? If you could pick your traits, what would they be and why? What might happen if parents could chose which traits to pass on to their offspring?

9. Intelligences Engaged in the Lesson Verbal-Linguistic is used for listening to the lesson and discussing traits with their partner or group Logical-Mathematical is used to find a pattern in the results of a Punnett Square cross Spatial is used to visualize offspring with certain traits Bodily-Kinesthetic is used to flip the coins to determine the traits of the offspring

10. Intelligences Engaged in the Lesson Musical could be used if they decide to sing a song about their offspring Interpersonal is used in the group activities Intrapersonal is used when asked about their own traits and which ones they like/dislike Naturalist is used in the activity where they cross any two animals to make their imaginary offspring

11. Summary Although I do not consider myself to be very creative and sometimes feel that my lessons lack excitement beyond what I bring in with my own positive attitude, I am beginning to see how easy it can be to reach students of all learning styles and intelligences. However, it does take some work and preparation to develop an effective anticipatory set to help go from �intuitive teaching to intentional teaching� (Hook, 2001). Though I may not engage all styles or intelligences with every lesson, I must strive to include as many as I can on a regular basis. This will help keep all students interested and wanting to learn more.

12. References Hook, J. (Associate Director). (2001). Program 8: The hook and hold strategy: Anticipatory set [Motion Picture]. In C. Arnold (Producer), Learning differences: Effective teaching with learning styles and multiple intelligences. Los Angeles: Canter & Associates, Inc.