Teaching requires experience. In UTeach that is something that we are able to do. In the course, classroom interaction, I was able to teach two lessons. Emily Coker and I, Janecia Hagood taught Mrs. Moss 9th grade honors biology class at Harris County High School. The first lesson was a one day teach. The second lesson was a two day teach. The second teach topic was based on Punnett squares and common vocabulary words associated with it. After teaching, a lot can be justified, analyze, and improvements could have been made. Recommendations from Case Study Students Discuss how you implemented recommendations from your case study students (Interviewed during Observation 3), and what effect these seem to have on this lesson compared to the previous one. The first lesson …show more content…
The central focus of the two day teach was based on the standard SB3.b. That standard was “students will use mathematical models to predict and explain patterns of inheritance. (Clarification statement: Students should be able to use Punnett squares (monohybrid and dihybrid crosses) and/or rules of probability, to analyze the following inheritance patterns: dominance, codominance, incomplete dominance.)”. To accomplish the goal of the standard, the learning objectives for this lesson plan were students will be able to complete and analyze Punnett squares for monohybrid and dihybrid crosses, will be able to distinguish between recessive, dominant, multiple alleles, codominant, complete dominance and incomplete dominant, and will be able to determine phenotypic and genotypic ratios. The goal of the lesson overall was for students to be able to complete all types of Punnett squares and analyze them based on the phenotypic and genotypic ratio. Also, to learn vocabulary words associated with Punnett squares such as multiple alleles, codominant, incomplete dominance, and complete