Subject

The general subject area for the instructional design is Biology Grade 12.
Topic
The topic for the instructional design is Molecular genetics, with a focus on, what is a
chromosome really like? How is a molecule of DNA put together? How does the DNA molecule
replicate itself?

Target Audience
The target audience for this instructional design is 700 grade 12 students who are enrolled in
regular at Jimma preparatory School. There are a total of 12 sections and each of these sections
contains 58 students per class. Mainstreamed within these classes there are 2 special needs
students. Jimma Preparatory School is an urban school with a student population of all nation
and nationalities of Ethiopia. Residents of Jimma Town are considered to be lower to middle
class. The majority of Jimma Preparatory School students are not familiar with genetics cross -
based concepts due to absence experience farming.

1.Needs Assessment
The type of needs assessment used for this instructional design is difference based. We chose
this type of assessment considering the Jimma preparatory school provides learning goals, which
are currently being taught in the classroom.
o What problem are we solving - The Genetics Instructional Design will be able to improve
declining student interest and motivation which occurs with traditional lecture method.
o How do we know it is a problem - This change in technique was brought about by observing
student lack of interest corresponding with specific learning styles. Not all students are not
auditory learners, therefore a large majority are left out of the learning process when lecture is
the only method of delivery.
o How do we know it can be solved through instruction – We know the problem can be solved through
instruction because of research suggests that when learning activities are more student-directed than
teacher-directed and the learning tasks are authentic, involving students in challenging and
meaningful inquiry to solve real-life problems, students are more likely to develop positive
emotions in the classroom and to become engaged in their learning (Shernoff et al).
o List the goals of current system – The current goals are based on the grade 12 biology
Content Standards and instruction taking place within the classroom. Current goals do not
include the use of the internet or any interactive lecture in the classroom.
o Determine how well the identified goals are already being achieved – The current goal
achievement is unsatisfactory due to the decrease in standardized test scores. There is a lack of
variety within the instructional delivery in the classroom.
o Determine the gaps between what is and what should be – Gaps in the knowledge include
the following areas:
1. Distinguishing the difference between vocabulary words.
2 Mendel experiment
2. Distinguishing the difference between a monohybrid and dihybrid cross.
3. Using technology to increase student achievement in the subject.
4. Giving practice problems and worksheets to help students learn.
o Prioritize gaps – The gaps in learning can be filled by utilizing the technology that is available
in the school compound and by using the Learning Styles Quiz. The Learning Styles Quiz will
help determine the different learning styles of the students so no one is left behind. Technology
is a familiar format for students and utilizing their skills in the classroom will help fill the gaps.
o Determine which gaps are instructional needs and which are most appropriate for design
and development of instruction – The gaps which are instructional needs are 1 and 2 because
those gaps are background knowledge the students should know. Gaps 3, and 4 are those which
are most appropriate for design and development of instruction.
2 Topic and Goals
The topic for the instructional design molecular gentics, with a focus on constructing Punnett
squares and interpreting mathematical genetic data.
Goals Students will be able to develop understanding and acquire knowledge of:
principles of inheritance, stating their importance to the understanding of heredity.
3. Objectives: The student will be able to:

 Give lecture about heterozygous and homozygous the learner will be able to explain what
is meant by the terms heterozygous and homozygous.
  Distinguish between genotype and phenotype, the learner will be able to use these terms
appropriately when discussing the outcomes of genetic crosses.
 Give opportunity to Use Punnett squares the learner will be able to solve and justify the
results using appropriate terminology Include: monohybrid cross, dihybrid cross,
testcross, P generation, F1 generation, F2 generation, phenotypic ratio, genotypic ratio,
dominant alleles, recessive alleles, purebred, hybrid
 Describe the significance of the fact that not all genes show a straightforward
dominant/recessive relationship between different alleles of the gene.
4. Assessment of learning outcomes
Method of Assessment:

# Quiz is the method of assessment being used. This was selected because it was aligned with
the objectives and the students will receive immediate feedback. The students will also utilize
the quiz questions to create their own Punnett squares to submit to the teacher.
# The teacher should assess each student’s work continuously over the whole topic based
on the objective, to determine whether the student has achieved the minimum required
level.
Assessment of Learner:
# A student working at the minimum requirement level will be able to: workout gametes
for mono- and di-hybrid crosses, use Punnett square, determine genotypes and
phenotypes and explain types of dominance.
# The students will take the quiz which is located in Appendix H.
5.Characteristics of Grade 12 Learners
Analysis of Learners: The students in the biology class come from a working-class background
with few of the students interested in attending college. As a result, they have a tendency not to
recognize the value or need for lessons such as genetics. Therefore, it is important to focus on
real world applications when planning their lessons. Our learners display low levels of academic
confidence, so they prefer to work in groups and have successfully demonstrated learning in
group situations. In past lessons, the students have also achieved success through various hands-
on activities and have demonstrated their abilities to apply their knowledge to real world
situations
6. Learning Context
The instruction will take place in the classroom, where access to electronic media equipment,
including overhead/LCD projector, computer with Internet access. Additionally, the class room
contain posters, displays, charts, diagrams, plants, animals, models, and pictures reflecting and
displaying student work and stimulating student interest in the current learning focus.

The classroom has 55 seats available for students with seating arrangements that reflect a
student-centered philosophy and that facilitate flexible student groupings. The instruction will
also take place in the computer lab where students will have the opportunity to use interactive
websites. The computer lab is able to accommodate 40 students at a time. The instructors
develop a positive learning environment by attending the following components:
 belief that all students are equally important in the classroom and that each student has
unique qualities that contribute to the classroom learning community
 encouragement of student efforts and development of a sense of responsibility and self-
reliance
 high standards of learning for all students and provision of time, instruction, and
encouragement for all learners
 student-centered, hands-on learning strategies where students pursue learning with the
assistance of the teacher, including student collaboration and cooperation
 definition and recognition of excellence in terms of learning outcomes (criterion
referenced) rather than peer comparisons (norm-referenced)
 clear and focused instruction by providing discussion of learning outcomes and
culminating assessment tasks, connections between lessons and larger concepts, and
opportunities for guided and independent practice
 frequent descriptive feedback, on both in-class work and assignments, and collaboration
with students in developing action plans for success

7. Instructional Resources:
Resource-based learning is a student-centered approach that adapts to student needs, interests,
abilities, learning styles, and prior knowledge. An environment that is rich in resources allows
students to explore and discover as they learn, and to make personal learning choices that are
relevant and meaningful.
Tools needed to carry out designed plan includes LCD projector, computer with Internet access,
test handout, paper, and pencils. Additionally, posters, displays, chart, diagrams, plants, animals,
models, and flow charts of learning processes and strategies to encourage students’ independent
and small-group learning. The other thing all students of grade 12 must have biology text book.

8.Instructional Strategy

8.1 Introduction
Activate Attention
The unit will begin by discussing on the following activities. Students will be prompted with the
question:
 Humans have several genetic traits which are inherited through single genes.
These include dangly or attached earlobes, straight or curved thumbs and dimples
or no dimples. Carry out a survey of people you know (in class, at home, in your
family and friends) and make bar charts to compare the numbers of people who
have the different versions of these genetic traits. The more people you ask, the
more valid your results will be.
Students will also be able to discuss with the instructor any questions they may have regarding
genetic traits and how they arise in the population. This discussion will introduce the lessons
on genetics cross and activate the attention of the students. Record their answers for future
reference and award for the closest answer.

Establish Purpose: Explain to the students that the purpose of this unit is to:

 Work out the outcomes of monohybrid crosses and crosses dihybrid crosses.
 Use the Punnett square to determine genetic crosses.
 Determine genotypes and phenotypes formed in a genetic cross.
 Explain the different types of dominance.
 Explain Mendel’s experiment of pea plant.
 Describe the significance of the fact that not all genes show a straightforward
dominant/recessive relationship between different alleles of the gene.
 State that some genes have more than two alleles.
Preview the Lesson
Inform the students that over the next few lessons they will be learning about the relationship
between chromosomes, genes, alleles and characteristics of an organism and differences between
monohybrid and dihybrid crosses, the works of Mendel’s, different term. Then, in groups, they
will use a worksheet to practice determine the ratio monohybrid and dihybrid traits using Punnett
squares. After making sure they know what they are doing, the students will have the opportunity
to race the instructor on the chalkboard to see who can correctly complete the Punnett squares in
the shortest amount of time.
8.2 Presentation
 Recall relevant prior knowledge- Students will recall prior knowledge during the first
part of the lesson in order for the instructor to start the unit in the appropriate place. This
will include taking a pre-test on basic genetic concept and Punnett squares to determine
the students’ knowledge of ratios traits.
 Process information and examples- After the pre-tests are assessed, the students will
begin processing information, such as vocabulary, that will enable them to complete
Punnett squares. They will obtain this knowledge by the use of an instructional text book
note. The learners will also go through discovery sequence, where they have to take on
more of the processing responsibilities. For discovery sequence, they will be given
examples of Punnett squares to complete in class.
 Focus attention- Students will focus attention to the major concepts of Mendel’s
experiments by taking notes on textual information provided by teacher on black board.
This presentation will include diagrams and charts which illustrate Mendel’s
experiments, observations, and conclusions. The use of visuals will aid students in
developing their understanding of the concept of inheritance.
 Employ learning strategies- The instructor will employ learning strategies by teaching
the students by using Punnett squares with How could you find out if an organism
showing the trait determined by a dominant allele is homozygous or heterozygous? What
patterns do we get if we consider the inheritance of two genes at the same time?
 Practice - The students will have the opportunity to practice completing Punnett squares
by going up to the chalkboard in the front of the classroom and racing the teacher to see
who can get the correct answer the fastest. This is demonstrating principle-learning goals
because the instructor would not only be giving the students a problem to solve, they
 would have immediate feedback whether or not the students understand the material.
Work out gametes for mono- and di-hybrid crosses, Practicing making Punnett square
will allow the teacher to correct and show the students any mistakes they made through
the construction of the Punnett square.
8.3 Conclusion
 Summarize and review – Prior to completing the following activity, the teacher should
ask students for the definitions of the terms they have been using. Then, students will
complete t, a group activity. After they complete the activity, they will select two
classmates and Work out gametes for mono- and di-hybrid cross.
 Assess learning – In order to determine if the students reached the goals set forth at the
beginning of the lesson, the students will do quiz question, submit their results to their
teacher. This quiz question addresses terminology, Punnett squares, gametes for
monohybrid and dihybrid cross ratios. However, the students do need to create their own
Punnett squares for questions on paper and submit those directly to the instructor for
evaluation. The students will receive immediate feedback from the review question.

9.Instructional Flow Chart

Expert Reviews - The content of the instructional design project was given to a biology teacher
Jimma University to check the validity of the content being taught. The teacher commented on
the nice use of tying together science and math and how technology was incorporated into the
lesson. He also said that all information regarding the vocabulary, construction, and
interpretation of the Punnett squares was correct. The only concern He had was the time limit.
There may not be enough time to complete each lesson. His suggestions were taken in to
consideration.

Small-Group Evaluations - The small group evaluation will take place in a natural science class
of 24 eleventh grade where each student has already taken Biology and successfully passed. The
instructor will present each part of the lesson to the class and ask for constructive feedback. This
will take place during the instructor’s planning period. The main goal of the small group
evaluation is for the students to provide any necessary criticism on the presentation of the lesson.
In addition to the students critiquing the presentation, the biology teacher will also give his input.
These contributions will help the instructor revise any presentation errors that are found.

Ongoing Evaluation - The instructional design unit will be evaluated throughout its creation by
another group in the creators’ instructional design class. Each component will be given to be
evaluated and comments will be made. Another group’s input on the creation of the instructional
design unit will be beneficial to the completeness of the assignment.