DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate ___Ariel

l Pratt___ Grade Level _5_ Title ___Heredity_______ CONTEXTUAL FACTORS (classroom factors)
Contextual Factors: 13 students 9 boys, 4 girls Colin: HAL. Quiet, but very pensive Zach: moved here from New Zealand Needs redirection to stay on task. Should not be paired with Elle or Ian. Classroom environment:

The class is a mixture of 4th and 5th grade. The students are seated by accommodation, not grade, in three large groups. It is commonplace for students to move to another seat if the alternative grade level is attending music, computer class, etc. STEM room: This room is an alternative learning space for use to accommodate the grade split. There is not any technology available in this room at this time. Also, other intervention groups use this classroom and so there may be materials set up/left out. It is common practice to move others materials as long as you leave the room the way you left it. I sit the students boy-girl to manage behavior and productivity. Depending on the activity, it is easy to move the kidney-tables for our purposes. There is not an ELMO projector for Smartboard for utilization The two other classrooms in the STEM room alcove are fifth grade classrooms.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective: Standard 5. Objective 1: Using supporting evidence, show that traits are transferred from a parent organism to its offspring Content Walk-Away: ( SIOP1) I will be able to observe and understand that traits are transferred from a parent organism to its offspring Language Walk-Away (SIOP2) I will be able to record my observations and findings onto paper.

Vocabulary: ( SIOP9)

Genetics, genes, inherited traits, learned traits

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): I will observe students written notes and discussion comments.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

GATE: Colin Zach: no IEP, but consistent disruptive behavior

Content Walk-Away Evidence (Summative): Students will independently identify traits that they and their parents have and depict

them in a labeled drawing. Language Walk-Away Evidence (Summative): Students will label both inherited and learned traits among their parents and themselves.

Approx. Time 3 min

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge Brainstorm KWL style what the students know about heredity. Write down any suggestions offered. Circle any ideas that are repeated or very similar to one another. Ask students if theyve ever had someone tell them they look their mom, dad or other relative. Call for examples, give some examples to those who may not be making a connection. Introduce the vocabulary and have the class repeat it (SIOP 9: Key vocabulary) Use pictures and verbal examples to explain. (SIOP 14) Formative assessment: Students are attentive and participating in discussion. Formative assessment: Learning Goal

Success Criteria

Assessment Strategy

Modification/accommodations: (ELL, IEP, GATE, etc.) Relation examples if needed: Bronwyn is very tall and thin like her father. Elle has dimples like her mom. Sanders and his two brothers have varying shades of red hair Zach is attentive and not playing with any of the materials. Ask Colin if theres an example of an inherited or learned trait that he has in mind; something he thinks is a good example of one or the other. Focus Lesson (I do it) Show video montage of families and siblings who obviously look related biologically through facial features. And discuss what traits the students notice (Concepts explicitly linked SIOP7 & Links explicitly made between past and new learning SIOP8):

7mins

Just focusing on the students and their parents (they all live with biological parents) discuss how genes, or the blueprints for human creation have affected them and their appearance. Allow wait time. Pass out the list of possible inherited physical traits. Use the human body worksheet and begin to drawn and label some of the traits that you have personally: naturally blonde, blue eyes, freckles, detached earlobes, etc.) Also be sure to label some of my learned traits: fast reader, plays piano, positive attitude, etc. a.Were any of these traits unique to you as well? b. If another human were chosen would you be able to determine from which parent its traits may have been inherited? How would you do it? c. Can you name other inherited traits that may not be visible? Higher order thinking: ( Questions that promote higher order thinking SIOP15) Formative Assessment: Learning Goal Students will be able to realize that some traits are inherited while others are instinctual.

Success Criteria Students will be able to use scientific methods to identify instinctual and inherited traits.

Assessment Strategy I will watch as students perform various experiments and record their finding on paper.

Modification/accommodations: Be sure that Zach is on task and staying at his desk.

30 mins
Guided Instruction (We do it) Pass out yellow Data Table. Explain that we are going to be taking an Inventory of our traits. Use the hand mirrors on the tables to really look at yourself and decide if you should check yes or no on the Data Table. Lets all do the first one together: Detached earlobes Show differentiating picture from online. Look at the difference on the board and now look at your own ear lobes, I feel that mine are detached, but just to be certain Im going to ask a neighbor, Zach for his opinion. Ask Zach to confirm. Alright so Ive decided that I indeed have detached earlobes so I am going to put a check mark in the YES column. Read through the rest of the list of traits and ask if there are any that need clarification on how to identify. (Clear explanation of tasks SIOP 11)

Formative Assessment: Learning Goal Students will begin to understand the different traits that theyve inherited.

Success Criteria Students will be able to gather and record data using scientific methods.

Assessment Strategy Students will actively participate in gathering data and record it on their sheets. I will observe that this activity.

Modification/accommodations: Colin should be partnered with Dominick or Spencer

Collaborative/Cooperative (You do it together) Pass out the pink Inventory graph paper. Now that everyone is done, notice Ive handed out a graphing sheet for each person at your table. You are going to collectively gather all of your traits where students have answered yes to each trait and make a labeled bar graph. For example, raise your hand if you marked yes on detached earlobes. Thats # number of students so youll label your first bar graph with the trait and color in the bar. Have everyone sit in a circle on the floor for this part. As I walk around I want to see that everyone in your group participating in some way. Is there any correlation of traits between males and females? Formative Assessment: Learning Goal Use scientific methods to gather data on traits. Success Criteria Students will make construct a bar graph with data theyve collected Assessment Strategy Students will record their data and properly label the graph.

Modification/accommodations: Zach should not be seated by Elle or Ian. (Grouping SIOP17) Colin: Is there any other quality or inquiry you have about either specimen? I have an extra iPod for research and would be happy to find any materials you might want. How would you create or design a new experiment for students or scientists to discover learned or instinctual behaviors? Independent (You do it alone) Set expectations: On your tables are your own human body worksheets and you are going to be filling out your own inherited and learned traits. Our focus here is specifically on these traits, I dont want to see anybody spending time drawing clothes or accessories on their person. I expect you to use the mirrors and the list of traits youve found to make a labeled model of yourself.( Hands-on materials SIOP 20) (Clear explanation of tasks SIOP11)

10 mins

Give students two extra copies of the human body worksheet. I would like you to take these extras home with the list of general traits and have your parents help you fill them out about themselves. Be sure to ask

them about their learned traits as well. My hope is that youll find that you have more traits in common with your parents than weve even found today! Bring them back tomorrow and well discuss what you found out. Summative Assessment: Turn in completed representation of themself. Check that all traits are labeled and learned traits are listed correctly. Modification/accommodations: Explain that if a student only has time or access to talk with one parent due to work or commitments that its ok. Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Our objective for this activity was to look for and distinguish inherited traits while understanding that they occur because of our genetics or family genes. We also discussed how some of what makes us who we are are learned traits. Turn to your partner and each of you explain to the other what the difference between learned and inherited traits is. Now I want you to explain to your other shoulder partner how you feel we did or did not meet our content objective.(Review of key concepts SIOP28) ( Review of vocabulary SIOP27) Our vocabulary today was genes, genetics, and learned and inherited traits. On the count of three I want everyone to tell me the three letters scientists use to talk about genetics. ( DNA!) Now I want you to share an example of a learned AND inherited trait with your partner. Reflect on student behavior. Did they meet my expectations of respecting others learning and respect the equipment?

7mins

SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? Diary of a Worm book, mealworms, earthworms, magnifying glasses, pipecleaner, box, flashlight, black and white paper, gel cold-pack, plastic gloves, behavior recording sheet

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning?