Taylor Fisher

Indiana Wesleyan University

Elementary Education Lesson Plan Template
Science
2007 ACEI Standards

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—
 Students will understand that within a given species (focusing on homo
sapiens), traits vary depending on parents and family members.
B. Objective(s)—
 Students will compare and contrast their traits with two of their peers’.
 Given a recording sheet, students will identify various physical traits.
C. Standard(s):
 3.LS.1 Analyze evidence that plants and animals have traits inherited from
parents and that variation exists in a group of similar organisms.
 SEPS.8 Obtaining, evaluating, and communicating information.
II. Home Based Study- Day 1
 Directions for students:
1. Go to the classroom website.
2. Login with your student ID.
3. Go to the tab that says Flipped Classroom.
4. Watch the video (https://www.youtube.com/watch?v=SldwzOJ23J8)
up to the 50 second mark.
5. Draw a picture of yourself.
6. We will discuss the content deeper in class and use your pictures 
7. I will be available on the chat room if you have any questions.
III. In-Class Lesson Study- Day 2
 Materials- Time per lesson element, space, behavior, materials
A. Time per lesson element (30 minutes):
 Anticipatory set: 3 minutes
 Instruction (19 minutes):
 - Explanation of traits and activity (9 minutes)
- Group Trait worksheet (10 minutes)
 Check for understanding: 5 minutes
 Review/Closure: 3 minutes
B. Space:
 Students will be at their desks during anticipatory set and
instruction.
 Students will move throughout the room as they work in groups.
 Students will be in their seats as we go over the class chart
together.
C. Materials:
 Traits sheet.
 Traits homework sheet.
 Class Trait chart.
 Traits PowerPoint.
 Pictures of three traits.
IV. Anticipatory Set
• “I am going to make some claims. So just to let you know, I am the best. You
know what makes me the best? I have blond hair and blue eyes. People who
have blond hair and blue eyes are amazing. (Student with blond hair) See they
know; they are amazing too. Guess what? There is another reason why I am
the best; I am responsible. I am the most responsible responsible person there
is!”
• After student comments: “Do you guys not believe me? I am the best! Does
me just having blond hair make me better than someone else? Does me just
having blue eyes make me the best?”
• “I think you guys might be right. Just because I look a certain way, or a
certain personality, does not automatically make me better than someone else.
Everyone is unique and looks different or acts different than the person you
are sitting next to.”
 V. Purpose: Today we will learn about physical traits, which determine our physical
appearance, and what you have in common with others and what you don’t have in
common.
PLAN FOR INSTRUCTION (ACEI 1.0)
VI. Adaptation to Diverse Students (ACEI 3.2):
 I added movement into my lesson for students who need to move, this will
help them focus more.
 I am using visuals and making the students create visuals. Students who learn
through seeing will be able to grasp the concept I want students to learn easier.
 This lesson creates opportunities to add in other activities that will cater to
student’s multiple intelligences.
 Depending on what one of my student’s adoptive parents say, he may not do
the homework assignment, I will assess him through the Traits worksheet that
the students complete in class.
VII. Lesson Presentation (Input/Output) (ACEI 2.2 & 3.3):
• “Today we are going to be talking about traits, everyone say traits (Class says
traits). One type of trait is called inherited traits. Inherited traits are given to
you by your mom or dad. These traits make up how you look. Some of your
mom’s traits are given to you and some of your dad’s traits are given to you.
Inherited traits can also sometimes skip generations to where you have some
of the same traits as your grandparents.”
• “Why do you think you have different traits than your peers?” (Allow
students to hypothesize and share).
• “Nobody in the world, not even your brother or sister, has the exact same
traits as you. That is what makes you unique. Traits can also be described as
characteristics. We are going to look at some examples of traits that you all
have been given; however, some of you may have these traits, while others do
not.”
• “One inherited trait can be hair color. Your hair color may match your
parents or maybe grandparents. Another trait is your eye color.”
• “I need you all to give me bright beautiful smiles. (Go up to a student who has
dimples) Another inherited trait can be dimples. See how (Student’s name)
has dimples? He/she inherited them.”
• “I need you all to give me a thumbs up. (Show slide of Hitchhiker’s thumb)
Some of you have what is called a Hitchhiker’s thumb. The picture shows that
a Hitchhiker’s thumb means that your thumb naturally bends further back. See
my thumb sticks straight up, so I do not have that trait.”
• “Who can roll their tongue like this? (Roll tongue) Not everyone can roll their
tongue, and others can roll their tongues multiple ways (Show slide of rolled
tongue).
• “The last trait I want to show you has to do with your ears. (Show slide with
ears). I want you to feel the bottom of your ears and see if they are attached or
connected like the picture shows. For example, I have attached ears.”
• (Show slide with my parents, grandparents and sister) “I am going to show
you some traits that I got from my family members.”
• If time, show other examples like whether their pinkies go straight together or
bend outwards.
• “Along with the inherited physical traits that we just talked about, there are
also personality or character traits. For example, when I was telling you guys
how amazing I was, I said I was responsible. Responsibility is a personality
trait. I also believe that I learned the trait of bravery from my dad and the
trait of compassion from my mom. More examples could be being outgoing,
respectful, kind, and funny. These traits are in your personality and can be
learned from family members or the people that helped raise you.”
• “Are there any questions so far?” (Answer questions, if any).
• “You are going to be put into groups of three and are going to figure out some
of the traits you and your friends have. Everyone in here is a human, yet we
all are different. I am going to pass out a trait worksheet to you and you are
going to work on it in your group. Remember, when we are working with
others, I expect you to be at a level one and staying on task.”
 • “I am going to pass out the paper and when I call your group, you are going
to pick a spot n the class where you are going to work. Once you get to a spot,
you are going to stay there.”
• Pass out Trait worksheet and read the directions and traits.
• “Are there any questions about what you are expected to do? (Answer
questions, if any) You may begin.”
• Walk around and observe the students as they discuss. Make sure the students
are staying on task.
VIII. Check for understanding
• “Everyone quietly go back to your seats. We are going to fill out this class
chart with the traits that everyone has. I already filled mine in. I am going to
read the traits that were on your paper one at a time. When I read over a trait
that you have, simply raise your hand. Then, I will ask if you dint have it, and
you will raise your had as well.”
• Fill out the class chart.
• “Remember, we are all human, yet we all look and act different because we
are unique.”
• “Look at the pictures you all drew of yourselves yesterday, you can see all of
your different traits.”
IX. Review learning outcomes / Closure
• “From what you have told me and what I have heard, I can tell that you all
are understanding inherited and personality traits.”
• “For homework I am giving you a sheet that looks just like the one you did.
You are going to fill out your traits quickly again. Then, I want you to go
home and see what traits two of your family members have. You can do this
with your parents, siblings, grandparents, cousins, or anyone related to you.
You will write their name at the top and how you are related to them” (Point
to the sheet as you talk).
• “Are there any final questions?” (Answer questions, if any).
• Go over the questions again: “Why do you think you have different traits than
your peers?” (Allow 1-2 students to answer).
PLAN FOR ASSESSMENT (ACEI 4.0)
- Formative:
 Walk around as students discuss their traits and their groups.
 Students responses when filling out the class chart.
- Summative:
 Traits homework sheet.
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy:
b. Gardner’s Multiple Intelligences:
7. What activities could I do to get the students more involved?
8. What management strategies could I try next lesson?
Name: ____________________________

Traits
Directions:
1. Fill out “Me” section.
2. Get into a group of three and record their traits for each section.

Friend #1: Friend #2:

Trait Me
_________________ _________________
Hair Color
(Brown,
blonde, black
red)
Eye Color
(Green,
brown, blue,
hazel)
Dimples?
(yes or no)
Hitchhiker’s
Thumb?
(yes or no)
Can you roll
your tongue?
(yes or no)
Attached or
“Free”
Earlobes?

3. Discuss why you may or may not have the same traits as the other people in your
group.
Name: ____________________________

Traits: Homework
Directions:
1. Fill out “Me” section again.
2. Record two of your family members’ traits.

Family Member #1: Family Member #2:

Trait Me
_________________ _________________
Hair Color
(Brown,
blonde, black
red)
Eye Color
(Green,
brown, blue,
hazel)
Dimples?
(yes or no)
Hitchhiker’s
Thumb?
(yes or no)
Can you roll
your tongue?
(yes or no)
Attached or
“Free”
Earlobes?

3. What personalities traits did you get from family members? List the personality trait with
the family members title (Example: Outgoing; mom).
*Slide showing my traits*

*Pictures I will show to represent traits*

 Trait Class (I = 1 person)
Hair Color
(Brown,
blonde, black
red)
Eye Color
(Green, brown,
blue, hazel)
Dimples?
(yes or no)
Hitchhiker’s
Thumb?
(yes or no)
Can you roll
your tongue?
(yes or no)
Attached or
“Free”
Earlobes?