Science Lesson Planner link last week’s planner here: week 1

UCI Week #: 2 Monday 4/10 Tuesday 4/11 Wednesday 4/12 Thursday 4/13 Friday 4/14

Instructional Time & # of Minutes Period 3 (10:59-11:49 am) Period 3 (10:39-11:34 am) Period 3 (10:39-11:34 am) Period 3 (10:39-11:34 am) Period 3 (10:39-11:34 am)
(50min) (55min) (55min) (55min) (55min)
Period 4 (12:31-1:21 pm) Period 4 (12:16-1:11 pm) Period 4 (12:16-1:11 pm) Period 4 (12:16-1:11 pm) Period 4 (12:16-1:11 pm)
(50min) (55 min) (55 min) (55 min) (55 min)

Teacher Lesson Title Create a Baby Golbin! Create a Baby Golbin! cont. Who is Mendel and why was What’s the probability that my Whats the probability that my
he obsessed with peas??? baby is gonna have ___ trait? baby is gonna have ___ trait?
cont.

Planning the Purpose of the Lesson:

Scope & Sequence Completed Completed Completed Completed Completed

What is your phenomenon?
How will this lesson support it?
The phenomenon is why
siblings born from the same
set of parents have different
physical and personality traits.
In this lesson, students will
select a goblin and determine
what genes (genotype) the
goblin has based on its
physical traits (phenotype).
This is a sensemaking activity
to expose students to the
underlying concepts of
Mendelian genetics.
The phenomenon is why
siblings born from the same
set of parents have different
physical and personality traits.
In this lesson, students will
create a baby goblin by
combining their goblin’s
genotype with a partner. This
is a sensemaking activity to
expose students to the
underlying concepts of
Mendelian genetics.
The phenomenon is why
siblings born from the same
set of parents have different
physical and personality traits.
In this lesson, students will
revisit the concepts they
investigated in the previous
days by taking notes.
The phenomenon is why
siblings born from the same
set of parents have different
physical and personality traits.
In this lesson, students will
learn how to do a punnet
square.
The phenomenon is why
siblings born from the same
set of parents have different
physical and personality traits.
In this lesson, students will
practice solving punnet square
problems, and determine the
probability percentages a trait
will be present within
potnetial offspring.

Objective/Learning Target Completed Completed Completed Completed Completed

What (ideas) and how (science skill) will
students be expected to be able to do by the
end of the lesson?
Students will (action) (idea) by
(product/activity).
Students will predict the
phenotype of a baby goblin,
given the parents’ genotypes
and phenotypes.
Students will determine the
phenotype of a baby goblin
based on its genotype.
Students will determine the
pheonotypic trait given
information wbout which
allele is dominant and which is
recessive.
Students will predict the
phenotypic probability
outcome for offspring born
from a set of parents by
completing a punnet square.
Students will predict the
phenotypic probability
outcome for offspring born
from a set of parents by
completing a punnet square.

Connection to Student Identities & Completed Completed Completed Completed Completed

Experiences
How does this lesson provide students the Students will discuss how their Students will justiful why they Students will describe the There isn’t one this day. Students will describe the
opportunity to apply their out-of-school spring break went with their think water is or isn’t wet physical trait similarities they physical trait differences they
identity, cultural/social knowledge, and/or partners at the start of the based on their experinces. share with members of their share with members of their
lived experiences during the lesson. lesson.
Planning the Student Experience of the Lesson:
Warmup/Opener Completed
How will you begin the lesson to build upon
students’ FoK and elicit their initial ideas? T displays Warm-Up Q on the
Include & highlight: SMART board: How was your
● Discourse strategies for structuring spring break?
student talk
Take the first 30 seconds of
class to have Ss discuss what
they did this past weekend
with thier partner. T gives Ss
the option if they would like to
share how their weekend went
with the class.
Body of Lesson Completed
Outline of the body of the lesson sequence.
Include & highlight: 1. Move seats
● Discourse structure - T will ask Ss to stand
● Back pocket questions/Checks for to the side of the
Understanding (probing & pressing) room while she directs
Ss to their new seats
2. Glue pages into notebook
- T places new
notebook pages to be
glued in the front of
the room. T tells Ss to
get the pages
- T tells Ss to glue pages
into their notebooks
3. Create a baby goblin!
- T tells Ss directions:
Go to Google
Classroom and click
on the Create a
Monster Cards slides.
Completed
T displays Warm-Up Q on the
SMART board: Is water wet?
Why or why not?
T writes sentence frame
[Water ___ (is/isn’t) wet
because…] on whiteboard for
Ss to use while answering.
Take the first 30 seconds of
class to have Ss discuss what
they wrote with their partner.
T calls on three Ss to share
what they wrote. T opens the
floor for any other Ss who
would like to share.
Completed
1. Finish up Create a baby
goblin
- T tells Ss to complete
Step 3 of the lab.
- Back pocket questions:
What letter did parent
one/two pass on?
What physical
characteristic
corresponds with that
gene code?
- T tells Ss to use the
construction paper
and glue to create
their goblin after they
have finished
determining the
baby’s physical traits
- T walks around the
families. families.
Completed Completed Completed
T displays Warm-Up Q on the T displays Warm-Up Q on the T displays Warm-Up Q on the
SMART board: What is one SMART board: What are some SMART board: Why do you
trait you share with your differences you share with think you share similarities
siblings/parents? your siblings? and differences with your
siblings?
Take the first 30 seconds of Take the first 30 seconds of
class to have Ss share what class to have Ss share what Take the first 30 seconds of
they wrote with their partner. they wrote with their partner. class to have Ss share what
T calls on three Ss to share T calls on three Ss to share they wrote with their partner.
what they wrote, then opens what they wrote, then opens T calls on three Ss to share
up the floor for any other up the floor for any other what they wrote, then opens
volunteers. volunteers. up the floor for any other
volunteers.
Completed Completed Completed
1. Mendelian genetics notes 1. More mendelian genetics 1. Punnet squares practice
- T goes over slides w/ practice problems
students - T tells Ss to chose one - T gives Ss 30 minutes
- T breaks down the practice sheet that to work on the punnet
prefix meaning of they woudl like to squares practice
vocab words (homo- = complete. They will problems
same, hetero- = have 15 minutes to - T walks around the
different; geno- = complete the acitivity. room to assist Ss as
gene, pheno- = - T will walk around teh needed
physical trait) room to help Ss as - Backpocket questions:
- T poses discussion needed. If someone is
questios during slides. - Backpocket questions: heterozygous for a
T gives Ss 30 seconds What does it mean for trait, what allele
to discuss with their an allele to be combination would
partner what they dominant/recessive? If they have? Explain
think about the a dominant allele is how your solved this
question, and then T present in combintion question. Why did you
calls on 2 Ss at with a resessive allele, say ______.
random to share what what pheotypic 2. Punnet square exit ticket
 Once there, look
through the slides and
select the goblin you
like the most! You will
determine what genes
your goblin has, based
on their physical
appearance for a
particular trait.
- T walks around the
room and assists Ss as
needed
- Backpocket questions:
What does your goblin
look like? What genes
represent that physical
trait you see?
- T tells Ss to do Part 2
of the activity: Find a
partner and answer
the questions together
- Backpocket questions:
What similarities do
you see between your
goblins? What
differences do you see
between your goblins?
Both goblins have
____ features. Do you
think the baby will
have the same feature
as both parents? Why
or why not? The two
goblin parents have
different features for
this trait. What do you
think will happen to
the baby?
Wrap Up Discussion Completed Completed
How will you ask students to share how their
thinking has changed since the beginning of T will ask Ss to share one thing T will ask Ss to discuss the
room to help Ss as
needed
- After most Ss have
finished making their
goblins, T tells Ss to
answer the Part 4
questions.
- Backpocket questions:
Why do you think the
gene that had a big
letter and a small leter
produced a physical
trait that looks like big
letter only? If you
were to make another
goblin, would they
look identical to the
one you just made?
Why or why not? Did
the baby have traits
that the parents don’t 2. Mendelian genetics practice
have? Why do you
think that happened?
Completed
T will ask Ss to share what is
they talked about with variation will we see? (maybe they’ll need ~12
their partner Why do you think that minutes do this)?
- Here are the happens? - Can two parents that
discussion questions: 2. Punnet squares notes have brown eyes give
What are some genes - T gathers Ss attention birth to a child with
you can think of? by ringing bell 3 times blue eyes? Why or
Where do we get or until Ss have their why not? Explain your
those genes? What eyes on the front of reasoning with words,
happens if you inherit the board draw a punnet square,
an allele for blue eyes - T models with Ss how or do both.
from your mom and to do a punnet square
brown eyes from your - T gives Ss the rest of
dad? What hair class to complete two
texture will yo have if punnet square
you have TT? What practice problems
hair texture will you - T will walk around the
have if you have Tt? room and assist Ss as
What hair texture will needed
you have if you have
tt?
- T walks around the
room and assists Ss as
needed.
- Backpocket questions:
What are the
keywords of this
question? Where can
we look to see what
they mean? What
does homo- mean?
Do you know a word
that uses the prefix
homo-? What does it
mean?
Completed Completed
T will ask Ss to share one thing T will ask Ss to share one thing
the lesson/unit? How will you structure this
talk?
● Discourse structure
Planning for Assessment:
Look and Listen For…
What will you specifically be looking for during
the lesson to let you know if students are
making progress toward your objective?
Evidence of Learning
How will you collect data about your students’
learning progress to guide your next lesson?
that helped them learn the
most in today’s lesson. Ss will
talk to their partner for 30
seconds. T will then call on
three Ss at random, and then
open the floor to any
volunteers who want to share
or comment on what others
said.
Completed
I’ll be looking to see if
students are able to correctly
determine what genes
correspond with a type of
physical trait
I’ll be listening for Ss to
compare and contrast their
goblins traits with each other
I’ll be looking at Ss predictions
for what they think the baby is
going to look like.
I’ll be listening and looking for
students’ justifications of their
predictions
Completed
This worksheet will be in
students’ notebooks, so I can
take a look at this after class.
following question: If AA =
blue hair and aa = red hair, why
does Aa = blue hair? T will call
on three Ss to share what they
and their partner discussed.
Completed
I’ll be looking to see if
students were able to
correstly determine the
phenotype based on the
genotype
I’ll be looking at what students
answered for the Part 4
questions (specifically why
heterozygous genes produce
homozygous dominant
phenotpic traits).
Completed
This worksheet will be in
studetns’ notebooks, so I can
take a look at this after class.
one thing that they learned in
today’s lesson. Ss will talk to
their partner for 30 seconds. T
will then call on three Ss at
random, and then open the
floor to any volunteers who
want to share or comment on
what others said.
Completed
I’ll be looking for Ss facial
expressions to see if they look
like they are understanding
the meaning of the vocab
words, or if they look
confused.
I’ll be listening for students to
tell me what they think it
means to be dominant or
recessive.
I’ll be looking at Ss practice
worksheet to see if they were
able to correctly determine
the phenotypes/genotypes
I’ll be looking at Ss practice
worksheet to see if they were
able to correctly identify a pair
of homozygous alleles and
heterozygous alleles.
Completed
This worksheet will be in
studetns’ notebooks, so I can
take a look at this after class.
I’ll also be walking around the
that made the most sense in
today’s lesson. T will then call
on three Ss at random, and
then open the floor to any
volunteers who want to share
or comment on what others
said.
Completed
I’ll be looking for Ss facial
expressions to see if they look
like they are understanding
what is being covered, or if
they look confused.
I’ll be looking at Ss practice
problems to see if they were
able to correctly do a punnet
square
I’ll be looking at ss probability
percentages to see if they’re
an accurate represenation of
what is depicted in their
punnet squares.
Completed
Ss will turn in their mendential This worksheet will be in
genetics practice, so I will see studetns’ notebooks, so I can
if they were able to identify
what the vocab words mean.
that they are looking forward
to for the remainder of the
school year. Ss will talk to their
partner for 30 seconds. T will
then call on three Ss at
random, and then open the
floor to any volunteers who
want to share or comment on
what others said.
Completed
I’ll be looking at Ss practice
problems to see if they were
able to correctly do a punnet
square
I’ll be looking at ss probability
percentages to see if they’re
an accurate represenation of
what is depicted in their
punnet squares.
Completed
take a look at this after class.

Planning for Supporting All Students:
UDL: Supporting ALL Learners
What scaffolds are you intentionally providing
in the materials provided to students (e.g.
handouts) that help ensure all students can be
successful?
Accommodations and Modifications
Considering your students with 504’s and/or
IEPs, what will you need to do specific to this
lesson to provide support?
I’ll be looking at students’
resonses for Part 2 question 3
to see what my students’
initial thoughts are about
inheretance (if the traits are
the same, the baby will
probably get the same trait as
the parents) (if the traits are
differenct, the baby may get
only one of the parents’ traits)
Completed
Student choice (they choose
their monster and partner)
Images (different images of
the trits)
Collaboration (working with a
partner)
Completed
Key words bolded
Directions written and oral
(directions written directly on
the Ss worksheet)
Assignment broken into small
parts (lab broken into 4 small
parts to help Ss focus)
Completed
Multuple modes of
communication (get to build a
visual representation fo their
goblin)
Collaboration (working with a
partner)
Completed
Collaboration (working with a
peer)
Key words bolded
Directions written and oral
(directions written directly on
the Ss worksheet)
room during the lesson to see
how my students are doing
(i.e. what they understand and
what confusions they have)
Completed
Vocab decoding (homo- =
same, hetero- = different;
geno- = gene, pheno- =
physical trait)
Collaboration (working with a
partner)
Guided notes
Incourporate opportunites for
Ss to practice/review (practice
using the words genotype,
phenotype, dominant,
recessive, homozygous, and
heterozygous)
Completed
Guided notes
Collaboration (working with a
peer)
This worksheet will be in
studetns’ notebooks, so I can
take a look at this after class.
Completed
Incourporate opportunites for
Ss to practice/review (practice
using the words genotype,
phenotype, dominant, and
recessive)
Guided notes
Student choice (choose which
practice worksheet they want
to do)
Completed
Guided notes
I’ll take a look at the exit ticket
to see how my students were
able to answer this challenge
question.
Completed
Collaboration (working with a
partner)
Incorporate opportunites for
Ss to practice/review (practice
doing punnet squares)
Completed
Collaboration (working with a
peer)
 Assignment broken into small
Collaboration (working with a parts (lab broken into 4 small
peer) parts to help Ss focus)

Language Support Completed Completed Completed Completed Completed

Additional support for MLLs specific to this
lesson Key words bolded Key words bolded Key words bolded Guided notes Key words bolded

Work with same language Work with same language Guided notes Key words bolded
peer peer
Teach prefix meanings Visuals

Pictures

Materials & Resources

Student Resources: Completed Completed Completed Completed Completed

Describe the resources you will provide
students (ex: handouts, materials, etc.) Worksheet Worksheet Mendelian Genetics Notes Phenotype Genotype Practice Punnet square practice
- Student option 1 problems
Note: Provide a LINK to the actual materials Construction paper, glue, - Student option 2
for supervisor visits! markers
Punnet square notes

Teacher Resources: Completed Completed Completed Completed Completed

What resources did you start from that
informed your lesson? (provide link) What Create a Monster Reference Create a Monster Reference Mendelian Genetics Slides Punnet square slides Bikini Bottom Genetics
resources will you be using to facilitate this Cards Cards (reference I used to make the
learning? worksheet)

Descriptions & Support for Each Section

Scope & Sequence Objective/Learning Target Connection to Student Identities & Experiences

◆ What is the phenomenon that this day’s lesson supports? How does it
support it?
◆ Ex: Students are working on explaining why wildfires are worse now
than they were 100 years ago. Today’s lesson will have students use a
lab to investigate 2 of the factors they think contribute (temperature
and lots of dry plants).
◆ A learning target or objective can take multiple days, however, each
day should still include the components below.
◆ What and how will students be learning? What = concept/idea, How =
application
◆ Students are not empty vessels that need to be filled, rather they
bring with them a vast amount of cultural, social, emotional wealth of
knowledge. These are known as their funds of knowledge that we
need to create opportunities for them to leverage as they strengthen
their learner identity. Particular funds of knowledge that students
can use to connect to content are elements of their out-of-school
identity, cultural/social knowledge, and/or lived experiences.
 ◆ Ex: Students will describe patterns about how temperature and ◆ Ex: If doing a lesson on signs of a chemical reaction, ask students
concentration affect the rate of a chemical reaction by collecting and what their favorite food cooked at home is and how they know
analyzing launch data about alka-seltzer rockets. whether it’s a chemical reaction or not.
◆ Ex: Students will construct a model of what is happening inside the ◆ Funds of Knowledge as Rich Resources for ELL students
film canisters during the rocket lab that causes some to launch faster
than others.
◆ Ex: Students will explain why rockets with hot water launched faster
than those with cold water, focusing on the rate and energy of
molecular collisions.

Warmup/Opener Body of Lesson Wrap Up Discussion

◆ This section describes how students’ interests will be piqued and
their funds of knowledge connected to the lesson.
◆ Warmup described must connect to and support the body of the
lesson
◆ Things that are not considered Openers or launch are:
● Homework review
● Routines, such as writing the objective in their notes
● Taking attendance
◆ Discourse Structure: In what structured way will students engage
with each other to process what they are learning? Discourse Cheat
Sheet
◆ Checking for Understanding strategies: What probing questions will
support students’ sensemaking? uncover student thinking? How will
you know if students are making progress towards the lesson
objective? What evidence will indicate this? How will you check for
understanding as the lesson is progressing so that it informs your
decisions on how to move the lesson forward? AST Discourse Primer
◆ Closing the lesson together as a class
◆ How will students share how their thinking has changed since the
beginning of the lesson? What structures will be provided?
◆ How will students synthesize/summarize what they learned today,
explicitly discuss how they made connections to prior knowledge, etc
◆ Ex: asdf
◆ Ex: asdf

Look and Listen For… Evidence of Learning

◆ What will you specifically be looking for during the lesson to know if
students are making progress toward your objective? What will you
specifically be listening for?
◆ Ex: I will know students are engaged in the task because they will be
INSERT INFO. I will listen for students discussing the questions and
analyzing their data.
◆ How will the lesson provide students the time/space to summarize
and reflect on their learning today? How will this inform your lesson
planning for the next day?
◆ What evidence can you collect of the learning and/or misconceptions
that took place or questions they might have?

UDL: Supporting ALL Learners Accommodations and Modifications Language Support

◆ Equitable support for all students, with specific support and
accommodations addressed for Learners with Specific Needs
◆ Describe how your discourse structures, CFU strategies, student
resources and assessments support all learners.
◆ Considering your students with 504’s and/or IEPs, what will you need
to do specific to this lesson to provide support?
◆ Describe specifics of this particular lesson (not just general
accommodations and modifications.
◆ In addition to the embedded scaffolds, what else will you need to do
specific to this lesson to support MLLs?
◆ This is an area of focus on the edTPA, so it’s a good idea to get into
practice documenting the supports you are providing
◆ UDL & Academic Language (folder of resources)
◆ Describe specific accommodations/modifications you will provide ◆ This is an area of focus on the edTPA as well as a legal
for students with documented needs. responsibility, so it’s a good idea to get into practice documenting
the supports you are providing
◆ Describe specific scaffolds you will provide to support language
learners.
◆ This support should clearly apply to this particular lesson, not a
generic lesson.
◆ UDL Framework

Student Resources: Teacher Resources:

◆ Describe the resources you will provide students (ex: for note-taking,
collaborating, communicating their progress/understanding,
practicing, asking for feedback, etc)
◆ Link all materials for supervisor visits
◆ What resources informed your lesson?
◆ Provide link, if applicable
◆ What resources will you be using to facilitate this learning?
◆ Link all materials for supervisor visits