University of Delaware Common Core Aligned Lesson Plan

Class: Pd. 1 Honors Grade: 7

Sequence Duration (days): 3/18 Class Duration (minutes): 80

Common Core Learning Standard(s) Addressed:

WEDNESDAY:
- CCSS.ELA.W.7.4.-Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards
1–3 above.)
Learning Objective(s):
WEDNESDAY:
- SWBAT: Write a reflection reflecting about one thing new students learned
about skin from the “Birthmark Research” and how it changed their perspective.

Assessments
WEDNESDAY:
- Formative: Prefix/Suffix Game
- Formative: Text Features Notes
- Formative: Birthmark/Skin Draw & Reflect
- Fortmative: Skin Shareout

Activities/Tasks (with timing):

WEDNESDAY Pd. 1,2,3:
● Students Complete Do Now (5 mins)
○ Which system do you want to research and WHY!
■ MEMBEAN- LET’S WIN PEOPLE!
● Attendance Question (2 mins)
○ Pick an Earth eyeball- image on PPT
● Prefix/Suffix of the Week- Review (2 mins)
○ Mal-: is a prefix, bad.
■ Malnutrition is the lack of proper nutrition.
○ -tory: is a suffix, denoting k
■ The Circulatory System is what moves blood around the body.
● Prefix/Suffix Game (8 mins)
○ This is just like Boggle! Is anyone an old soul and knows this game?
○ Group brainstorm:
■ Mal-
● What words could we put after “Mal” that form a word?
■ -tory
● What words could we put before “-tory” that form a word?
○ 1 min to write a list!!! Have students work in partners with 1
 whiteboard and 1 marker each and list AS MANY WORDS as
they can come up with for each! (No using chromebooks to
look up words!)
■ Write list on the board afterwards for students to see
and have students raise hands with example words for
prefix/suffix!
■ What do some of those words we came up with mean
with the suffix/prefix altogether?!
● Text Features Notes (10 mins)
○ Informational Text Features (Notes taken in student journals)
■ Headings: The largest text on the page is what the whole text will be
about.
■ Subheadings: Smaller headings that show what a smaller part of the text
will be about
■ Bolded words: Important words to understand about a topic; key
vocabulary
■ Sidebars: information on the side that is related to the main topic
■ Pictures: Images or diagrams of what is being described in the text
■ Captions: Words underneath a picture describing what it is about
● Ms. Hess’ Research (15 mins)
○ Show students 3 layers of skin- epidermis (is where sunburn shows up), dermis, and
hypodermis (is where you get third degree burns)
○ My Story Shared with students to connect
■ Mine is on my right leg!
■ It is a brown birthmark and gets really dark in the summer!
■ I grew up in North Carolina where most of the kids in my school had lots of
melanin in their skin
■ A lot of kids asked me why I had a spot on my leg and thought I was sick
○ What I discovered personally
■ My mom told me that that’s just how I’m made :)
■ Birthmark = coffee stain
■ There are all kinds of birthmarks! Different shapes, sizes, and colors!
○ What I researched and learned about birthmarks
■ MAY be inherited- sometimes marks are similar to other family members
■ Red birthmarks are caused by an overgrowth of blood vessels
■ Blue or brown birthmarks are caused by pigment cells (melanocytes)
○ Fun Facts & Images of Different Types of Birthmarks
■ About 10% of white people have blue birthmarks
■ Some people believed in “royal birthmarks” a birthmark supposedly passed
down to mark being part of a royal family
■ Light brown and brown birthmarks are called cafe-au-lait birthmarks
■ Blue birthmarks
■ Cafe au lait- the kind I have is cafe au lait; second picture is mine 4th is
another example
■ Red birthmarks usually show up on faces
○ Internal Diagram of a Birthmark
■ Which guess what is one of our text features!
 ■ This diagram shows how a birthmark functions. When there is a clot of blood
vessels caused by a skin mutation, it thickens and is visible on the surface of
the skin. In this case, this diagram shows a port wine stain birthmark.
○ Riley Isaac
■ Has a port wine stain birthmark
■ Won the Netflix TV competition Glow Up
● A makeup artist who does glamour and art with birthmarks!
● Student Q&A/Discussion (8 mins)
○ Provide student with time to ask any questions they have about birthmark formations,
or other skin mutations!
● Draw and Reflect (12 mins)
○ Draw: Either a birthmark of your own, a friend or family member’s you can picture, or
make up a birthmark!
● Provide students with a blank hand paper cutout.
● Provide students with skin color crayons!
■ Leave slide with pictures of birthmarks on the board
○ Reflect: on the back of the hand cutout write one thing new you discovered about skin
from Ms. Hess’ research. How did it change your perspective on different skin?
■ Play Human Body playlist while students work
● Time to Share Out Birthmarks/Skin Drawings (5 mins)
○ Students can hold up their drawing and share about their drawn birthmark/skin
mutation.
● Class Google Session! (10 mins)
○ View albino images to show students how it affects BOTH white people and black
people.
○ View images of vitiligo to show students difference in surface appearance.
● Pack Up (3 mins)

RATIONALE: Shows students how we can connect personally with our research. Prepares students for
choosing their body system and finding unique ways to connect to their system. Students get the chance
to connect to the integumentary system through birthmarks and other skin mutations whether they have
one or have a family member with one. I chose to include the activity of drawing a birthmark or skin
mutation for students as many of my students have different birthmarks and some have mentioned
family members with vitiligo or albinism and were curious if I had studied it (as I had told them I
researched birthmarks). I used this lesson to further connect to my students on a personal level and
share a little bit about myself and my background with skin as well.
JOY: Gives students a chance to be vulnerable with one another in their sharing and find joy in sharing
about their personal experience with birthmark and other skin abnormalities.