SINGLE SUBJECT SCIENCE

CREDENTIAL PROGRAM
LESSON PLAN FORMAT
Revised Jan 2012

NOTE: This lesson plan functions as a guide map to your instruction. Please include details about the examples you will give students,
the structure of notes if you will lecture, the directions for any activities, and key questions you intend to pose to students. In addition,
give time frames to help with pacing and attach any handouts that will be used.

UNIT TITLE: INHERITANCE OF GENETIC

LESSON TITLE:
OFFSPRING?

INFORMATION

STUDENT TEACHER:

SCHOOL
:

California State University

Fullerton

DAY:

SUBJEC
T:

Biology

HOW ARE TRAITS PASSED FROM PARENTS TO

Oct 24 PERIOD:

ROOM
:
GRADE
LEVEL:

9th Grade

TEXTBOOK LINK:
1 LEARNING GOALS OF LESSON (WHAT WILL STUDENTS UNDERSTAND? WHAT KNOWLEDGE AND SKILLS WILL THEY BE ABLE TO
DEMONSTRATE?)
Students will work in groups of 4 to ask questions and define problems to clarify how traits are passed
from parents to offspring by creating a Pedigree that shows inheritance of one trait (coat color) in German
Shepherds.

2 STANDARDS:
Content

HS-LS3-1 Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic
traits passed from parents to offspring.

LESSON INTRODUCTION/ANTICIPATORY SET (THIS WILL GET STUDENTS ATTENTION FOCUSED ON THE OBJECTIVES INCLUDES
CONNECTING TO PRIOR CONTENT KNOWLEDGE AS WELL AS TO THEIR LIFE EXPERIENCES AND INTERESTS) INDICATE AMT:
TIME
DESCRIPTION: ANCHORING ACTIVITY SUPPORTED BY KWL CHART
MATERIALS
TEACHER WILL GO OVER THE LEARNING GOAL OF THE DAY.
DOG BREEDER SCENARIO
TEACHER WILL PASS OUT A WORKSHEET WITH A DESCRIPTION OF THE
WORKSHEET
ANCHORING ACTIVITY. TO FACILITATE EL STUDENTS, THE TEACHER READS THE
22 MINUTES DOG BREEDER SCENARIO OUT LOUD AS THE STUDENTS FOLLOW ALONG.
STUDENTS WILL ANALYZE THE QUESTIONS PRESENTED IN THE SCENARIO AND
WILL INDEPENDENTLY FILL OUT A KWL CHART. THEN THEY WILL PAIR SHARE
WITH THEIR PARTNER TO ELABORATE ON THE CHART. THE TEACHER WILL
WALK AROUND AND MONITOR THAT ALL STUDENTS ARE ON TASK, AND WILL USE

THE DISCUSSIONS BETWEEN THE STUDENTS AS AN ENTRY LEVEL ASSESSMENT

TO DETERMINE STUDENTS PRIOR KNOWLEDGE AND MISCONCEPTIONS ON THE
TOPIC. THEN THE TEACHER WILL BRING THE STUDENTS TOGETHER, AND AS A
CLASS WILL FILL OUT A TEACHER LED KWL CHART.

4 LESSON BODY/STUDENT LEARNING ACTIVITIES (PROVIDE DETAIL ABOUT WHAT BOTH TEACHER AND STUDENTS WILL BE DOING.
INCLUDE SAMPLE PROBLEMS YOU MAY DO, MEDIA YOU WILL SHOW, QUESTIONS YOU MAY ASK, ETC.) INDICATE AMT:
TIME
DESCRIPTION
MATERIALS
TEACHER WILL GIVE A SHORT POWERPOINT PRESENTATION LECTURE ON
PEDIGREE POWERPOINT
PEDIGREES. STUDENTS WILL FOLLOW ALONG WITH THE PRESENTATION BY
PRESENTATION
WRITING DOWN KEY VOCABULARY DISCUSSED IN THE PRESENTATION ON THEIR
PEDIGREE VOCABULARY
PEDIGREE VOCABULARY WORKSHEET.
WORKSHEET
DOG BREEDER SCENARIO
AFTER THE TEACHER CONCLUDES THE LECTURE, THE TEACHER WILL INSTRUCT WORKSHEET
CLASS KWL CHART
THE STUDENTS TO GET INTO THEIR LAB GROUPS (GROUPS OF 4). THE TEACHER
37 MINUTES

WILL GO OVER EXAMPLE OF 4 CORNERS VOCABULARY WORKSHEET. THEN

THE TEACHER WILL PASS OUT A BLANK 4 CORNERS VOCABULARY WORKSHEET
WITH EACH STUDENT RANDOMLY GETTING 1 OF 4 KEY VOCABULARY WORDS
DISCUSSED IN THE LECTURE. STUDENTS WILL INDEPENDENTLY COMPLETE
THEIR OWN VOCABULARY WORD WITH THE SAME FORMAT MODELED BY THE
TEACHER. TEACHER WILL WALK AROUND THE ROOM ANSWERING ANY
QUESTIONS STUDENTS MAY HAVE AND MAKING SURE STUDENTS REMAIN ON
TASK. TEACHER WILL RANDOMLY CHOOSE 1 4 CORNERS VOCABULARY
WORKSHEET TO BE PRESENTED TO THE CLASS FROM EACH GROUP.
TEACHER WILL RETURN FOCUS TO THE DOG BREEDER SCENARIO WORKSHEET.
STUDENTS MAY WORK IN GROUPS TO COMPLETE THE WORKSHEET. STUDENTS
MUST IDENTIFY THE TRAIT BEING PASSED FROM PARENT TO OFFSPRING (FUR
COLOR) AND MAKE A PEDIGREE REPRESENTING THE PASSING OF THE TRAITS.

TEACHER WILL QUICKLY REVISIT THE KWL CHART. TEACHER WILL ELICIT
STUDENT RESPONSES AS A CLASS TO ADD CONCEPTS THAT HAVE BEEN LEARNED
BY THE STUDENTS IN THE LESSON.

5 LESSON CLOSURE (HOW WILL I HELP STUDENTS TO PROCESS AND ORGANIZE WHAT WAS LEARNED?) INDICATE AMT:
TIME

5 MINUTES

DESCRIPTION
STUDENTS WILL WRITE A JOURNAL REFLECTION OF AT LEAST 5 SENTENCES IN

MATERIALS
SCIENCE NOTEBOOKS

THEIR SCIENCE NOTEBOOKS EXPLAINING HOW THEY HAVE ACCOMPLISHED THE

LEARNING OBJECTIVE OF THE DAY. TEACHER WILL WALK AROUND THE ROOM
AND MONITOR THAT STUDENTS ARE ON TASK

6 ASSESSMENT OF LEARNING (WHICH OF THE 6 FACETS OF UNDERSTANDING WILL BE UTILIZED: EXPLANATION,

INTERPRETATION, APPLICATION, PERSPECTIVE-TAKING, EMPATHY, SELF-KNOWLEDGE? WHAT FORMAT WILL BE USED?)
FORMATIVE ASSESSMENTS: KWL CHART - SELF-KNOWLEDGE (WILL ASSESS STUDENTS PRIOR KNOWLEDGE AND MISCONCEPTIONS
OF LEARNING CONTENT)
PROGRESS MONITORING ASSESSMENTS:
VOCABULARY WORKSHEET - EXPLANATION AND INTERPRETATION (STUDENTS DEFINE THE VOCABULARY IN THEIR OWN WORDS AND
PROVIDE EXAMPLES OF UNDERSTANDING THROUGH ILLUSTRATION )
PEDIGREE CHART - APPLICATION (STUDENTS WILL APPLY THE KNOWLEDGE LEARNED IN CLASS TO COMPLETE A BASIC PEDIGREE

CHART THAT SHOWS A TRAIT (FUR COLOR) BEING PASSED FROM PARENTS TO OFFSPRING

SUMMATIVE ASSESSMENTS: NONE

SIOP MODEL STRATEGIES INCORPORATED (FROM THE SIOP INSTITUTE, PEARSON ACHIEVEMENT SOLUTIONS, 2005):
PREPARATION/MOTIVATION

___
___
___
___

Adaptation of Content
Link to Background
Link to Prior Learning
Identify Key Vocabulary
COMMUNICATION PROCESSES

___
___
___
___

Reading
Writing
Speaking
Listening

SCAFFOLDING

___
___
___
___

Modeling in Multiple Ways

Wait Time
Communication
Comprehensible Input

APPLICATION/REPRESENTATION

___
___
___
___

Hands-on
Meaningful
Linked to objectives
Promotes engagement

GROUPING

___ Whole Class

___ Small Groups
___ Partners
___ Independent
ASSESSMENT W/ APPROPRIATE FEEDBACK

___
___
___
___

Individual
Group
Written
Oral

7 SPECIFIC ADAPTATIONS FOR:

ELL:
ELD.P1.9-10.A.BR. EXCHANGING INFORMATION AND IDEAS WITH OTHERS THROUGH ORAL COLLABORATIVE DISCUSSIONS ON A
RANGE OF SOCIAL AND ACADEMIC TOPICS.
TEACHER READS INSTRUCTIONS ALOUD WHILE STUDENTS FOLLOW ALONG. TEACHER ENCOURAGES GROUP WORK AND ORAL
COLLABORATION. 4 CORNERS VOCABULARY ASSIGNMENT IS VISUAL TO ENHANCE EL UNDERSTANDING.
SPED / RESOURCE:
K-W-L CHART ALLOWS STUDENTS TO FOLLOW ALONG WITH CLASS DISCUSSION AND SCAFFOLDS THINKING. 4 CORNERS
VOCABULARY ASSIGNMENT USES BOTH VISUAL LEARNING (DEFINING WORDS AND DRAWING PICTURES) AND AUDITORY
LEARNING (CLASS PRESENTATION OF WORDS) TO PRESENT KEY VOCABULARY WORDS.
GATE:
STUDENTS USE CRITICAL THINKING SKILLS TO FILL OUT PEDIGREE CHART AND TO THINK OF CREATIVE WAYS TO REPRESENT
VOCABULARY TERMS.
GRAPHIC ORGANIZER

STUDENT INTERACTION

VISUALS:

Thinking map
Foldable
Cornell notes
Cloze notes
Outline
Other: KWL Chart

Numbered Heads
Think-pair-share
Around the World
Steal & Share
Appointment Clock
Chalk Talk
Carousel
Other: 4 Corners Vocabulary

Media Clip
Chart / Graph
Model
PowerPoint
Other: Create a Pedigree

8 CROSS-CURRICULAR CONNECTIONS (MATH, ELA, SOCIAL SCIENCE, ART)

Students incorporate art into learning by creating visual representations of key vocabulary terms.