5E Lesson Plan Template

Teacher Charles Windham

Date 2/28/2020 - 3/6/2020

Subject 7th Grade Life Science

area/course/grad
e level

Materials Class set of Chromebooks, Composition Notebook (used previously in

class), Any supplies needed for group project if desired by group
(posterboard, tri-fold board, color pencils or markers, ect.)

Standards (State Science 2015 Grade 7 Life Science:

and ISTE
• 12 ) Construct and use models (e.g., monohybrid crosses using Punnett
Standards for
squares, diagrams, simulations) to explain that genetic variations between
Students)
parent and offspring (e.g., different alleles, mutations) occur as a result of
genetic differences in randomly inherited genes located on chromosomes
and that additional variations may arise from alteration of genetic
information.
•13 ) Construct an explanation from evidence to describe how genetic
mutations result in harmful, beneficial, or neutral effects to the structure
and function of an organism.
•14 ) Gather and synthesize information regarding the impact of
technologies (e.g., hand pollination, selective breeding, genetic
engineering, genetic modification, gene therapy) on the inheritance and/or
appearance of desired traits in organisms.

ISTE standard #6 Creative Communicator

 Students communicate clearly and express themselves creatively

for a variety of purposes using the platforms, tools, styles, formats
and digital media appropriate to their goals.
 6a- Students choose the appropriate platforms and tools for
meeting the desired objectives of their creation or
communication.
 6b- Students create original works or responsibly
repurpose or remix digital resources into new creations.
 6c- Students communicate complex ideas clearly and
effectively by creating or using a variety of digital objects such
as visualizations, models or simulations.
 6d- Students publish or present content that customizes the
message and medium for their intended audiences.

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Objectives Students will demonstrate the mastery of core concepts of genetics
through completing assignments and researching a genetics topic of
choice to create a presentation using technology.

Differentiation The lesson will utilize different assessments of student learning through
Strategies (How work completion, formative & summative assessment, and individual/group
will the lesson projects. The lesson is chunked into segments with opportunities for
address the students to work at their own pace and can be modified based on students
various learning with IEPs or 504 plans. Different forms of technology are incorporated with
styles of the individual and small group activities for collaboration or peer assistance.
students and the
needs of those
with special
needs?)

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The 5 Es

E Description

Engagement To begin:
Students will answer the prompt ‘Why is the study of genetics, especially what
genes are inherited, important in science?’ in their science notebooks. They will
then watch the YouTube video below:
https://www.youtube.com/watch?v=FY_ZUEKWhBc
With a group partner, the students will then in pairs compare their first response
with each other and create a new response through collaboration.
When finished:
The students will create a KWL chart for one of the topics to be covered in
genetics: Punnett Squares. They will fill in the K section for each chart with 2-4
things that they know (or predictions if they do not know) about the Punnett
Square. Once they fill in the in the K section, the students are to then watch the
following YouTube video on Punnett Squares:
https://www.youtube.com/watch?v=i-0rSv6oxSY

While they watch the video, students are to fill in 5-7 important take-aways
about why scientists use Punnett Squares and any key vocabulary in the L
section of the KWL (what they learned).
When the students finish the video, they are to develop and write down 2
questions regarding the Punnett Square in the W section of the KWL (what they
want to know[why]).

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 E Description

Engagement Written response to prompt and collaboration with peer partner to form new
Assessment response
Creation of KWL chart and correct number of items in each section

Exploration Each student is to use the website provided below to participate in a Pick From
The Pot probability activity with the below instructions.
http://www.transum.org/Software/SW/Starter_of_the_day/starter_March18.ASP
1.Go to the website above. Before they begin, students are to make a tally
chart with the colors red, blue, and green as column headers.
2. As the students play “Pick from the Pot”, they will make tally marks besides
each color as it’s being picked.
3. You can “pick” as many times as you want and pause when you are done.
The “picking” just keeps going. They are to allow it to pick 25 times.
4. Students will be shown how to convert their numbers into percentages. The
correct number of how many color counters are in the pot is never given, so
they will use 100 instead of 10 as a total (easier percentages).
5. Students will be told that they will be determining percentages based on
inherited traits.
6. Ask them if they are already familiar with inherited traits, and if so, have them
suggest a few. If not, help suggest common traits like hair color, height, skin
color, tongue rolling, ect.
7. They will then poll the class of the suggested traits and determine the
probability of someone having a certain trait in the class.

Once finished:
Students will then play an interactive game involving traits and heredity after
covering that certain traits are harmful while others are beneficial or even
neutral. The game used is from the Legends of Learning website called

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 E Description

Mendel’s Clinic. This combines what should have been learned previously
involving DNA, genes/traits, and inheritance. Students are to play through the
game (game requirements can be used as a baseline for minimum completion
and optional routes can be played if time allows). Once completed, students are
to take a screenshot of the progress screen of the game for evidence of
completion. The students will then write out 2-3 important take-aways about
what they learned from the game regarding inheritance, traits, and genes.
Students will have discussion in small groups and expand their list from others
(4-6). The students will then write a paragraph summary of what they learned
from the game and about work of Mendel.
Legends of Learning game: https://www.legendsoflearning.com/learning-
objectives/genes-and-traits/
Example Screenshot:

Exploration Correct percentages from tally chart; Polling traits and percentages
Assessment

Game progress screenshot; Group discussion/listing/Paragraph summary

Explanation The students will then take their notebooks and a chromebook and view the
Prezi on Genetics. They are to take notes and follow the instructions for using
Punnett Squares to calculate probability for inheriting traits.
Prezi: https://prezi.com/view/E6G5T4fQkDxnAj7EtnJ5/

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E Description

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 E Description

As the students finish the presentation, they are to create a Quizlet account.
Once created, the students are to then add in the genetics vocabulary words
through making term and definition flash cards. Terms and definitions will be
used to take a test on Quizlet for assessment of knowledge after creation.
Quizlet: https://quizlet.com/486511251/heredity-and-genetics-flash-cards/

Explanation Completion of Traits Activity in Prezi notes; Quick Action Punnett Square
Assessment examples in notebooks
Creation of account and flashcards; Test score from flashcards on Quizlet

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 E Description

Elaboration Group Project: Students will be broken into groups of two and will be required to
research and sign up for an inherited genetic disorder to create a brochure
about the disorder and present it to the class. The premise is that they are
representing a pharmaceutical company and are trying to create a sales pitch to
a hospital for a new treatment system that their company is marketing. The
student groups will be responsible for creating a brochure about the disorder
through creating a Lucidpress website account and designing their own
brochure. The requirements to be covered on the brochure and expectations in
the presentation will be shared with an exemplar brochure and grading rubric.
Part of the presentation grade will be how well the new drug/treatment plan is
pitched and its logical effectiveness in treating the disorder.
Brochure: https://pubsecure.lucidpress.com/84a51dc8-0d32-4a8b-b267-
dc528de7a81f/

Individual Project: Each student will create a family pedigree of all members in
the immediate family and trace a certain trait that they carry (discovered in the
explanation notes). The pedigree will be constructed using the visual-
paradigm.com website. There will be a minimum of 3 generations required with
at least 2 members in each generation. Expectations will be explained in
showing the exemplar pedigree and the grading rubric. After creating and
labeling the pedigree, the student will be required to show a Punnett square of
their parents and the expected genotype/phenotype percentages alongside
their genotype/phenotype.
Pedigree: https://drive.google.com/file/d/17vBrp-
jZp48AO7uYstzvkaSCBPOXJ9Ac/view?usp=sharing

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 E Description

Elaboration Group Presentation and grading using brochure creation rubric with
Assessment constructive feedback on performance
Creation of pedigree and grading using pedigree creation rubric with feedback

Evaluation
Formative: Students will take part in a kahoot quiz to check their understanding
of content being covered. This will allow me to see what students are not
understanding and reteaching over certain concepts. A second kahoot will be
used at the end of the unit that covers Punnett Squares/pedigrees and check
student progress from middle to end.

Kahoot (Midway): https://create.kahoot.it/details/genetics-

terminology/26b758df-d4e5-442a-9861-fbb11f87cfb3

Kahoot (End): https://create.kahoot.it/details/genetics-punnet-squares-

probability/820f5541-8d11-4b90-9450-53a422b868fa

Group Project: The rubric used for the group project will be filled out during the
group presentations and constructive feedback will be given on the brochure
and presentation both as a group and individually.

Group Presentation Rubric:

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E Description

Individual Project: The rubric used to guide students on pedigree expectations

along with the exemplar will be used to grade the finished product. Constructive
feedback will be given as projects are evaluated.
Individual Project Rubric:

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E Description

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 E Description

Evaluation Kahoot scores from two formative assessments

Assessment
Grades from group presentation project using rubric
Grades from individual family pedigree using rubric

References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National
Center for Improving Instruction.

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.

Oxford: Heinemann.

National Research Council. (1999). Inquiry and the national science education
standards: A guide for teaching and learning. Washington, D.C.: National
Academy Press.

Polman, J.L. (2000). Designing project-based silence: Connecting learners through

guided inquiry. New York: Teachers College Press.

Note: Content of form approved January 2013.

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