SCIENCE EDUCATION LESSON PLAN FORMAT rev 11.

20
Names Julia Asher, Sabina Coronado, Hayley Jaquess Subject Biology
Unit Name and Unit Name: Inheritance and Variation of Traits (Leave this
Week (Leave this blank for
Driving Unit Driving Question:How can siblings have the blank for EDSC to
of EDSC 442C)
Question same parents, yet look so different? 442C)
Anchoring Phenomenon: Siblings look different from one another even though they have the same parents.
Observe these girls. What do you notice- similarities/differences? What do you wonder?

Video

Anchoring Anchoring Activity:

Phenomenon or It's the holiday season. Your parents decided to host your relatives this year for a family dinner. Your mom has
Design Problem told you and your brother to be on your best behavior, but of course, he has been on your last nerve all day. At
(with Anchoring the dinner table, as you are taking a bite of mashed potatoes, your brother decides to blurt out that you do not
look like the rest of the family! You ignore him, but as you look around the table, you notice that you really do
Activity for the
not look like the rest of your family. You start to think about your features, and notice that your brother looks
unit)
more similar to your mom and dad than you do. You decide to collect evidence to support your membership in
your family using your knowledge of genetics, and how traits are passed down from parents to offspring.

Throughout this unit you will create a model that incorporates your knowledge of the structure and function of
DNA and chromosomes and their role in inheritance of traits, the impact of crossing over during meiosis and
independent assortment, the impact of environmental factors on genetics, at least one Punnett square about the
inheritance of a simple trait found in your parents, and a pedigree to trace the inheritance of a trait in your
family on a poster paper to be presented to your family. This model will prove to your brother that although you
may look different you still share the same parents

HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from:
(1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3)
mutations caused by environmental factors.
LS3.B: Variation of Traits. In sexual reproduction, chromosomes can sometimes swap sections during the process of
NGSS Performance meiosis (cell division), thereby
Expectation creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated
and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation.
Environmental factors can also cause mutations in genes, and viable mutations are inherited. Environmental factors
also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the
variation and distribution of traits observed depends on both genetic and environmental factors.
 Provide the Standard and Element(s) that Students Will
Where in the lesson can this be found?
be Engaging In
This can be seen every day of the lesson: on day 1, students
will watch a video on the environmental impact caused by
chernobyl. On day 2, students will learn more about
LS3.B: Variation of Traits chernobyl and its impact on genetic expression by performing
Environmental factors also affect expression of traits, a CER activity. On day 3 students will research genetic
and hence affect the probability of occurrences of traits disorders caused by mutations. On day 4 students will
Disciplinary Core
in a population. Thus the variation and distribution of participate in argumentation, making a claim, evidence and
Ideas (DCIs)
traits observed depends on both genetic and reasoning for how genetic mutations can impact gene
environmental factors. expression. On days 5 & 6 we will direct teach about
mutations and environmental factors and how they cause a
variation in traits. On day 7 students will revise their models
to include a CER about environmental factors and mutations
causing genetic variation.
Engaging in Argument from Evidence
Engaging in argument from evidence in 9-12 builds on
K-8 experiences and progresses to using appropriate and
sufficient evidence and scientific reasoning to defend
This can be found in Day 2 when as a class they are to create
and critique claims and explanations about the natural
Science and a CER about the effect of chernobyl on gene expression. On
and designed world(s). Arguments may also come from
Engineering day 3 and 4 when they are to create a CER on their group's
Practices (SEPs)
current scientific or historical episodes in science.
genetic disorder. On day 7 when they are to revise their
models.
Make and defend a claim based on evidence about the
natural world that reflects scientific knowledge and
student-generated evidence.

Epistemic
Practice(s) (Bundled Argumentation, modeling
SEPs)
Cause and Effect
Day 2, 3, 4 research how different genetic mutations and
Empirical evidence is required to differentiate between
Cross Cutting environmental factors influence genetic variation
cause and correlation and make claims about specific
Concepts (CCCs) Day 5 and 6 when being directly taught about mutations and
causes and effects.
environmental factors affecting gene expression

Safety There is no need to address safety concerns in the classroom. We will not be doing a lab.
3D Learning
Objective Students will develop an argument including a claim, evidence, and reasoning, about how mutations and
(Lesson-Level environmental factors can influence genetic expression in humans and animals using their notes on a
Learning video about radiation’s impact after the Chernobyl nuclear meltdown.
Expectation)
Lesson-Level https://youtu.be/TG-nwQBBfmc
Phenomenon During this lesson, we will be introducing students to the phenomenon of the chernobyl nuclear meltdown in
order to expose them to the idea of how environmental impacts such as radiation can impact gene expression.

Connections to RST.11-12.1 - Cite specific textual evidence to support analysis of science and technical texts, attending to
other standards important distinctions the author makes and to any gaps or inconsistencies in the account.
(CCSS ELA, CCSS WHST.9-12.1 - Write arguments focused on discipline-specific content.
Math) MP.2 - Reason abstractly and quantitatively.
Target Vocab to be
mutations, radiation, genetic variation, gene expression, traits
Developed

LESSON
The 5E Model
TEACHER DOES STUDENT DOES
Day 1: Day 1:
● Introduce a KWL chart activity to assess what ● Students will provide their prior knowledge and
students already know about radiation, what they want to learn more about to begin the
chernobyl, & mutations (K section of the chart).. KWL chart
● Before watching the video, students will fill out ● students watch chernobyl video and take notes
the “W” sections of their charts to state what about facts about the topics of radiation, chernobyl,
they want to know about radiation, chernobyl, and mutations
or mutations. ● students will engage in research online with their
● Teacher will introduce the Chernobyl video to small group to get answers to their “W” questions
give some background on the topic. on the KWL chart
https://youtu.be/TG-nwQBBfmc ● As they watch the video, they can fill in the “L”
● Students will fill in the “L” section of their charts column of the chart
Lesson Intro of what they learned from the video.
(Engage)
● Discuss the final goal for the lesson is creating a
TIME: 1 period
CER on how mutations and environmental
factors can influence genetic expression and
briefly discuss what a CER is.

Day 2:
● provide examples of what a claim is, what
evidence is, and what reasoning is. Have
students take notes on this portion of the
lesson
● provide a CER paragraph and as a class have
students highlight what they think is a claim,
evidence, and reasoning
○ have a class discussion
Day 2:
● Students will take notes on what a claim, evidence,
reasoning is
● Students will use a yellow color to highlight the
claim, a blue color to highlight their evidence and
orange color to highlight the reasoning
 ● provide students with more evidence in the
form of two readings for students to learn
about chernobyl and its impact on genetic
expression
● Provide sentence frames to help students
understand the function of each part of the
argument
● have students discuss their ideas for how to
make a claim with their lab partner then share
out and write ideas on the board and come to
an agreement about what the best claim is,
then continue this process for the evidence and
reasoning
○ As a class, come up with a claim, find
evidence from the video and articles,
and determine reasoning as to how
chernobyl influenced genetic
expression
● Students will individually read the two articles about
chernobyl
○ use blue to highlight their evidence
○ add evidence to the “L” section of the
K-W-L
● With their lab partners Students are to create a
claim together and be ready to share it to the class
during class share out
● Students must come to an agreement as a class on
which claim is the most compelling
● Students will participate in the class discussion to list
the evidence and determine the reasoning for the
claim they chose as a class.

Day 3: (explore)
● Provide review from prior units on how to Day 3:
perform academic research, what credible ● Students will take notes on review of how to
sources are and cite evidence for the class to perform academic research and what credible
see. sources are
● Assign student groups to genetic disorders ● In groups, students will research their assigned
caused by mutations such as: cystic fibrosis, genetic disorder and record their findings on a
down syndrome, huntington’s disease, shared google slides presentation
○ specifically focus on what disorder is, ● Students will briefly present/discuss their findings to
Lesson Body what causes it in the DNA or the class
(Explore, Explain, chromosome, how it is expressed in
Elaborate) the person, if it is dominant or
recessive, how common it is
TIME: ● Students will work in groups/ with their lab
partners to research online about their genetic
disorder
● have student groups create a slide on a shared
google presentation to present their
information to the class
● Teachers will walk around the room observing
students and answering questions or making
clarifications when needed.
● Students will briefly present/discuss their
findings to the class
 Day 4:
● Teacher will instruct students to make a claim, Day 4:
evidence and reasoning for how genetic ● students will make a claim, evidence and reasoning
mutations can impact gene expression based on for how genetic mutations can impact gene
their research they did the prior day on a expression based on their research they did the
collaborative jamboard or on posters with their prior day
small group. ● Students will observe their peer’s CER’s and provide
○ Their evidence should include images a PQP
or other data they have collected
● students provide feedback to one another’s CER
using praise, question, polish using sticky notes
on the paper or on the jamboard

Day 5 & 6: (explain and elaborate)

● Ask students to think of questions for what they Days 5 & 6:
want to know that are unanswered about CER ● Students will ask any lingering questions they have
or about the subject area content/ information about CERs or anything they came across in their
they came across during their research (ie. if research
they saw “point mutation”, etc.) ● Students will listen attentively and take notes while
● Direct teach what a mutation is, the different teacher is direct teaching
types, chromosomal disorders, positive ● students will answer any in the moment questions
mutations, the potential for a mutation to be provided by instructor
silent or neutral, address student questions
when possible
● Draw connections between chernobyl evidence
and genetic disorder evidence
● Direct teach about how other types of
environmental factors can also impact the
expression of genes such as uv radiation,
nutrition, water purity, pesticides
● provide support for any portions of the CER that
students are still struggling with through review
and examples
● Connect to the idea that environmental and
genetic factors can make you and your siblings
look different
● If questions were not addressed day 5 in
prepared information be sure to address them
on day 6

Lesson Closure Day 7: Day 7:

(Evaluate) ● Teacher will facilitate a class review of the ● Students will participate in class discussion on what
lesson to allow students to revise their models. we have learned
TIME: ○ class consensus on gotta have checklist ○ what should be included in their
at this point of the unit models(important vocab, concepts)
○ must include a CER about ● Students will revise their models
environmental factors and mutations ○ must include a written CER
causing genetic variation and affecting ● Students will participate in a gallery walk
gene expression ○ adding sticky notes to their peers models
● Teacher will instruct students revise their with PQP
models
● Teacher will facilitate a gallery walk of students
revised models
ASSESSMENT

FEEDBACK STRATEGY HOW IT INFORMS TEACHING

TYPE PURPOSE IMPLEMENTATION
This will inform our teaching
This will help us know Students will get verbal
because we will be able to
what the students feedback in the form of the
assess what students already
already know about whole class discussions on
We are integrating a KWL understand and what things
Entry Level mutations, radiation, and day 2 when they are adding
chart on day 1. they need more help
chernobyl and what they to the “L” portion of the KWL
want to learn about in understanding in the coming
after the video and readings.
the lesson. lesson.

This will inform our teaching

This will allow students to
express the development
PM (Formative)
of their learning
throughout the lesson.
by telling us if we need to
spend more time focusing on
Students will create a CER something specific for our
Peer review (PQP)
for how genetic mutations direct teaching on days 5 and
can impact gene expression 6 or any support that is
needed to complete
subsequent CERs.

This will allow students to
express their learning
from the lesson and
Summative
connect it to the larger
picture of their unit
modeling process.
Model revision
incorporating how
mutations and
environmental factors can
influence genetic expression
This will inform our teaching
by allowing us to see if the
Peer review (PQP)
students have been able to
make the connections we
When circulating among
wanted them to create and
students, we will verbally ask
integrate their learning into
clarifying questions, guiding
the culminating mode
questions
appropriately or if they need
more support.

English Learners Striving Readers Students with Special Needs Advanced Students
We can provide striving
readers with sentence
We will provide ELs with frames, as well as give them
sentence frames when a less difficult paragraph We will be providing students
Advanced students can be
they are creating their when doing the class CER sentence frames to create a
DIFFERENTIATION given a more difficult
CERs. activity. CER and when revising their
paragraph when doing the
We can also provide a list We can also provide a list of models, readings at different
review CER activity.
of vocabulary terms and vocabulary terms and academic levels, extra time to
definitions, as well as definitions. complete their work
visual aids. Students can be provided
visuals in addition to written
text.
Chernobyl video: https://youtu.be/TG-nwQBBfmc
KWL chart
Materials Needed
Example paragraph to demonstrate CER
and Links to
Chernobyl readings
Instructional
Resources Google slide presentation for students to share their research on genetic disorders
CER Rubric: https://docs.google.com/document/d/1J0C6lN12_5PhbiEPAx25GuU0i0L3zNCWh67lhpr4os4/edit
Presentation for when we direct teach on days 5 & 6
This is an important lesson for students to understand because they need to grasp that there are multiple factors that
impact the way an individual looks that may not simply be the original DNA they were born with. This may be a
misconception that students come into the lesson believing because it is often a simplification teachers may use in prior
learning experiences that DNA is what codes for an individual’s appearance and traits without any additional details. This
Reflection, lesson will combat this misconception by making sure to clarify that there are other factors that can impact gene
Summary, expression and phenotypes beyond the basics of DNA sequences. In addition, students may have the preconception that
Rationale, every mutation causes a dramatic physical change as seen in television shows or comics. We will combat this
Implementation preconception by encouraging students to perform their own research about genetic disorders that are caused by
mutations and providing real life examples of how mutations are simply changes in the DNA sequence and tend to cause
small changes or potentially no change at all. This lesson may be difficult for students because they will be asked to do a
lot of investigation and research before being taught a lot of the content material directly, but this is a good opportunity
for them to create their own understanding of the material and develop a deeper understanding of the content. We will
support this teaching method by providing support to students in the form of handouts to engage them with what they
need to research and many opportunities to get feedback on their claims, CER, and modeling.