Geneva College

Beaver Falls, PA

Lesson Plan Template

Name:Mikki Steele, Peter Ritsema, Garrison Wieland Date: 4/29/2022 Subject: History, Math, Biology
Grade Level: 7th

I. Topic
Islamic History: Life of Muhammed and Affects on Islam
II. PA or Common Core Standards
Mikki:
1. 8.4.7.B. Explain the importance of historical documents, artifacts, and sites which are critical to world
history.
Peter:
1. CC.2.4.6.B.1 Demonstrate an understanding of statistical variability by displaying, analyzing. and sum-
marizing distributions
2. CC.2.4.7.B.3 Investigate chance processes and develop, use, and evaluate probability models. 
Garrison:
1. BIO.B.2.1.2 - Describe and/or predict observed patterns of inheritance
2. BIO.B.1.2.2 - Explain the functional relationships between DNA, genes, alleles, and chromosomes and
their roles in inheritance.

III. Learning Objectives: Objectives must be written using observable verbs

Mikki:
1. After hearing the lecture SWBAT individually identify important events that happened during Moham-
mad’s life, accurately.
2. After hearing the lecture SWBAT individually explain the two main branches of Islam, accurately.
3. After hearing the lecture SWBAT individually list the various holy books in Islam, accurately.
Peter:
Following direct instruction, SWBAT create a simple pie graph using templates to show probabilities as
fractions of a whole in pairs with 70% accuracy. 
Given a set of initial possibilities SWBAT list simple probabilities of outcomes in pairs with 70% accuracy.
Garrison:
Following a teacher guided example, the SWBAT individually create a punnett square in order to find the
genetic inheritance for a particular trait
Following the constructing the punnett square, the SWBAT independently apply their knowledge of
dominant and recessive alleles to predict what phenotype that may result of the punnett square

IV. Materials
Mikki:
Teacher needs:
Powerpoint— teacher presents on smart board to the class
Handout— teacher makes and gives to the class to complete/ use as guided notes during lecture
(one of these will be modified with bigger print for the visually impaired student)
*Before the lesson starts, pass out the handout packet that has the activities from Garrison, Peter, and
my lessons.*
Students need:
Aforementioned handout
Writing utensil
Peter:
Whiteboard and colored markers
Master note sheet
*Canva notes, link shared with all students before class
https://www.canva.com/design/DAE_PSqZ6p0/brc0fnW2krQ5nQzqaAPGZA/edit?
utm_content=DAE_PSqZ6p0&utm_campaign=designshare&utm_medium=link2&utm_source=share-
button
Student materials:
Pie chart worksheets
Colored pencils or chromebook/laptop
* students would need to have a canva account already setup; when they access the link, the first thing
they need to do is save a copy of the presentation with their name and the lesson title

Garrison:
Punnett Square Worksheet 
Pencils
Icons (visual aids)
https://www.bmj.com/content/333/7573/831
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3516053/

V. Lesson Development
A. Introduction
Mikki: (5-6 minutes)
I will open the class with an introduction lesson using a powerpoint about Islamic history and pass out a
handout for the students to use to follow along and take notes on. This handout will contain information
for all three sections of the lesson for the day.
Peter: (1-2 min– per center)
Connect to history lesson with a question
Say: “Ms. Steele talked about two different groups that are both Muslims; do you remember what they
were?” [Sunni and Shi’a]
Both groups are part of Islam, but they are different from each other. 
We can compare the number of muslims who belong to these two groups using a pie chart
Garrison: (1-2 minutes)
I will start off the lesson by asking a question for the students to get engaged in conversation. I will ask
“Who here has the same color hair as one or both of their parents?” After 10-20 seconds for seeing who
all raises their hands, I will then ask “what are some reasons as to why you think that it is possible to
have the same hair color?”
B. Lesson development (activities, procedures)
Mikki: (10-15 mins)
During the lesson, I will go over the powerpoint and I will ask questions and have the students use the
think, pair, share activity to discuss various aspects of Islam, like Muhammad’s life and which side of Is-
lam do they believe has more merit.
Think, Pair, Share Activity: 30 seconds to think on their own, 3 mins to share with their partner,
then regroup and have each pair tell me what they discussed
Question 1: What do you think happened between Muhammad and Khadija?
 Questions 2: In your opinion, which faction of Islam (Sunni or Shi’a) do you believe makes the
most sense based on their beliefs?
Peter: (8-9 mins per center)
1. Explain: “Groups that are part of a larger group can be described using percentages or fractions” 
2. Walk through note sheet about percentages and fractions using master sheet
3. At Examples, allow students to use chromebooks or paper to complete the practice problems (see
materials for directions about setting up canva link) 
4. Work example 1 using a think-out-loud, pass out colored pencils for part b after completing part a;
students need 3 different colors
a. Making a chart on Canva: click the circle on the page, label the chart and fill in fractions with
the same denominator
b. While students using paper are coloring, help students on Canva fill in the chart to make their
graph (they can customize the color as well) 
5. Have students work through example 2 as a group with guidance 
a. emphasize the vocabulary word probability (connection to Punnett squares)
6. Divide students in pairs to work on the last three problems. Monitor progress. 
7. Collect worksheets or canvas (shared as pdfs) to assess and share in class tomorrow
Garrison:
The student will work through an activity on punnett squares to help them learn how to con-
struct one, how to work through punnett squares to find inheritance of traits, and interpret
what phenotype comes from the inheritance of the different genotypes. 

1. I will ask my questions as stated in the introduction: “who here has the same color hair as one
or both of their parents?” (Assessment 1) “What are some reasons as to why you think that it is
possible to have the same hair color?” (Assessment 2)
2. I will explain that in the lineage that Makayla talked about, the inheritance of black hair oc-
cured and that that is how we are able to have the same hair color or not have the same hair
color
3. I will give some background definitions (i.e., dominant alleles, recessive alleles, heterozygous,
homozygous)
a. I will give a hypothetical example (Mohammad being Heterozygous for black hair and
his wife being Homozygous for black hair) and show them how to do
i. Black hair is dominant allele
4. I will walk through the how to construct/solve a punnett square and where to properly put
the hom/heterozygous parents’ genotype alleles
a. The parents’ alleles go around the box (on top and on the side)
b. Then you just add the corresponding allele across and down into the boxes 
c. You then find the different genotypes that were created
d. Following that, you find the percentages of each genotype present and figure out
what phenotype will be made from that genotype
5. I will give them 1-2 minutes to do one on their own
6. I will ask the students to share how they constructed and what the results were
(Assessment 3) 
7. I will talk about how the genotype influences the phenotype and ask the student “how is it
determined what phenotype comes from the genotype? What do we look for?”
(Assessment 4)
8. The students will continue individual work and check in with me for what they get with ques-
tion 3 (1-3 Minutes)
 C. Evidence of differentiated instruction (content, process, product, or learning environ-
ment)
Mikki:
I am going to use a handout for the students to take notes on as I am lecturing with a powerpoint. The
powerpoint will help the visual learners in the classroom, the lecture will help the auditory learners in
the classroom, and the handout with help the kinesthetic learners in the classroom. Differentiation will
also occur during the lesson because after I give the historical introduction lesson, the students will be
using that information to aid in activities they will be doing in biology (genetics) and mathematics (prob-
ability).
Peter:
Process: Students are creating pie charts either on paper or virtually on Canva. Both result in a pie chart
but through different mediums. This accommodates students who prefer not to use fine motor control
or simply prefer to use technology.
Garrison:
Process: The students are either constructing Punnett squares on the worksheet or they are using the
printed-out icons to help construct one. Product: The use of the icons allows for the students to have a
visual aid that will help them come to a better conclusion of finding what ophotypes will come from the
genotypes in the punnett square they just created.
D. Closure (summary)
Mikki: (5-6 minutes)
I will close out my lesson by quickly reviewing what we went over using the summary slide in my power-
point, and briefly introducing Peter and Garrison’s centers. Then, I will begin the transition, which will in-
volve me telling which half of the room will begin with Peter/ Garrison, and then beginning to walk
around to observe the students as they are learning from the other teachers. I will be saving instruc-
tional time using this transition because I am going to have Garrison and Peter stand in front of their re-
spective sides of the classroom for each part of their lesson and then have the two of them switch, so
the students do not have to get up and move.
Peter: (1 min per center)
Application question: 
Ask each group: “Name a way or area where we could use pie charts in school or out.”
Garrison: (1-3 mins)
Following the individual work, I will have the student show me their answer to number 3 and will correct
if the student was wrong.I will tie it back with the example of Mohammad and his inheritance to his off-
spring. (answer: 50% BB, 50 Bb - results in 100% of black hair)

VI. Assessment/evaluation
MIKKI:
Objectives 1-3 will be assessed at the end of the lesson when they fill out an exit ticket included on the
back page of their guided notes handout. They will place events from Muhammad’s life on a timeline,
explain the difference between the two factions of Islam, and list and describe the two different holy
books we went over in the lesson.
Peter:
Following group practice, SWBAT fill in a simple pie graph using templates to compare percentages and
probabilities as fractions of a whole in pairs with 70% accuracy.
Garrison:
Following a teacher guided example, the SWBAT individually create a punnett square in order to find the
genetic inheritance for a particular trait with 75% or more accuracy (Assessment 3)
Following the constructing the punnett square, the SWBAT independently apply their knowledge of
dominant and recessive alleles to predict what phenotype that may result from the punnett square with
85% accuracy. (Assessment 4)

VII. Modifications or accommodations

Everyone:
We will have large print handouts for the visually impaired student we have. This will help them
be able to read and see the materials better, which will give them greater chance at success completing
the activities. We will also be doing things online, so this student can increase the size on their own
screen, as well. This student is also sitting at the front of the room, so they can see the board.
For the student with ADHD in our class, we will be giving him two different seats that he can
switch between when he feels the need to move around. These seats will be close enough together so it
is not a large distraction to the rest of the class when he moves.

VIII. Self-evaluation

Cooperating Teacher Approval ________________________________________ Date

___________________