Science Lesson Planner
UCI Week #: 3
Instructional Time & # of Minutes
Teacher Lesson Title
Planning the Purpose of the Lesson:
Scope & Sequence
What is your phenomenon?
How will this lesson support it?
Objective/Learning Target
What (ideas) and how (science skill) will
students be expected to be able to do by the
end of the lesson?
Students will (action) (idea) by
(product/activity).
link last week’s planner here: week 2
Monday 4/17 Tuesday 4/18
Period 3 (10:59-11:49 am)
(50min)
Period 4 (12:31-1:21 pm)
(50min)
What's the probability that my
baby is gonna have ___ trait?
cont.
Completed
The phenomenon is why
siblings born from the same
set of parents have different
physical and personality traits.
In this lesson, students will
practice solving punnet square
problems, and determine the
probability percentages a trait
will be present within
potential offspring.
Completed
Students will predict the
phenotypic probability
outcome for offspring born
from a set of parents by
completing a punnet square.
Wednesday 4/19
Period 3 (10:39-11:34 am)
(55min)
Period 4 (12:16-1:11 pm)
(55 min)
Honey, this is why you don’t
look like your siblings
Completed
The phenomenon is why
siblings born from the same
set of parents have different
physical and personality traits.
In this lesson, students will
determine the probability
offspring born from the
parent monsters from the
Create a Monster lab will have
a certain phenotype and
genotype. Students will also
learn about how sea urchins
fertilize in preparation for
tomorrow’s sea urchin
fertilization lab tomorrow
Completed
Students will predict the
phenotypic probability
outcome for offspring born
from a set of parents by
completing a punnet square.
Thursday 4/20
Period 3 (10:39-11:34 am)
(55min)
Period 4 (12:16-1:11 pm)
(55 min)
Sea Urchin Lab
Completed
The phenomenon is why
siblings born from the same
set of parents have different
physical and personality traits.
In this lab, students will be
observing fertilization
between sea urchin gametes.
Completed
Students will justify wether or
not multiple sperm can
fertilize an egg by using their
observations of sea urchin
gamete fertilization.
Friday 4/21
Period 3 (10:39-11:34 am)
(55min)
Period 4 (12:16-1:11 pm)
(55 min)
What so..mendel wasn’t
completely right? There’s
incomplete and complete
dominance?
Completed
The phenomenon is why
siblings born from the same
set of parents have different
physical and personality traits.
In this lesson, students will
learn about the other
variations of genetic
inheritance: incomplete and
co-dominance.
Completed
Students will describe the
phenotypic outcome that will
result from an offspring
having a heterozygous
genotype if the trait is
expressed via complete
dominance, incomplete
dominance, and
Period 3 (10:39-11:34 am)
(55min)
Period 4 (12:16-1:11 pm)
(55 min)
What so..mendel wasn’t
completely right? There’s
incomplete and complete
dominance?
Completed
The phenomenon is why
siblings born from the same
set of parents have different
physical and personality traits.
In this lesson, students will
determine if a trait is inherited
either by incomplete,
complete, or co-dominance
Completed
Students will predict the
phenotypic probability
outcome for offspring born
from a set of parents by
completing a punnet square.

Connection to Student Identities &
Experiences
How does this lesson provide students the
opportunity to apply their out-of-school
identity, cultural/social knowledge, and/or
lived experiences during the lesson.
Planning the Student Experience of the Lesson:
Warmup/Opener
How will you begin the lesson to build upon
students’ FoK and elicit their initial ideas?
Include & highlight:
● Discourse strategies for structuring
student talk
Body of Lesson
Outline of the body of the lesson sequence.
Include & highlight:
● Discourse structure
Completed
Students use their knowledge
of the physical trait similarities
and differences they share
with their
parents/siblings/tias/tios to
help them understand that
genetics determines how
traits are passed down..
Completed
T displays Warm-Up Q on the
SMART board: Why do you
think you share similarities
and differences with your
siblings?
Take the first 30 seconds of
class to have Ss share what
they wrote with their partner.
T calls on three Ss to share
what they wrote, then opens
up the floor for any other
volunteers.
Completed
1. Punnet Square Notes
- T gathers Ss attention
by ringing bell 3 times
Completed
There isn’t one this day.
Completed
T displays Warm-Up Q on the
SMART board: Tall plants (T)
are dominant to short (t).
What phenotype results from
the genotype tt? Explain how
you know.
Take the first 30 seconds of
class to have Ss share what
they wrote with their partner.
T calls on one Ss to share their
answer. T then asks the Ss to
explain how they got their
answer. T asks other Ss if they
agree or disagree with the Ss
speaker. If students disagree, T
will ask why they disagree.
Completed
1. Create a monster Practice
Punnet Squares
- T gives Ss 12 minutes
Completed
There isn’t one this day
Completed
T displays Warm-Up Q on the
SMART board: Tall plants (T)
are dominant to short (t). If a
plant is phenotypically tall,
what possible genotypes
could it have? Explain how
you know.
Take the first 30 seconds of
class to have Ss share what
they wrote with their partner.
T calls on one Ss to share their
answer. T then asks the Ss to
explain how they got their
answer. T asks other Ss if they
agree or disagree with the Ss
speaker. If students disagree, T
will ask why they disagree.
Completed
1. Sea Urchin lab
- T gives Ss 1 minute to
form a group of 3
co-dominance.
Completed
I’ll connect the idea of colors
mixing to help students make
sense of the idea of
incomplete dominance.
Completed
T displays Warm-Up Q on the
SMART board: What is one
thing that you thought was
interesting from yesterday’s
lab activity?
Take the first 30 seconds of
class to have Ss share what
they wrote with their partner.
T calls on three Ss to share
what they wrote, then opens
up the floor for any other
volunteers.
Completed
1. Co-dominance and
Incomplete dominance notes
- Show picture of the
Completed
Have students think about hair
types. Some students have
curly hair. Some students have
straight hair. Some students
have wavy hair. Why are there
three possible phenotypic
outcomes? How can this be
explained by genetics?
Completed
T displays Warm-Up Q on the
SMART board: Is this an
example of complete
dominance, incomplete
dominance, or codominance?
Explain your reasoning.
A curly haired mother and a
straight haired father have a
child. Their child has wavy hair.
Take the first 30 seconds of
class to have Ss share what
they wrote with their partner.
T calls on one Ss to share their
answer. T then asks the Ss to
explain how they got their
answer. T asks other Ss if they
agree or disagree with the Ss
speaker. If students disagree, T
will ask why they disagree.
Completed
1. Incomplete dominance and
codominance practice
- T gives Ss 25 minutes
● Back pocket questions/Checks for or until Ss have their to complete the - To goes over Larkspur Perennials. to work on the
Understanding (probing & pressing) eyes on the front of Monster Practice instructions orally with Ask Ss what they codominance and
the board Punnet squares the Ss. T also indicates notice about the color incomplete
- T models with Ss how - T says “After you where to find a written of the flowers. Ask Ss dominance practice
to do a punnet square finish, compare your copy of the what they wonder problems
- T gives Ss 5 minutes punnet square with instructions for Ss to about the flowers. - T says, “After you
to complete the other your partners’ punnet use if they need a - Ask Ss to predict what finish, compare your
punnet square square. If you go refresher during the flower color would punnet square with
practice problem. T different answers, lab result from crossing your partners’ punnet
says, “After you finish, explain to each other - T instructs one two homozygous square. If you go
compare your punnet how you solved it.” member from each dominant flowers different answers,
square with your - T will walk around the group to collect the together. Call on a explain to each other
partners’ punnet room and assist Ss as materials for their student to explain how you solved it.”
square. If you go needed group their reasoning. Ask - T walks around the
different answers, - BACKPOCKET - T tells Ss they have 18 other students if they room and asissts Ss as
explain to each other QUESTIONS: What minutes to complete agree or disagree with needed.
how you solved it.” does hetero- mean? the experiment and the student. - Backpocket questions:
- T will walk around the What does homo- record their - Ask Ss to predict what Explain how you
room and assist Ss as mean? What would a observations on their flower color would solved this problem.
needed heterozygous/homozy lab packet. T tells Ss to result from crossing What is the key word
- After the 5 minutes gos genotype look orally describe what two homozygous of this problem? What
are over, T goes over like? What would bbe they notice to their recessive flowers happens when a trait
the practice with the the possible group members by together. Call on a that is expressed via
class by having an Ss phenotypes of the saying “It looks like… I student to explain incomplete
explain how they offspring? Explain how wonder why… This their reasoning. Ask dominance is
solved it you solved the looks like the video other students if they heterozygous? What
- BACKPOCKET problem. because…I think this is agree or disagree with would we expect to
QUESTIONS: What 2. Sea Urchin pre-lab the egg because…The the student. see? What happens
does hetero- mean? - T asks “Who has ever egg is…” - Ask Ss to predict what when a trait that is
What does homo- seen a sea urchin - At around the flower color would expressed via
mean? What would a before?” If Ss has, ask 15-minute mark, T result form crossing a co-dominance is
heterozygous/homozy them to explain where asks Ss to start homozygous heterozygoud? What
gos genotype look they’ve seen them, cleaning their stations. dominant flower to a would we expect to
like? What would bbe what they look like, Once cleaned, they’ll homozygous recessive see? What happens
the possible and what they feel like sit at their desks and flower. Call on a when a trait that is
phenotypes of the if they have ever answer the post-lab student to explain expressed via
offspring? Explain how touched them before questions. their reasoning. Ask complete dominance
you solved the - T asks Ss “Today and 2. Sea urchin lab analysis other students if they is heterozygous? What
problem. tomorrow we are questions. agree or disagree. Use would we expect to
2. Punnet squares practice going to be learning - Ss are given until the this to say that the see?
problems about sea urchin end of the class period flower will actually be 2. Kahoot vocab review
- T gives Ss 20 minutes fertilization! to answer the analysis pink. This is called - T tells Ss to take out
 to work on the punnet
squares practice
problems
- T walks around the
room to assist Ss as
needed
- Backpocket questions:
If someone is
heterozygous for a
trait, what allele
combination would
they have? Explain
how your solved this
question. Why did you
say ______.
3. Exit Ticket
- Drawrfism is a genetic
disorder caused by the
inheritance of a
dominant gene (A). If
two persons with
dwarfism (Aa) have a
child, what is the
probability that their
baby will be born with
a “normal” height?
Buuuuuttt…why are
we using sea urchins
to do this? Discuss
possible explanations
for why we are using
sea urchins to observe
fertilization with your
partners.” Call on 3
pairs of Ss to share
what they and their
partner discussed. If a
Ss mentions
something about
studying fertilization
through sea urchins
helps us understand
human fertilization
more, ask the student
to elaborate on what
they mean by that.
- When watching the
video, ask Ss to
describe to their
partners what they
see at the 10-second
mark, and then the
55-second mark. Ask
Ss, “What do you
notice looks different
about the egg
between the two
times?” Toggle the
video between those
two frames and then
call on 2 Ss to share
their response.
questions. incomplete their chromebooks
- T walks around the dominance. and log onto Kahoot.
room to assist Ss as - Show picture of the - T encourages Ss to
needed Camellia Lilies. Ask Ss discuss the possible
- Backpocket questions: what they notice answer choices with
Why do you think about the color of the the people sitting next
that? What do you flowers. Ask Ss if they to them
remember from your notice anything
observations about different about this set
what happens to an of flowers compared
egg after it has been to the previous ones
fertilized? Where can we saw.
you look to find more 2. Graphic organizer
information? - Give students until the
rest of the class period
to complete the
graphic organizer.
Students will be
explaining what
results phenotype
results from complete
dominance,
incomplete
dominance, and
codominance by
writing and drawing.
- T walk around the
room to assist Ss as
needed.
- Backpocket questions:
What does the word
incomplete mean to
you? What does the
word complete mean
to you? What does the
prefix co- mean to
you?

Wrap Up Discussion Completed Completed Completed Completed Completed

How will you ask students to share how their
thinking has changed since the beginning of T will ask Ss to share one thing T will ask Ss to share one thing T will ask Ss to discuss the T will ask Ss to share one thing T will ask Ss to share one thing
the lesson/unit? How will you structure this that helped them learn the that they are looking forward following question with their that they thought was that they enjoyed the most in
talk? most in today’s lesson. Ss will
● Discourse structure talk to their partner for 30
seconds. T will then call on
three Ss at random, and then
open the floor to any
volunteers who want to share
or comment on what others
said.
to in tomorrow’s lesson with
their partner. Ss will talk to
their partner for 30 seconds. T
will then call on three Ss at
random, and then open the
floor to any volunteers who
want to share what they look
forward to as well.
partner: Is it possible for more
than one sperm to fertilize an
egg? Why or why not? Ss will
talk to their partner for 30
seconds. T will then call on
three ss at random, and then
open the floor to any
volunteers who want to share
or comment on what others
said.
interesting in todays lesson. Ss
will talk to their partner for 30
seconds. T will then call on
three Ss at random, and then
open the floor to any
volunteers who want to share
or comment on what others
said.
class from this week’s set of
lessons. Ss will talk to their
partner for 30 seconds. T will
then call on three Ss at
random, and then open the
floor to any volunteers who
want to share or comment on
what others said.

Planning for Assessment:

Look and Listen For… Completed Completed Completed Completed Completed

What will you specifically be looking for during
the lesson to let you know if students are
making progress toward your objective?
I’ll be looking at Ss practice
problems to see if they were
able to correctly do a punnet
square
I’ll be looking at ss probability
percentages to see if they’re
an accurate represenation of
what is depicted in their
punnet squares.
I’ll be looking at Ss practice
problems to see if they were
able to correctly do a punnet
square
I’ll be looking at ss probability
percentages to see if they’re
an accurate represenation of
what is depicted in their
punnet squares.
I’ll be listening for Ss to
describe the envelope that
formed around the egg after
the sperm was added into the
egg solution.
I’ll be listening for Ss to
describe what they are seeing
through the microscope to
their group members.
I’ll be looking for Ss to write
and draw their observations
for each of the following
stages: egg before it is
fertilized, egg after is is
fertilized, early embryonic
development.
I’ll be lookig at question 9 to
see if students were able to
correctly do the punnet
square and list the probability
percentages of the offspring.
I’ll be listening for Ss to I’ll be listening for Ss to
explain their reasoning to the explain how they solved a
questions posed during the problem to their partners.
guided lecture notes to their
peers. I’ll be looking at ss probability
percentages to see if they’re
I’ll be looking at students’ an accurate represenation of
graphic organizers to see if what is depicted in their
they have correctly punnet squares.
represented the expected
outcome for a heterozygous I’ll be looking at students’
trait expressed via incomplete, worksheets to see if they
complete, and co-dominance. corectly determined which
trait is expressed via
I’ll be lookig at students’ incomplete, complete, or
graphic organizers to see how co-dominance.
they describe complete,
incomplete, and codominance
in their own words.

Evidence of Learning Completed Completed Completed Completed Completed

How will you collect data about your students’
learning progress to guide your next lesson?
This worksheet will be in
studetns’ notebooks, so I can
take a look at this after class.
I’ll take a look at the exit ticket
to see how my students were
This worksheet will be in
student’s notebooks, so I can
take a look at this after class.
I will collect this lab packet at
the end of the day before
students leave.
The graphic organizer will be
in student’s notebooks, so I
can take a look at this after
class.
I’ll mainly be looking at the
Kahoot reporting data to see
which topics make sense to
my students, and which
concepts most of my students
still seem to be struggling
 able to answer this question.
Planning for Supporting All Students:
UDL: Supporting ALL Learners Completed
What scaffolds are you intentionally providing
in the materials provided to students (e.g. Collaboration (working with a
handouts) that help ensure all students can be partner)
successful?
Incorporate opportunities for
Ss to practice/review (practice
doing punnet squares)
Use differently colored
markers to make it apparent
which genes are coming from
which parents
Use symbols to assist Ss in
doing the punnet squares
(arrows down and arrows
horizontal to show where Ss
will distribute the parents’
alleles)
Accommodations and Modifications Completed
Considering your students with 504’s and/or
IEPs, what will you need to do specific to this Collaboration (working with a
lesson to provide support? peer)
Guided notes
Ask to orally explain new
concept (I will ask my Ss to
explain to me how they
solved the punnet square
problem)
Completed
Collaboration (working with a
partner)
Incorporate opportunities for
Ss to practice/review (practice
doing punnet squares)
Stopping the video to cue Ss
to pay attention to key
features in the video
Guided Notes
Pictures accompanied by key
terms (helps Ss make sense of
vocabulary)
Completed
Guided notes
Collaboration (working with a
peer)
Completed
Collaboration (working with a
partner)
Incorporate opportunities for
Ss to practice/review (practice
doing punnet squares)
Multiple ways of
communicating information
(drawing observations, orally
describing observations,
writing observations)
Completed
Collaboration (working with a
peer)
Frequent checks for
understanding
with.
Completed Completed
Collaboration (working with a Collaboration (working with a
partner) partner)
Incorporate opportunities for Incorporate opportunities for
Ss to practice/review Ss to practice/review (kahoot
practice)
Graphic organizers (use to
help them determine the
difference in outcomes for
complete, incomplete, and
codominance)
Multiple ways of
communicating information
(drawing in combination with
writing)
Examples
Guided notes
Completed Completed
Guided notes Collaboration (working with a
peer)
Graphic organizer
Frequent checks for
understanding
Ask to orally explain new
concept (I will ask my Ss to
explain what we would expect
to see from incomplete
dominance and
co-dominancne)
Language Support Completed Completed Completed Completed Completed
Additional support for MLLs specific to this
lesson Key words bolded Key words bolded Multiple ways of Key words bolded Key words bolded
communicating information
Symbols Symbols (drawing observations, orally Multiple ways of Work with a same langugage
describing observations, communicating information partner
Pictures Pictures writing observations) (drawing in combination with
writing)
Color coordinating Video Orally discuss ideas before
writing them down Examples
Guided Notes Guided Notes
Pictures

Guided Notes

Materials & Resources

Student Resources: Completed Completed Completed Completed Completed

Describe the resources you will provide
students (ex: handouts, materials, etc.) Punnet Square Notes Monster Punnet Square Sea Urchin Lab Packet Codominance and Incomplete Codominance and Incomplete
Punnet Square Practice Practice dominance notes dominance practice
Note: Provide a LINK to the actual materials Sea Urchin Lab Packet
for supervisor visits! Co dominance and
Incomplete dominance
graphic organizer

Teacher Resources: Not Started Completed Completed Completed Not Started

What resources did you start from that
informed your lesson? (provide link) What Sea Urchin Lab slides Sea Urchin Lab slides Slides
resources will you be using to facilitate this
learning?

Descriptions & Support for Each Section

Scope & Sequence Objective/Learning Target Connection to Student Identities & Experiences

◆ What is the phenomenon that this day’s lesson supports? How does it
support it?
◆ Ex: Students are working on explaining why wildfires are worse now
than they were 100 years ago. Today’s lesson will have students use a
◆ A learning target or objective can take multiple days, however, each ◆ Students are not empty vessels that need to be filled, rather they
day should still include the components below. bring with them a vast amount of cultural, social, emotional wealth of
knowledge. These are known as their funds of knowledge that we
need to create opportunities for them to leverage as they strengthen
 lab to investigate 2 of the factors they think contribute (temperature
and lots of dry plants).
Warmup/Opener
◆ This section describes how students’ interests will be piqued and
their funds of knowledge connected to the lesson.
◆ Warmup described must connect to and support the body of the
lesson
◆ Things that are not considered Openers or launch are:
● Homework review
● Routines, such as writing the objective in their notes
● Taking attendance
Look and Listen For…
◆ What will you specifically be looking for during the lesson to know if
students are making progress toward your objective? What will you
specifically be listening for?
◆ Ex: I will know students are engaged in the task because they will be
INSERT INFO. I will listen for students discussing the questions and
analyzing their data.
UDL: Supporting ALL Learners
◆ Equitable support for all students, with specific support and
accommodations addressed for Learners with Specific Needs
◆ What and how will students be learning? What = concept/idea, How = their learner identity. Particular funds of knowledge that students
application can use to connect to content are elements of their out-of-school
identity, cultural/social knowledge, and/or lived experiences.
◆ Ex: Students will describe patterns about how temperature and
concentration affect the rate of a chemical reaction by collecting and ◆ Ex: If doing a lesson on signs of a chemical reaction, ask students
analyzing launch data about alka-seltzer rockets. what their favorite food cooked at home is and how they know
whether it’s a chemical reaction or not.
◆ Ex: Students will construct a model of what is happening inside the
film canisters during the rocket lab that causes some to launch faster ◆ Funds of Knowledge as Rich Resources for ELL students
than others.
◆ Ex: Students will explain why rockets with hot water launched faster
than those with cold water, focusing on the rate and energy of
molecular collisions.
Body of Lesson Wrap Up Discussion
◆ Discourse Structure: In what structured way will students engage ◆ Closing the lesson together as a class
with each other to process what they are learning? Discourse Cheat ◆ How will students share how their thinking has changed since the
Sheet beginning of the lesson? What structures will be provided?
◆ Checking for Understanding strategies: What probing questions will ◆ How will students synthesize/summarize what they learned today,
support students’ sensemaking? uncover student thinking? How will explicitly discuss how they made connections to prior knowledge, etc
you know if students are making progress towards the lesson
objective? What evidence will indicate this? How will you check for ◆ Ex: asdf
understanding as the lesson is progressing so that it informs your ◆ Ex: asdf
decisions on how to move the lesson forward? AST Discourse Primer
Evidence of Learning
◆ How will the lesson provide students the time/space to summarize
and reflect on their learning today? How will this inform your lesson
planning for the next day?
◆ What evidence can you collect of the learning and/or misconceptions
that took place or questions they might have?
Accommodations and Modifications Language Support
◆ Considering your students with 504’s and/or IEPs, what will you need ◆ In addition to the embedded scaffolds, what else will you need to do
to do specific to this lesson to provide support? specific to this lesson to support MLLs?
◆ Describe how your discourse structures, CFU strategies, student ◆ Describe specifics of this particular lesson (not just general ◆ This is an area of focus on the edTPA, so it’s a good idea to get into
resources and assessments support all learners. accommodations and modifications. practice documenting the supports you are providing
◆ Describe specific accommodations/modifications you will provide ◆ This is an area of focus on the edTPA as well as a legal ◆ UDL & Academic Language (folder of resources)
for students with documented needs. responsibility, so it’s a good idea to get into practice documenting
the supports you are providing
◆ Describe specific scaffolds you will provide to support language
learners.
◆ This support should clearly apply to this particular lesson, not a
generic lesson.
◆ UDL Framework

Student Resources: Teacher Resources:

◆ Describe the resources you will provide students (ex: for note-taking, ◆ What resources informed your lesson?
collaborating, communicating their progress/understanding,
◆ Provide link, if applicable
practicing, asking for feedback, etc)
◆ What resources will you be using to facilitate this learning?
◆ Link all materials for supervisor visits
◆ Link all materials for supervisor visits