SINGLE SUBJECT CREDENTIAL PROGRAM
SCIENCE LESSON PLAN TEMPLATE Revised 11/19
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.
Name CWID Subject Area
Sarah LeGaspe, Nico Galasso, Daniel Sanchez 891094476, 894251644, 894162577 Biology
Class Title Lesson Title Unit Title Grade Levels Total Minutes
“In fifty years, how might the finch
3 class periods (56
9th Grade Biology population change?” Heredity and Genetics 9th
minutes each)
Lacking Lactase
STANDARDS AND LESSON OBJECTIVES
Next Generation Science Standards
Highlight in the appropriate color the DCI, SEP, and CCC Common Core State Standard Connections
● RST.11-12.1 Cite specific textual evidence to support analysis of
science and technical texts, attending to important distinctions
the author makes and to any gaps or inconsistencies in the
account. (HS-LS3-1),(HS-LS3-2)
● RST.11-12.9 Synthesize information from a range of sources
(e.g., texts, experiments, simulations) into a coherent
understanding of a process, phenomenon, or concept,
resolving conflicting information when possible. (HS-LS3-1)
HS-LS3-3 Apply concepts of statistics and probability to explain the
● WHST.9-12.1 Write arguments focused on discipline-specific
variation and distribution of expressed traits in a population. content. (HS-LS3-2)
● SL.11-12.5 Make strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning,
and evidence and to add interest. (HS-LS1-4)
● MP.2 Reason abstractly and quantitatively. (HS-LS3-2),(HS-LS3-
3)
Lesson Objective(s)
Highlight in the appropriate color the DCI, SEP, and CCC Evidence
Students will apply their knowledge about variation to predict mutation ● Predict the possible percentage of students with a mutation
patterns of lactase in a student body population. of the lactase gene.
STUDENT ASSESSMENT
Purpose/Focus of
Type Implementation Feedback Strategy How Informs Teaching
Assessment
Teacher will walk around the Teacher will allow students to
Students will create an initial
classroom observing how the discuss their answers as a class.
hypothesis of what type of trait
EL (Entry students responded . What Teacher will be able to identify
Initial Ideas/Preconceptions is lactase persistence. Students
Level) vocabulary words are they any misconceptions students
will discuss with their shoulder
using? What are similarities have about dominant and
partner and as a whole class .
between the different groups? recessive traits.
This allows the teacher to
assess the following questions:
Teacher will provide feedback to
What misconceptions may they
PM Monitor if students' ideas Students review lecture material students individually and as a
still have? Are students using
(Progress are changing as they gather while taking part in a classroom classroom. Students will receive
vocabulary correctly? What
Monitoring) new information. discussion. feedback on ideas from
evidence are students using to
classmates.
determine what is recessive
and dominant?
Summative Determine if students are Students will create a final Teacher will record score What are the types of evidence
(within the able to distinguish the hypothesis of what type of trait students in the classroom students using? Are they using
lesson - not difference between lactase persistence is. They will discussion based on a debate their evidence correctly and
a summative dominant vs recessive traits support their statements with rubric. scientifically?
exam) evidence in a classroom
discussion.
Technology Matrix
Constructive Learning, Adoption Level
Students: Students begin to utilize technology tools to build on prior knowledge and construct meaning.
Teacher: The teacher provides some opportunities for students to use technology in conventional ways to build knowledge and experience. The
students construct meaning about the relationships between prior knowledge and new learning, but the teacher makes the choices regarding
technology use.
Setting: Students will take part in a webquest to add to their prior knowledge. Using the following website, you will investigate variation of traits, what
does it mean by lactase persistence and find evidence to answer the questions “Why are there differences in lactose intolerance around the world?”
(https://www.biointeractive.org/classroom-resources/recent-adaptations-humans)
Safety
Students will adhere to good digital citizenship standards and practice safe internet use when using the computer.
The digital citizenship standards students will adhere to are as follows:
1. A good citizen treats others courteously and never bullies.
2. A good citizen does not damage or others’ property or person.
3. A good citizen communicates clearly, respectfully, and with empathy.
4. A good citizen actively pursues an education and develops habits for lifelong learning.
5. A good citizen upholds basic human rights of privacy, freedom of speech, etc.
6. A good citizen protects self and others from harm.
Instructional Strategies
Facilitating the construction of an initial hypothesis
Facilitating structure communication/discourse among group members
Encouraging students to share their ideas publicly after they worked independently and in small groups
Lesson Introduction/ENGAGE
Time Teacher Does Student Does
● ( 5 Minutes) (3 minutes) Teacher will show students an
image of five fingers vs six fingers and of two individuals
(one with dwarfism and one with typical height).
Teacher will ask the question “Which is a common
trait?” (2 minutes) Teacher will give students time to
critically think by themselves. ● (5 Minutes) Students will think about their experiences,
● (2 Minutes)Teacher will have students break into two write their initial prediction in their notebooks, and
different teams based on their thinking. write their support for their reasoning.
● (5 minutes) Teacher will pose a new question “Are ● (2 Minutes) Students will separate into two different
dominant traits more common?” (4 minutes) Teacher groups.
ENGAGE
will allow students time to consider their answers and ● (5 Minutes) Students will critically think before
(Time: one
allow them to change sides after considering the deciding on a side.
class period)
options. ● (15 Minutes) Students will take part in an oral debate.
● (15 minutes) Teacher will ask students to defend their Students will provide their ideas to the teacher.
reasoning through oral debate. Teacher will write down ● (3 Minutes) Students will return to their seats. Students
student ideas for each side on white board. Teacher will will rewrite their answer using the new evidence
have the class come to a consensus as to which trait is provided by their classmates.
the dominant trait.
● (3 minutes) Teacher will have students return to their
seat and rewrite their answers. Teacher will inform
students they will revisit their answers after a lecture
and video about the heredity of traits.
Lesson Body (EXPLORE, EXPLAIN, EXTEND/ELABORATE, EVALUATE)
Time Teacher Does Student Does
EXPLORE ● (5 Minutes) Students will watch a 5 minutes video and
(Time: One ● (5 Minutes) Teacher will play a five minute video for the write in their scientific notebook key information.
class period) students, Five fingers of evolution. ● (15 Minutes) Students will write key information in
● (15 Minutes) Teacher will give students a lecture about their scientific notebooks about alleles, genotypes,
the heredity of traits and their genotypic/phenotypic phenotypes, and heredity.
ratios and explain what is the difference between a ● (6 Minutes) Students will put their exit ticket on a half
dominant and a recessive trait. sheet of paper, 2 sentences and their initial hypothesis
● (6 Minutes) Exit Ticket - Students will write 2 sentences
to summarize what they read. Students will write an
initial hypothesis to the question “Is lactase persistence to the questions posed by the teacher.
or lactose intolerance a dominant trait?”
Teacher will have chromebooks on their desks prior to the start of
class.
● (3 Minutes) Teacher will have students open and log
onto google chrome books. As students long on, ● (3 minutes) Students will come into the classroom and
teacher will pass out student webquest worksheets to log onto the google chrome books.
glue into their notebook. ● (15 minutes) Students will listen to direction and repeat
EXPLAIN ● (15 Minutes) Teacher will read webquest directions. the direction to their partners. Students will launch
(Time: Teacher will have students discuss their instructions to interactive. Click the upper right arrow to get to slide 8
Second Class their classmates. Teacher will allow students to work on click on, Learn about lactase persistence.”Students will
period) a webquest worksheet. As students work on the take part in a webquest to add evidence to explain their
webquest, the teacher will walk around the classroom ideas.
to monitor students' work. Teacher will have students ● (5 Minutes) Students will share their findings from their
answer a quick survey if they finish early. webquest as a class.
● (5 minutes) Teacher will have students discuss the
webquest as a class.
Teacher will have students log off and close their chromebook.
● (3 Minutes) Teacher will have students answer surveys.
● (3 Minutes) Teacher will show the results of the survey
on the board and ask students “why do we think we got
such results?”
● (10 minutes) Teacher will hand out six different maps, ● (6 Minutes) Students will access and answer the google
showing geographical areas with lactase persistence, form survey on lactase persistence. Students will write
ELABORATE milk consumption and animal domestication, to down results in notebook
(Time: different groups. Teacher will allow students time to ● (16 minutes) Students will make initial predictions
Second class view and discuss their map as a group. about the reason for results, and origin of lactase
period) ● (6 minutes) Teacher will ask students to discuss and persistence. Students analyze maps and using support
create a prediction as to which countries would you found, create new prediction about origin of lactase
assume are lactose intolerant with another group. (3 persistence
minutes) The teacher will have students share their ● (5 Minutes) Students discuss new understanding of
prediction as a class. lactase persistence
● (5 Minutes) Teacher explains origin of lactase
persistence
Lesson Closure
Time Teacher Does Student Does
● (5 minutes) Teacher will share population data of all
classes from the previous day and discuss what the data
shows.
● (5 minutes) Teacher will have students make a ● ( 5 Minutes) Students will take notes on shared
prediction for the student body's results. (i.e. where the population data presented by teacher.
majority of the students ancestors originated from) ● ( 5 Minutes) Students will make a prediction about their
● (10 minutes) Teacher will show a video on lactase results they collected.
EVALUATE
persistence telling students to take notes on anything ● (10 Minutes) Students will watch a video and gather
(Time: Third
they missed. any additional information they may need.
class period)
● (30 minutes) Teacher will have students create a C.E.R. ● (30 Minutes) Students will work on the C.E.R tri-fold
tri-fold chart (Claim. Evidence. Reasoning) Students will chart.
be able to describe the relationship between variations ● (6 Minutes) Students will share their C.E.R if they
and mutations in the student body. choose. Students will turn in their tri-folds.
● (6 minutes) Teacher will offer students the chance to
share their C.E.R. Teacher will collect C.E.R.
Instructional Materials, Equipment, and Multimedia
PowerPoint, Google classroom, Webquest, Google chrome books, Scientific notebooks, projector.
Five fingers of evolution video: https://www.youtube.com/watch?v=5NdMnlt2keE
http://www.vivo.colostate.edu/hbooks/pathphys/digestion/smallgut/lactose_intol.html
Google survey https://forms.gle/7toqEyA52DkfJkHh9
https://www.youtube.com/watch?v=MA9boI1qTuk
https://docs.google.com/document/d/1irVl8_BnfBt9rYWNsR2eDmJaZy9ydanDsMQSlmux5M8/edit?usp=sharing
Digital Citzenship Chart https://www.teachthought.com/the-future-of-learning/9-rules-digital-citizenship/
Co-Teaching Strategies
One teach - one assist.
DIFFERENTIATION
English Learners Striving Readers Students with Special Needs Advanced Students
Lectures include visuals. English
Scaffolds are in place for each part of
learner students are able to use
the lesson. Students are given Advanced students will be
Google translate when searching Teacher will allow students to work
additional time based on their encouraged to find two new
in their webquest. Teacher will with a part when reading through
IEP/504. Students will be allowed to pieces of evidence to add to their
highlight and underline key terms websites.
practice their responses before webquest.
for students in PowerPoints and
potentially sharing with the class.
worksheets.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION
In this unit, we want students to be able to explain why there is variation of traits in a population based on statistical data received. We
introduce the lesson by arranging the engagement piece around the misconception that dominant traits are common traits. After we
cover misconception, we allow students to investigate a common trait they notice at school, lactase persistence. Students will take part
in a webquest to understand what it means to be lactase persistent. After they have gained more knowledge about lactase persistence,
we want them to apply their new knowledge and create a C.E.R to state if lactase persistence is a dominant or recessive trait. Students
will also predict how many students are lactase persistent.
A challenge that we may face from the students is the presentation of other misconceptions from the lesson, such as behavior
determining genetics. In order to add to students current knowledge we will need to provide checkpoints in our engagement lecture to
clarify if students' ideas are changing. Another challenge is that students may use the internet to determine the answer as opposed to
the information they collected for their C.E.R. It is easier to google the answer and not use the evidence they gathered from the three
class periods. Students will be provided with a rubric that requires they use the evidence they collected from their research and one
new piece of information they found on their own to support their claim.
