5E Lesson Plan - Science template PDF

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Science template...

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Science Methods Performance Assessment *You are able to make a copy of this Google Doc template by going to “File,” “Make a copy,” and then rename it OR you can download it as a Word document by clicking “File,” “Download as,” and then “Microsoft Word (.docx)” *Use this

Performance Task Guide for task hints on each section. Please note, you must

be logged on to your WGU account AND SharePoint account to view this document. Part One: Lesson Plan A. Using the “WGU 5E Lesson Plan Template,” create an original elementary-level (K–6) lesson plan that incorporates a hands-on scientific experiment or investigation and that includes the following: • one state or national science standard, including the source of the standard, the alphanumeric indicator code, and the written standard • two measurable learning objectives that align with the standard, including the following: • one objective that supports the hands-on scientific experiment or investigation • one objective that supports a summative assessment

5E Lesson Plan Template

General Information Lesson Title: Dog Family Genetics Subject(s): Science Grade/Level/Setting: 28 students total (16 boys and 12 girls) • 19 students are on-grade-level readers • 5 students are two grades above reading level (2 are identified as gifted and talented) • 2 students are English learners at the intermediate level • 2 students who are identified as having special needs

Prerequisite Skills/Prior Knowledge: Students need to know how to complete a KWL activity. Students also need to know that Black fur (F) is dominant over brown fur (f). Long fur (L) id dominant over short fur (l). Brown eyes (E) are dominate over green eyes (e). Long tails (T) are dominate over short tails (t)

Standards and Objectives

State/National Academic Standard(s): 3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

Learning Objective(s): Hands on: Using the materials provided, students will be able to complete a Punnett Square with

100% accuracy. Summative Assessment: Students will take a test at the end of the unit and be able to complete Punnett squares with 100% accuracy.

Materials ● ● ●

Quarter Punnett Square worksheet KWL Notebook

Technology ● ●

Smartboard Video

Language Demands Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.

Language Function: Students will record the data from flipping the coin and evaluate the results

Vocabulary: Genetics, Dominant traits, Recessive traits, Punnett Square, Phenotype, Genotype, Alleles

Discourse and/or Syntax: Students will participate in a Think Pair Share activity Regarding Punnett squares. .

Planned Language Supports: I will go over vocabulary with the class as a whole to make sure all students understand the meaning of each word.

Instructional Strategies and Learning Tasks Activity Description/Teacher Engage:

Student Actions

I will have a whole class discussion Students will participate in the discussion. on what similarities the students have with their parents. Students will take note on things they may have questions on during the I will show a video on genetics and genetics video. how they are passed onto the offspring. I will have the students start a KWL chart. I will put the class into heterogeneous groups of 4 I will pass out the materials (quarter, Punnett square worksheet, and blank outline of dog.)

Explore:

I will go over the directions of the lab ensuring all students understand what is expected of each group member. I will walk around and monitor student progress.

Step 1: Students will flip a quarter to determine the phenotype and genotype for each trait. There are 4 traits, Fur color (F, f), fur length (L, l), eye color (E, e) and tail length (T, t). Students will flip the coin twice for each trait because each parent will carry 2 alleles for each genotype. Heads for dominate traits and capital letter, tails for recessive and lower case letter. Students will document their results on a Punnett square.

Explain:

I will ask the students about the results they got during their lab.

Step 2: Once the students have the parents genotypes, they will fill out the Punnett square for the offspring for each of the four genetic traits. Students will discuss their findings from the lab work

I will have the students complete a Students will complete the L from the KWL chart. KWL chart that they started at the beginning of the lesson.

Elaborate:

Students will be expected to participate in I will hold a discussion on how genetics don’t just happen in dogs. the discussion All living things that reproduce pass genetics to their offspring. I will show them a number of different species with their offspring using the smartboard.

Evaluate:

I will give an exit ticket where the parents genotypes will be provided and they will have to fill out the Punnett square for the offspring.

Students will complete the exit ticket I have provided with 100% accuracy

Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs.

Gifted and Talented: These students will be asked higher level thinking and be asked to take on a leadership role in the groups. ELL: Students will benefit from the heterogeneous grouping as well as the hands on activity. Students with Other Special Needs: These students will also benefit from the heterogeneous groups

Assessment Formative: This will happen as the student are working in groups on the lab. I will be asking questions to check for understanding. There will also be an exit ticket.

Summative: I will know the students met the learning objective when all students can complete a number of Punnett Squares with 100% accuracy.

Part Two: Reflection B. Explain your rationale for using the hands-on scientific experiment or investigation from the lesson plan in part A, including the following: The hands on activity aligns with my learning objective. By using the quarter to figure out parent’s traits, students are able to complete the Punnett squares for the offspring. Flipping the quarter gets students engaged because they want to know if it is heads or tails. It brings excitement to the lesson and fosters learning.

C. Explain your rationale for using the formative assessment from the lesson plan in part A, including the following: The checking for understanding during the activity and exit ticket are the formative assessment and it is used to make sure students can reach the learning objective. By asking guiding questions students should be able to complete the activity. If students are turning in incorrect exit tickets this will help me to provide more support during the lesson.

D. Explain your rationale for using the summative assessment from the lesson plan in part A, including the following:

The summative assessment is a test on how genetics are passed down from parents to offspring and master Punnett squares. I can use the results to alter future lessons based on the results of this test. If students perform well, the lesson may not need to be altered. If the students do not perform will, I can add more guided practice to the lesson in the future.

References 3-LS3-1 Heredity: Inheritance and Variation of Traits. (n.d.). Retrieved January 13, 2021, from https://www.nextgenscience.org/pe/3-ls3-1-heredity-inheritance-and-variation-traits...