Download Corps Member - Houston ISD

Five-Step Lesson Plan
Corps
Member:
Kristina
Youmaran
MTLD:
Drew Hodges
Lesson
Plan Date:
10/07/11
Rough?
Final?
FINAL
FIVE-STEP LESSON PLAN
OBJECTIVE.
KEY POINTS.
What is your objective?
What knowledge and skills are embedded in the objective?
SCI.7.14A SWBAT define heredity as the passage
of genetic instructions from one generation to the
next generation.

SCI.7.14C SWBAT recognize that inherited traits of
individuals are governed in the genetic material
found in the genes within the chromosomes in the
nucleus.

SCI.7.2D SWBAT construct tables, using repeated
trials and means, to organize data and identify
patterns.
VISION-SETTING
Student Focus: I can describe how the genetic
material found in genes governs inherited traits.
Language Objective: I can identify my inherited
traits by comparing them to a picture.
Gregor Mendel, who is known as
the father of genetics, discovered
the Law of Dominance while he
worked with pea plants.
The Law of Dominance states:
1. An organism receives two genes
for each trait,
one from each parent.
2. One of the genes may be stronger
than the other.
 The stronger gene shows up. The
gene that shows
up is called the dominant gene.
 The “hidden” gene is called the
recessive gene for that trait.


If an offspring (child in humans –
kitten in cats and puppy in dogs)
receives two of the same genes
(either two recessive or two
dominant), the offspring will inherit
that trait.
However, if an organism has one
dominant gene and one recessive
gene for a certain trait, the
organism will have the trait of the
dominant gene. The recessive trait
will be “hidden.”
ASSESSMENT.
Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective. 
Attach your daily assessment, completed to include an exemplary student response that illustrates the expected level of rigor.
-I will use cold calling as a means of checking for understanding. If students who are
called on do not recall the answer, I will ask another student and then go back to the
confused student to make sure they now understand the right answer.
CONNECTION TO THE ACHIEVEMENT GOAL.
How does the objective connect to the achievement goal? 
-If
my students have a better understanding of what traits are, they will understand why
people have certain qualities and have a stronger connection to science in their
immediate world.
DETER
MINING
METHO
DS
4. OPENING (_9_ min.)
How will you communicate what is about to happen?  How will you communicate how it will happen? 
How will you communicate its importance?  How will you communicate connections to previous lessons? 
How will you engage students and capture their interest?
MATERIALS
Five-Step Lesson Plan
- -(5 min) DO NOW:
-What are dominant traits?
-What are recessive traits?
-Overhead
-Do NOW
sheets
-(2 min) Collect HW
-(2 min) Yesterday we learned now genes control our traits. We surveyed each other,
and the class as a whole in order to compare our traits. Today we will learn how to
organize that information into a chart and a graph, which is what Scientists always do
when they gather new information from an experiment.
3. INTRODUCTION OF NEW MATERIAL (_0_ min.)
How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to
actively internalize key points? 
Which potential misunderstandings do you anticipate? How will you proactively mitigate them?  How will
students interact with the material? 
How/when will you check for understanding? How will you address misunderstandings? 
How will you clearly state and model behavioral expectations?  Why will students be engaged?
N/A
-Overhead
-Traits
handouts
2. GUIDED PRACTICE (_35_ min.)
How will students practice all knowledge/skills required of the objective, with your support, such that they
continue to internalize the key points? 
How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from
easy to hard? 
How/when will you monitor performance to check for understanding? How will you address
misunderstandings? 
How will you clearly state and model behavioral expectations?  Why will students be engaged?
-(5 min) I will review our class survey from the previous day
-(5 min) Explain the chart we will be copying the information into. Focus on the
recessive/dominant gene part and review what that means with the class.
-(5 min) Let students copy down information into their own charts.
-(5 min) Introduce the concept of the graph and how it will help them see the results in
another light. Brainstorm graph ideas from students.
-(5 min) Draw the graph and let students copy it into their notebooks.
-(5 min) In partners, students will answer the questions on page 44 of their notebooks.
-(5 min) I’ll bring the class back together, and go over the answers (after calling on
students to answer them aloud).
1. INDEPENDENT PRACTICE (_10_ min.)
How will students independently practice the knowledge and skills required of the objective, such that they
solidify their internalization of the key points prior to the lesson assessment? 
When and how would you intervene to support this practice? 
How will you provide opportunities for remediation and extension? 
How will you clearly state and model behavioral expectations?  Why will students be engaged?
N/A
Lesson Assessment: Once students have had an opportunity to practice independently, how will they
attempt to demonstrate mastery of the knowledge/skills required of the objective? 
-Overhead
Five-Step Lesson Plan
-(10 min) Exit Ticket (see attached)
5. CLOSING (_2_ min.)
How will students summarize and state the significance of what they learned? 
Why will students be engaged? 
REINFOR
CEMENT
-(2 min) Using these different types of methods to organize information we find out, will
help us to understand the results of our experiments and to analyze them!
HOMEWORK (if appropriate). How will students practice what they learned? 
-None