Download December Week 1

New Ellenton Middle STEAM Magnet School
Grade/Content:
7th Grade GT Science
Day
Learning
Objective/
Essential
Question (s
Bell Ringer/ Guided Instruction/
Practice/
Closure and Reflection
Monday
LO:
Construct
explanatio
ns for how
genetic
informatio
n is
transferred
from
parent to
offspring in
organisms
that
reproduce
sexually.
BR/Intro: TSW complete a bell
ringer involving the current content
vocabulary.
EQ: How
can the
DNA of two
parents
impact
their
offspring?
LO:
Construct
explanatio
ns for how
genetic
informatio
n is
transferred
from
parent to
offspring in
organisms
that
reproduce
sexually.
Practice: Construct explanations.
December Week 1:
12/05-12/09
Small Group Task/
Differentiation Strategy(s)/ STEAM
Connection(s)/
Assessment
*Small group at least twice a week
Tuesday
(Substitute
teacher
lessons)
Guided Instruction: TSW use a
“Mendel’s Genetics” reading in
order to identify key terms related
to genetics.
This information will then be in
order to construct explanations for
how genetic information is
transferred with an organizer
created within their science
notebooks.
Small Group Task: TSW begin creating a set of
“Table flash cards” that will be used in order to
create a collaborative study environment after
daily lessons.
Differentiation: Teacher will discuss
everything aloud for auditory learners. All
directions will also be written, read aloud,
and given to students. Specific student IEP’s
will be analyzed and followed in regards to
accommodations.
STEAM Connection: Microbiologist
Assessment: Formative based on informal
question and answer sessions.
Closure/Reflection: Use of created
flash cards.
BR/Intro: TSW complete a bell
ringer involving the current content
vocabulary.
Guided Instruction: TSW read
pages 101-122 in their textbook
and answer questions 1-30.
TSW cite the page numbers where
they got each answer from!
Practice: Construct explanations.
Closure/Reflection: Discussion
questions based on reading.
Small Group Task: N/A
Differentiation: Teacher will discuss
everything aloud for auditory learners. All
directions will also be written, read aloud,
and given to students. Specific student IEP’s
will be analyzed and followed in regards to
accommodations.
STEAM Connection: Microbiologist
Assessment: Formative discussion questions.
Home
work/
Extensi
on
Wednes
day
(Substitute
teacher
lessons)
Thursda
y
EQ: How
can the
DNA of two
parents
impact
their
offspring?
LO:
Construct
explanatio
ns for how
genetic
informatio
n is
transferred
from
parent to
offspring in
organisms
that
reproduce
sexually.
EQ: How
can the
DNA of two
parents
impact
their
offspring?
LO:
Construct
explanatio
ns for how
genetic
informatio
n is
transferred
from
parent to
offspring in
organisms
that
reproduce
sexually.
EQ: How
can the
BR/Intro: TSW complete a bell
ringer involving the current content
vocabulary.
Guided Instruction: TSW read
pages 101-122 in their textbook
and answer questions 1-30.
TSW cite the page numbers where
they got each answer from!
Practice: Construct explanations.
Small Group Task: N/A
Differentiation: Teacher will discuss
everything aloud for auditory learners. All
directions will also be written, read aloud,
and given to students. Specific student IEP’s
will be analyzed and followed in regards to
accommodations.
STEAM Connection: Microbiologist
Assessment: Formative discussion questions.
Closure/Reflection: Discussion
questions based on reading.
BR/Intro: TSW complete a bell
ringer involving the current content
vocabulary.
Guided Instruction: TTW show a
video clip in order to introduce the
four terms genotype, phenotype,
homozygous, and heterozygous.
Small Group Task: Students will be investigating
certain physical traits of each other’s' faces and
in order to organize and interpret the data
collected during the investigation to decide what
the possible genotypes are for each student in
their group.
http://www.cpalms.org/Public/PreviewResource
Lesson/Preview/75844
https://www.youtube.com/watch?
v=lal1aaf14PQ
Differentiation: Teacher will discuss
TSW analyze the information
presented in the video in order to
record the definitions for the four
terms into their science notebooks.
everything aloud for auditory learners. All
directions will also be written, read aloud,
and given to students. Specific student IEP’s
will be analyzed and followed in regards to
accommodations.
Practice: Construct explanations.
Analyzi
ng
date:
Page
127.
Friday
DNA of two
parents
impact
their
offspring?
LO:
Construct
explanatio
ns for how
genetic
informatio
n is
transferred
from
parent to
offspring in
organisms
that
reproduce
sexually.
EQ: How
can the
DNA of two
parents
impact
their
offspring?
Closure/Reflection: Discussion
about the student's results
STEAM Connection: Microbiologist
Assessment: Genotype/Phenotype summative
quiz.
BR/Intro: TSW complete a bell
ringer involving the current content
vocabulary.
Guided Instruction: TSW
demonstrate the principles of
Mendelian genetics and sex
determination, including the
concepts of allele, phenotype,
genotype, dominant, recessive,
codominant, homozygous and
heterozygous by creating a
simulated baby.
http://www.biologyjunction.com/b
aby_lab.pdf
Practice: Construct explanations.
Closure/Reflection: Reflection
based on group task.
Small Group Task: TSW work in teams in order
to construct 2D models which explain how
genetic information is transferred from parent
to offspring in organisms that reproduce
sexually.
Differentiation: Teacher will discuss
everything aloud for auditory learners. All
directions will also be written, read aloud,
and given to students. Specific student IEP’s
will be analyzed and followed in regards to
accommodations.
STEAM Connection: Microbiologist
Assessment: Formative through lab handout.