Beruflich Dokumente
Kultur Dokumente
Name
CWID
Amanda Durant
Class Title
Life Science
Subject Area
890916695
Lesson Title
Humans effects on Traits in
a population.
Life Science
Unit Title
Genetics
Grade Levels
7th
Total Minutes
55
CLASS DESCRIPTION
The class is diverse group of students with various backgrounds, there are about 30 students in each period. There are
a fair amount of Asian students, although other ethnic backgrounds are also present. The skills of the group vary
greatly. There are several special needs students who require one on one assistance. A few of the students are English
learners, who require additional help with reading and writing. In this class there are also students who are identified
as GATE and are very advanced.
STANDARDS AND LESSON OBJECTIVES
CCSS Math, CCSS ELA & Literacy History/Social
Studies, Science and Technical Subjects, NGSS, and
English Language Development Standards (ELD)
Content Standards
Part I: Interacting in Meaningful Ways
A. Collaborative
MS-LS4-5. Gather and synthesize information
1. Exchanging information and ideas with others through
about the technologies that have changed the way
oral collaborative discussions on a range of social and
humans influence the inheritance of desired traits
academic topics.
4. Adapting language choices to various contexts (based
in organisms. [Clarification Statement: Emphasis is
on task, purpose, audience, and text type)
on synthesizing information from reliable sources
B.
about the influence of humans on genetic outcomes in Interpretive
5. Listening actively to spoken English in a range of social
artificial selection (such as genetic modification,
and academic contexts
animal husbandry, gene therapy); and, on the impacts
B.
these technologies have on society as well as the
Expanding and Enriching Ideas
3. Using verbs and verb phrases
technologies leading to these scientific discoveries.]
4. Using nouns and noun phrases
5. Modifying to add details
Lesson Objective(s)
Evidence
Implementation
EL
PM
Feedback Strategy
After the video students
will discuss with a
partner and get
feedback. Then the
teacher gives feedback
during a class discussion.
It will allow them to add
to their answers and
verify correct answers.
As the students are
working the teacher will
go around to each group
and verify that they are
effectively examining the
article.
Students will have the
exit cards returned the
next day with teachers
comments and a grade.
understanding.
INSTRUCTION
Instructional Strategies
Bell Ringer (warm up activity)
Modeling and Think aloud
Exit Ticket
Lesson Introduction/Anticipatory Set
Time
Teacher Does
The teacher will instruct students to watch the video
very closely. After the video she will instruct students
to answer the bell ringer question, what effects have
humans had on different populations. Once the
students have written down an answer, she will
10
instruct them to pair with a partner and share what
they wrote, she will encourage them to modify and
add to their own answers. Then she will lead in a
class discussion making sure that each student has
the key steps written down.
Lesson Body
Time
Teacher Does
The teacher will briefly introduce the subject of the
article. She will encourage students to flip through
the article to examine titles, pictures, diagrams and
charts. She will ask students to share what they
think the big idea of the article is. She will then ask
the students to read the article independently and
see if their initial concept was correct.
The students will then work within their groups to
find characteristics that support the big idea. After
ten minutes of work time, the teacher will bring the
students back together to share characteristics with
their classmates.
40
Lesson Closure
Time
Teacher Does
The teacher will instruct the student to complete an
exit slip, where they will list 3 things they learned, 2
5
things that were interesting and 1 question they still
have.
Instructional Materials, Equipment, and Multimedia
Handouts:
Weekly bell ringer
Article
Exploring Text Organizer
information needs to be
examined again.
Grouping students
differently may
encourage them to learn
from each other as well
as the teacher.
Student Does
Student Does
Student Does
Students will complete the exit slip, and turn it in
before leaving class. This will help them summarize
what they understand and what questions they still
have.
Exit Slip
Co-Teaching Strategies
One teach, one assist
Team teaching
DIFFERENTIATION
English Learners
Striving Readers
Advanced Students