Lesson Plan Template

Teacher Candidate: ______Jordyn Danforth______________________

Date: __2/12/14___

School: ___Chateaugay Central School_ Subject: ___Science-Genetics___ Grade Level: __7th grade___

Unit/Lesson Title/Number: Genetics Heredity Quiz Day Context and Class Profile 1st Period- 5 IEPs, 16 students 2nd Period- 1 IEP, 15 students

Common Core Standards

Assessed: 2.1d In asexual reproduction, all the genes come from a single parent. Asexually produced offspring are genetically identical to the parent. 2.1e In sexual reproduction typically half of the genes come from each parent. Sexually produced offspring are not identical to either parent. 2.2a In all organisms, genetic traits are passed on from generation to generation. 4.1a Some organisms reproduce asexually. Other organisms reproduce sexually. Some organisms can reproduce both sexually and asexually.

Interdisciplinary Connections

Strongly connected to biology. 21st Century Skills

Lesson Objectives
Label : (Blooms Taxonomy)

1. Students will be able to categorize creatures that reproduce asexually and sexually. 2. Students will be able to define heredity.

Must be numbered

Acceptable Evidence
*Could be collected for accountability and/or auditing purposes.

1. Quiz 2. Quiz

Procedure Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

The teacher will announce that there will be a quiz, but first the students will be doing a little studying. The students will all be given a piece of paper with a question on it. They should crumple this piece of paper up and toss it into the center of the room. They will then be given a fresh piece of paper with room for 16(1st) or 15(2nd) questions on it. Each student will go to the center of the room and have the opportunity to pick one of the papers. They should read the question written there. The class will then answer these questions on the sheets provided.

Label: Bell Ringer Also may be called: set induction, anticipatory set, introduction/review, Do Now, Write Now, Silent Starter


Label: Transitions Label: visual, auditory, and kinesthetic Accommodations for learning modalities Label: Checks for Understanding: directions, procedures/routines, and/or content (formative) Ex. (CFU directions) Label: Evidence of Cognitive Student Engagement (CSE) Label: Closure

When the question has been answered, the student who picked it will have a chance to toss the question into the recycle bin. When all of the questions have been answered, the teacher will collect the sheets from the students. The quiz will be handed out and those who have test accommodations will be allowed to leave. When everyone has completed the quiz, they will have the opportunity to talk quietly until the teacher hands their quizzes back with grades. If time allows, the correct answers will be discussed.

Assessment/ Evaluation
Label formative or summative, describe purpose, and provide grading/feedback method.

1. Quiz (summative)-this will assess the students understanding of asexual and sexual reproduction. The students should have a firm grasp of what heredity is and should also be able to recall information from the previous quiz.

Technology
Describe type and purpose. Include a back-up plan.

Academic Language required for the lesson

Students will need to know the difference between asexual and sexual reproduction.

Accommodations, Student Supports, and/or Interactions with

Students with testing accommodations will be allowed to leave.

Co-Teachers and/or Support Staff

Resources/ Materials

Questions, answer sheets, quizzes

Time Required

1 class period, 38 minutes

Field Template
Lesson Objective (s): Agenda for Board: Student/Class Profile: Materials: Procedure: 1. Students will be able to categorize creatures that reproduce asexually and sexually. 2. Students will be able to define heredity. 1) Review activity 2) Quiz 1st Period- 5 IEPs, 16 students 2nd Period- 1 IEP, 15 students Questions, answer sheets, quizzes

Comments:
Back-up plan(s), areas that might cause confusion or misconceptions, anchor activities, etc.

Complete by:

_9_:_02 , _9 : 42

Include: cognitive engagement & formative assessment (s) Include possible adjustments if warranted by formative assessment Include key transitions Include grouping if any Key academic language

The teacher will announce that there will be a quiz, but first the students will be doing a little studying. The students will all be given a piece of paper with a question on it. They should crumple this piece of paper up and toss it into the center of the room. They will then be given a fresh piece of paper with room for 16(1 st) or 15(2nd) questions on it. Each student will go to the center of the room and have the opportunity to pick one of the papers. They should read the question written there. The class will then answer these questions on the sheets provided. When the question has been answered, the student who picked it will have a chance to toss the question into the recycle bin. When all of the questions have been answered, the teacher will collect the sheets from the students. The quiz will be handed out and those who have test accommodations will be allowed to leave. When everyone has completed the quiz, they will have the opportunity to talk quietly until the teacher hands their quizzes back with grades. If time allows, the correct answers will be discussed.