Christopher Baker

EDU 202

May, 05, 2018

Artifact #3: Lesson Plan

The two INTASC standards I will be practicing are learner development and application of

content. Learner development means the teacher needs to show understanding of how

learners grow and develop, recognizing that patterns of learning and development vary

individually within and across the cognitive, linguistic, social, emotional, and physical areas, and

designs and implements developmentally appropriate and challenging learning experiences.

When practicing application of content the teacher needs to show understanding about how to

connect concepts and use differing perspectives to engage learners in critical thinking,

creativity, and collaborative problem solving related to authentic local and global issues. The

two Nevada common core standards in science for high school I have selected are HS-LS1-4 and

HS-LS3-2. HS-LS1-4 has teacher use a model to illustrate the role of cellular division (mitosis)

and differentiation in producing and maintaining complex organisms. This assessment does not

include specific gene control mechanisms or rote memorization of the steps of mitosis. HS-LS3-

2 has students make and defend a claim based on evidence that inheritable genetic variations

may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring

during replication, and/or (3) mutations caused by environmental factors. Emphasis is on using

data to support arguments for the way variation occurs. Assessment does not include the

phases of meiosis or the biochemical mechanism of specific steps in the process. Students will
be able to discuss how genes make one living thing different from another. Then students will

create an imaginary creature using genetic combinations and how their creature might have

evolved into existence. The lesson will start with an auditory and visual focus as the students

initially learn the concepts. While creating their own genetic combinations, the students will

primarily be engaged in kinesthetic learning.

There are little required materials. One would need a medium to present the information;

chalkboard, Smartboard, commuters, etc. Students will need paper for their notes and

assignments. Coloring pencils or crayons will allow students to create visual representations of

their creatures.

First, start the lesson by giving interesting and weird facts about genetics. Then explain what

genes are and how they are the building blocks of life. In the Mid-lesson phase, go in-depth

about how new genetic combinations are made through meiosis, how viable errors occurring

during replication, and possible mutations that can be caused by environmental factors. For the

guided practice, have the students draw and label their own gene and answer questions as a

class. During the independent learning phase, have the students get into groups of two or three

and create a creature and that creature’s genetic history. At the end of the activity, the groups

will present their creatures. During the exit slip, assign a take home quiz for each student to do

at home.
Resources:

Educational Psychology Interactive. (). Bloom’s Taxonomy. Retrieved from

http://www.fresnostate.edu/academics/oie/documents/assesments/Blooms%20Level.pdf

State of Nevada Department of Education. ().Nevada Academic Content Standards for Science.

Retrieved from

http://www.doe.nv.gov/Standards_Instructional_Support/Nevada_Academic_Standards/Scienc

e/

Developed by

CCSSO’s Interstate Teacher Assessment and Support Consortium (InTASC)

(April 2011). InTASC Model Core Teaching Standards: A Resource for State Dialogue Retrieved

from https://www.ccsso.org/sites/default/files/2017-

11/InTASC_Model_Core_Teaching_Standards_2011.pdf
 This is a simple lesson plan. This lesson covers what genes are, how they work, and how they

are represented in the world around us. This is important knowledge for understanding how life

works and why things are the way they are. This is vital knowledge in most science fields, and

can be useful in medical applications. The level of student engagement is fairly standard. The

students become more involved as they begin understanding the concepts. This lesson uses

multiple ways of teaching and assessing the students’ knowledge. Starting with the direct

instruction, then class activity, then small group activity, then individual assessment. Going to

smaller and smaller work groups allows weaker students to pair with students who have a

better grasp on the subject matter so that they can learn from one another. This is also a very

inexpensive lesson. This lesson takes little time to prepare and execute. The weaknesses of the

lesson plan are that it does not involve much kinetic learning, students may get through the

assignments with learning much with the help of others, and it can be a bit boring.