ECI 306 Science in the Elementary School

Signature Assignment
Dan Perry
Terry Hehr, Ph.D.
November 17, 2014

Table of Contents
Pages
Introduction

Scope and Sequence for First Grade

2-6

5E Sample Lesson Plan: Reproduction and Heredity

7-12

Reflection

13-14

Dan Perry
Hehr Monday 5:00 #12
Introduction
I chose to heredity for my lesson plan. Genetics has always been an interesting topic and
is usually taken for granted by students. I wanted the lesson plan to be as fun as possible by
allowing students to create their own genetic monster after reaching an understanding of why
people look the way we do. I have seen students work on this topic in the past and werent really
exposed to anything more than Gregor Mendells pea plants. Discussing how people have similar
traits to every other living thing is important so I would focus on the information that is pertains
to the students as individuals so everything else has meaning.

Scope and Sequence: Science 8th Grade

1st Cycle

Units
Unit 1:
Observations,
Questions,
And
Hypotheses
Observe, ask
questions,
And make
predictions.
Unit 2:
Scientific
Testing
(Investigating
and Modeling)
Participate in
planning and
conduction
investigations,
and recording
data.
Unit 3:
Analysis and
Conclusions
Organize and
analyze data;
compare to
predictions.

28 Days
Dates
August 5September 30
# of
Arizona Science Standards
Lessons
6
PO 1. Formulate questions based on observations that lead to the
Lessons development of a hypothesis. (See M08-S2C1-01)
PO 2. Use appropriate research information, not limited to a single
(45
source, to use in the development of a testable hypothesis. (See
minutes W08-S3C6-01, R08-S3C1-06, and R08-S3C2-03)
each)
PO 3. Generate a hypothesis that can be tested.

7
Lessons
(45-60
minutes
each)

4
Lessons
(45
minutes
each)

PO 1. Demonstrate safe behavior and appropriate procedures (e.g.,

use and care of technology, materials, organisms) in all science
inquiry.
PO 2. Design a controlled investigation to support or reject a
hypothesis.
PO 3. Conduct a controlled investigation to support or reject a
hypothesis.
PO 4. Perform measurements using appropriate scientific tools
(e.g., balances, microscopes, probes, micrometers).
PO 5. Keep a record of observations, notes, sketches, questions, and
ideas using tools such as written and/or computer logs. (See W08S3C2-01 and W08-S3C3-01)
PO 1. Analyze data obtained in a scientific investigation to identify
trends. (See M08-S2C1-08)
PO 2. Form a logical argument about a correlation between
variables or sequence of events (e.g., construct a cause-and-effect
chain that explains a sequence of events).
PO 3. Interpret data that show a variety of possible relationships
between two variables, including:
positive relationship
negative relationship
no relationship
PO 4. Formulate a future investigation based on the data collected.

Unit 4:
Communicatio
n
Communicate
results of
investigations.

2nd Cycle

Units
Unit 5:
History of
Science as a
Human
Endeavor
Identify
individual and
cultural
contributions to
scientific
knowledge

PO 5. Explain how evidence supports the validity and reliability of

a conclusion.
PO 6. Identify the potential investigational error that may occur
(e.g., flawed investigational design, inaccurate measurement,
computational errors, unethical reporting).
PO 7. Critique scientific reports from periodicals, television, or
other media.
PO 8. Formulate new questions based on the results of a previous
investigation.
4
PO 1. Communicate the results of an investigation.
Lessons PO 2. Choose an appropriate graphic representation for collected
data:
(45
line graph
minutes double bar graph
each)
stem and leaf plot
histogram (See M08-S2C1-03)
PO 3. Present analyses and conclusions in clear, concise formats.
(See W08-S3C6-02)
PO 4. Write clear, step-by-step instructions for conducting
investigations or operating equipment (without the use of personal
pronouns). (See W08-S3C3-01)
PO 5. Communicate the results and conclusion of the investigation.
(See W08-S3C6-02)
11 Days
Dates
October 13-October
30
# of
Arizona Science Standards
Lessons
8
PO 1. Identify how diverse people and/or cultures, past and present,
Lessons have made important contributions to scientific innovations (e.g.,
Watson and Crick [scientists], support Strand 4; Rosalind Franklin
(60
[scientist], supports Strand 4; Charles Darwin [scientist], supports
minutes Strand 4; George Washington Carver [scientist, inventor], supports
each)
Strand 4; Joseph Priestley [scientist], supports Strand 5; Sir Frances
Bacon [philosopher], supports Strand 5; Isaac Newton [scientist],
supports Strand 5). PO 2. Evaluate the effects of the following
major scientific milestones on society:
Mendelian Genetics
Newtons Laws
PO 3. Evaluate the impact of a major scientific development

occurring within the past decade.

PO 4. Evaluate career opportunities related to life and physical
sciences.
3rd Cycle

Units
Unit 6:
Nature of
Scientific
Knowledge
Understand how
science is a
process for
generating
knowledge.

4th Cycle

Units

5 Days
Dates
November 3November 7
# of
Arizona Science Standards
Lessons
4
PO 1. Apply the following scientific processes to other problem
Lessons solving or decision making situations:
observing
(45
questioning
minutes communicating
each)
comparing
measuring
classifying
predicting
organizing data
inferring
generating hypotheses
identifying variables
PO 2. Describe how scientific knowledge is subject to change as
new information and/or technology challenges prevailing theories.
PO 3. Defend the principle that accurate record keeping, openness,
and replication are essential for maintaining an investigators
credibility with other scientists and society.
PO 4. Explain why scientific claims may be questionable if based
on very small samples of data, biased samples, or samples for which
there was no control.
20 Days
Dates
November 10December 19
# of
Arizona Science Standards
Lessons

Unit 7:
Changes in
Environments
Describe the
interactions
between human
populations,
natural hazards,
and the
environment.

6
Lessons

Unit 8:
Science and
Technology in
Society
Understand the
impact of
technology.

4
Lessons

Unit 9:
Reproduction
and Heredity
Understand the
basic principles
of heredity.

5th Cycle

Units

(45-60
minutes
each)

PO 1. Analyze the risk factors associated with natural, human

induced, and/or biological hazards, including:
waste disposal of industrial chemicals
greenhouse gases
PO 2. Analyze possible solutions to address the environmental risks
associated with chemicals and biological systems.

PO 1. Propose viable methods of responding to an identified need

or problem.
PO 2. Compare solutions to best address an identified need or
(45
problem.
minutes PO 3. Design and construct a solution to an identified need or
each)
problem using simple classroom materials.
PO 4. Compare risks and benefits of the following technological
advances:
radiation treatments
genetic engineering (See Strand 4 Concept 2)
airbags (See Strand 5 Concept 2)
6
PO 1. Explain the purposes of cell division:
Lessons growth and repair
reproduction
(45-60
PO 2. Explain the basic principles of heredity using the human
minutes examples of:
each)
eye color
widows peak
blood type
PO 3. Distinguish between the nature of dominant and recessive
traits in humans.
10 Days
Dates
January 5-January
16
# of
Arizona Science Standards
Lessons

Unit 10:
Diversity,
Adaptation,
and Behavior
Identify
structural and
behavioral
adaptations.

5
Lessons

Unit 11:
Properties and
Changes of
Properties in
Matter
Understand
physical and
chemical
properties of
matter.

2
Lessons

(45
minutes
each)

(45
minutes
each)

PO 1. Explain how an organisms behavior allows it to survive in

an environment.
PO 2. Describe how an organism can maintain a stable internal
environment while living in a constantly changing external
environment.
PO 3. Determine characteristics of organisms that could change
over several generations.
PO 4. Compare the symbiotic and competitive relationships in
organisms within an ecosystem (e.g., lichen, mistletoe/tree,
clownfish/sea anemone, native/non-native species).
PO 5. Analyze the following behavioral cycles of organisms:
hibernation
migration
dormancy (plants)
PO 6. Describe the following factors that allow for the survival of
living organisms:
protective coloration
beak design seed dispersal pollination
PO 1. Identify different kinds of matter based on the following
physical properties:
states
density
boiling point
melting point
solubility
PO 2. Identify different kinds of matter based on the following
chemical properties:
reactivity
pH
oxidation (corrosion)
PO 3. Identify the following types of evidence that a chemical
reaction has occurred:
formation of a precipitate
generation of gas
color change
absorption or release of heat
PO 4. Classify matter in terms of elements, compounds, or
mixtures.
PO 5. Classify mixtures as being homogeneous or heterogeneous.
PO 6. Explain the systematic organization of the periodic table.
PO 7. Investigate how the transfer of energy can affect the physical

and chemical properties of matter.

6th Cycle

Units
Unit 12:
Motion and
Forces
Understand the
relationship
between force
and motion.

Teacher
Dan Perry

Days
Dates
January 20-March
27
# of
Arizona Science Standards
Lessons
15
PO 1. Demonstrate velocity as the rate of change of position over
Lessons time.
PO 2. Identify the conditions under which an object will continue in
(45
its state of motion (Newtons 1st Law of Motion). PO 3. Describe
minutes how the acceleration of a body is dependent on its mass and the net
each)
applied force (Newtons 2nd Law of Motion).
PO 4. Describe forces as interactions between bodies (Newtons 3rd
Law of Motion).
PO 5. Create a graph devised from measurements of moving
objects and their interactions, including:
position-time graphs
velocity-time graphs

Signature Assignment: 5E Inquiry Lesson Plan

Specific Science &
Topic:
Life Science
Reproduction and
Heredity

Grade Level: 8th

grade

Dominant and
Recessive Traits
Total Anticipated Time:
45-50 minutes (one class
period)
Standard(s) (code and entire standard(s) written out):
SC08S1C101:
SC08S4C202:
SC08S4C203 :
Strand 1:Inquiry Process
Concept 1: Observations, Questions, and Hypothesis
PO 1. Formulate questions based on observations that lead to development of a hypothesis
direct observation, and/or observations made by others (e.g., research)
Strand 4- Life Science
Concept 2- Reproduction and HeredityPO 2. Explain the basic principles of heredity using
the human examples of:
eye color
widows peak
blood type
PO 3. Distinguish between the nature of dominant and recessive traits in humans.
Objective (Explicit & Measurable Evidence of Mastery )
SWBAT Students will be able to:
SWBAT: define dominant and recessive traits and give one example of each on an exit ticket
Summary of Connections Across Curriculum: ACCRS Standards:
8.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing
what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop
the topic with relevant, wellchosen facts, definitions, concrete details, quotations, or other information and
examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among
ideas and concepts. d. Use precise language and domainspecific vocabulary to inform about or explain the
topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from
and supports the information or explanation presented.
8.RI.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular
sentences in developing and refining a key concept.
68.RST.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text
distinct from prior knowledge or opinions.
Sub-objectives, SWBAT (steps that lead to completion of objective; sequence from simple to more
complex)
SWAT, Students Will Be Able To:

SWBAT: Read about dominant and recessive traits.

SWBAT: Briefly research and write simple reports on dominant and recessive traits.
SWBAT: Present their student-made trait chart.
SWBAT: Practice asking questions.
SWBAT: Practice reading fluency.
SWBAT: Practice decoding skills.
SWBAT: Practice identifying main idea from functional text.
SWBAT identify the key ideas of their text and provide an accurate summary for an expository text or
sequencing summary for a functional text.
Lesson Summary and Justification (summary gives general description about what students are doing
Justification why is this lesson being taught):
Students need to learn about traits to better understand why they look the way they do and to predict what
the future children will look.
Students will be exposed to different dominant and recessive genes that occur in humans. Students will read
about dominant and recessive traits, heredity and genetics and identify the meaning of terms related to these.
Students will distinguish between the nature of dominant and recessive traits in humans. Every student will
have the opportunity to write, read, listen and speak on multiple occasions.
Background Knowledge (What do students need to know to complete this lesson):
Students have been previously introduced to Gregor Mendell and his work on genetics and cell production
and have explored different types of dominant and recessive traits.
Misconception (what possible misleading thoughts might students have?):
1. Everyone has the same traits
2. Its impossible to have traits that their parents do not
Inquiry Questions (IQ) (testable in the here and now):
1. (to explore) What kind of traits do you have that you werent aware were actually traits?
2. (to elaborate) What if your parents both had a trait that you didnt. How is this possible?
Key vocabulary (list and define):
Materials (list item and possible quantity):
1. Dominant - the one of a pair of alternative alleles
1. Genetic Trait Chart
that masks the effect of the other when both are present 2. Manipulatives to use on chart
in the same cell or organism.
3. Heredity text
2. Recessive - that one of a pair of alternative alleles
4. Family pictures
whose effect is masked by the activity of the second
5. Colored pencils
when both are present in the same cell or organism.
6. Mirror
3. Trait - a distinguishing characteristic or quality,
7. White boards
especially of one's personal nature:
8. Paper and pencils for class of 30 plus
4. Heredity - the transmission of genetic characters
9. Magazines marked with traits
from parents to offspring: it is dependent upon the
segregation and recombination of genes during meiosis
and fertilization and results in the genesis of a new
individual similar to others of its kind but exhibiting
certain variations resulting from the particular mix of
genes and their interactions with the environment.
5. Genetics - the science of heredity, dealing with
resemblances and differences of related organisms

resulting from the interaction of their genes and the

environment.
Engage (5 minutes ) - In this section you should activate prior knowledge, hook student attention, pose
a question (IQ#1) based on your lesson objective that students will seek to answer in Explore.
Teacher Will:
Students Will:
Teacher will introduce a family portrait and identify
Students will make observations and see if they
specific traits to students and will be later asked to
can find similar traits between the teacher and
research their own traits.
family members. Students will later be asked to
find traits of their own.
Explore (10 minutes ) In this section students should take the lead and actively use materials to
discover information that will help them answer the question posed in Engage. Teachers may choose to
give steps to follow, especially for younger or special needs students, but the goal is for students to
discover some or all of the sub-objectives of the lesson.
Teacher Will:
Students Will (list all steps):
Teacher will pass out magazines (marked with traits)
The students will look at pictures of people in
and mirrors and instruct the students to find and
magazines and will look in the mirror. Students in
identify as many of the traits possible. Teacher will
small groups will list all of the traits they have
provide time to think and respond.
discovered. They will either draw a trait or will
Teacher will discuss the safety and behavioral
write it down on their white boards (i.e. widows
expectations with the use of the mirrors being handed
peak, rolled tongue, etc). After the students have
out.
had time to discuss with each other, we will come
together as a whole group and create a poster
together that reflects the classrooms knowledge
on dominant and recessive traits and see if they are
all identified.
Differentiation Strategy: Teacher will walk through and point out correct traits to individuals and ask for
clarification.
Explain (15 minutes ) In this section students share what they discovered, teacher connects student
discoveries to correct content terms/explanations, students articulate/demonstrate a clear and correct
understanding of the lesson sub-objectives by answering the question from Engage before moving on.
Teacher Will:
Students Will:
Teacher will explain heredity and traits in more depth
Students will work in small groups to create their
and show definitions from the text. Teacher will then
own personal traits chart (attached at the
ask a series of follow up questions to the results that
bottom). Class will discuss this as a whole group
the students have found
afterwards and the students will be able to present
1) What color are your eyes? (Dark eyes-dominant,
their chart.
blue, grey, hazel, green-recessive)
2) What color hair do you have? (Dark hair-dominant)
Students will respond with a thums up/thumbs
3) Do you have curly or straight hair? (Curlydown signal when checking for understanding,
Dominant)
directions, and more time.
4) Do you have freckles? (Freckles-dominant)
5) Are your ear lobes attached? (Free flowingStudents will be given thumbs up praise as they
dominant)
work through the identification process.
6) Do you have dimples or a dent in your chin?
(Dimples and no clef-dominant)

7) Can you curl your tongue? (Curling tonguedominant)

8) Do you have a widows peak? (Widows Peakdominant)
9) What shape is your face? (Oval-dominant)
Differentiation Strategy: Pair individuals that are differently abled in groups with higher fuctioning
individuals that would presumably master these questions.
Elaborate (10 minutes ) In this section students take the basic learning gained from Explore and
clarified in Explain and apply it to a new circumstance or explore a particular aspect of this learning
at a deeper level. Students should be using higher order thinking in this stage. A common practice in
this section is to ask a What If?
Teacher Will:
Students Will:
Instruct students to draw and illustrate, with color, their Construct their own entity with labeled dominant
own version of an animal, monster, or alien. They will
and recessive traits and when finished, be grouped
be instructed to label at least 6 dominant and recesive
up with a partner. Students will then draw and
traits. Teacher will be paired with a partner and each
color a new monster using the dominant and
student will have to draw a new entity based on the
recesive traits of their own monsters. Students will
dominant and recesive traits of their partners.
present their new animal, monster, or alien, to the
What if your monster was crossed with another?
class and explain how the new developments
occurred.
Teacher will be asking questions throughout the lesson
and prompting students to give thumbs up/thumbs
Students will respond with thumbs up/thumbs
down for understanding.
down when asked questions.
Differentiation Strategy: For individuals that may have problems with drawing and coloring, teacher can
sketch a quick randomized monster for them to use and they can choose which is dominant and recessive.
Evaluate (5 minutes )In this section every student demonstrates mastery of the lesson objective
(though perhaps not mastery of the elaborate content). Because this also serves as a closing, students
should also have a chance to summarize the big concepts they learned outside of the assessment.
Teacher Will:
Students Will:
Informally use the trait chart, and the crossing of the Students will write out the definition and give one
students animal, monster, and alien. Teacher will
example of a dominant and recessive trait.
give ticket out the door.
Summative assessment given at a later date.
Closure (revisit objective, IQs and make real world connections):
Ideally if the other Science teachers are doing the same lesson, a comparison can be made when all data is
collected. A bar graph can be made to the number of all dominant and recessive traits from all students.

My Traits
Dominant
Tongue rolling

Present?

Recessive
Not rolling

Present?

Longer 2nd toe

Straight thumb
Dimples
Widows peak
Free ear lobes
Brown eyes
Freckles
Broad lips
Double jointedness
Dark hair
Curly hair
Cleft in chin
Broad eyebrows
Separate eyebrows
Long eyelashes

2nd toe shorter

Curved thumb
No dimples
No widows peak
Attached ear lobes
Green, hazel, blue
No freckles
Thin lips
Normal joints
Blonde, light, red hair
Straight hair
No cleft in chin
Slender eyebrows
Joined eyebrows
Short eyelashes

References
http://learn.genetics.utah.edu/

Dan Perry
Hehr Monday 5:00 #12
Reflection
Teaching is a very complex profession. Any individual planning on embarking on the
journey of being a teacher must be willing to serve. The teaching profession, as it exists in the
21st century, is one of the most underrated professions to obtain and instead, should be one of the
most revered. I will strive to make a difference in every individual I teach until the day I am
forced to retire.
The signature assignment was interesting in the ways that the 5E lesson plan was closely
followed. I have been exposed to the 5E method in a few of the classes Ive worked in, but
creating one myself was interesting and informative. I find the 5E lesson plans more productive
than traditional lesson plans. Having specific methods of explaining and elaborating included,
the lesson becomes more meaningful and informative.
Creating the scope and sequence seemed to be quite easy as the information is readily
available for teachers to follow. I can see that having the knowledge of creating one from start to
finish could be a viable strategy for creating something similar with unit planning within a
specific department. The scope and sequence could also be modified for special education or any
other program needs.
The InTASC standards provided in class appear to be a valuable guide for being an
effective educator. Each standard appears to address every area that our cohort has been
presented through our various classes. Development, differences, environments, knowledge,
content, assessments, planning, strategies, ethics, leadership and collaboration are all detailed
and laid out as a guide for educators.

Professional development is a valuable method to continuing education, being exposed to

new methodologies, and great ways to gather information for adding to curriculum teachings.
The professional developments I encountered were extremely interesting. My favorite PD
focused on plastics residing in our fresh water that cant be filtered out. I met with the presenter
after the lecture and exchanged information to keep up to date with the results of the continuing
study they had started with National Geographic.