Name- Clair Gallant

Class- ELED 3221

Date- 11/11/2015
edTPA Indirect Instruction Lesson Plan Template
Genetics: Inherited Traits & Behaviors
_____________________________________________________________________________
Central Focus/Big Idea: Students will begin studying genetics and how they relate to inherited
traits and behaviors.
Subject of this lesson: Genetics- inherited traits and behaviors.
Grade Level: 5th
NC Essential Standard(s): 5.L.3.1 Explain why organisms differ from or are similar to their
parents based on the characteristics of the organism.
5. L.3.2 Give examples of likenesses that are inherited and some that are not.
Next Generation Science Standard(s):
3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well
each is likely to meet the criteria and constraints of the problem.
3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are
considered to identify aspects of a model or prototype that can be improved.
21st Century Skills:
Make Judgements and Decisions- Students will be analyzing the material given to determine the
correct answers in the assessment.
Communication and Collaboration- Students will be working in collaborative groups as they
complete their Strawberry DNA Extraction Experiment.
Academic Language Demand
Language Function: In the table below highlight the one most important language
function for your lesson. Explain why you chose this one.
Analyze
Interpret

Argue
Predict

Categorize
Question

Compare/contrast
Retell

Describe
Summarize

Explain

Scientific Vocabulary: Acquired trait, Behavior, Inherited behavior, Inherited trait, Population,
Trait, Genetics, DNA

Instructional Objective: Categorize- Students will be able to categorize inherited and acquired
traits. They will be able to distinguish or categorize learned behaviors from instinctual behaviors.

Students will be able to categorize at least 8 out of the 12 traits correctly in the evaluation part of
the lesson.

Prior Knowledge (student): Students have a general understanding that all living organisms are
made up of genes. Students have learned that these genes make up a living organisms DNA and
determine certain traits they have.
Content Knowledge (teacher): Teachers should know the difference between inherited and
acquired traits. Inherited traits are passed down to us by our parents in our genetics and our
DNA, acquired traits are traits a living organism is not born with, like a scar. The teacher will
need to know the difference between learned and inherit behaviors. Inherit behaviors are
instinctual behaviors a living organism is born with. Learned behaviors are characteristics and
ways of responding to situations that are acquired over time. Learning to ride a bike is an
example of this. The teacher should know that a living organisms genetic makeup or DNA
determines what traits and characteristics they have.
Accommodations for special needs: For ELL students, I would use pictures to help them
understand the key vocabulary words to ensure that they understand the content. For struggling
readers, I will help read aloud the questions in the assessment phase of the lesson.

Materials and Technology requirements: Smart board, Power Point, 24 copies of the
handout Genetics- Why do you look like you?, 6 copies of the handout My Inherited
Traits, 6 quart size resalable plastic bags, 1 large bag of frozen strawberries, 2 teaspoons
dish detergent (per 6 groups), 1 teaspoon table salt (per 6 groups), cup water (per6
groups), 12 plastic cups, 6 coffee filters, 1 large bottle of rubbing alcohol (groups will
take turns measuring from this, 6 wooden popsicle(craft) sticks, 6 teaspoon measuring
spoons, 6 cup measuring cups, 24 copies of the handout Inherited Human Traits: A
Quick Reference.

Total Estimated Time: 1 day

Source of lesson:
BrainPOP - Heredity - Movie. (n.d.). Retrieved November 12, 2015, from
https://www.brainpop.com/health/geneticsgrowthanddevelopment/heredity/
Stovall Shaw Fifth Grade. (2015). Retrieved November 12, 2015, from
https://gcs.haikulearning.com/leasc/fifth/cms_page/view/7812119
Stovall Shaw Fifth Grade. (2015). Retrieved November 12, 2015, from
https://gcs.haikulearning.com/leasc/fifth/cms_page/view/7812167
Stovall Shaw Fifth Grade. (2015). Retrieved November 12, 2015, from
https://gcs.haikulearning.com/leasc/fifth/cms_page/view/7877153
Suzy's World: Genetics. (n.d.). Retrieved November 12, 2015, from
http://www.suzy.co.nz/SuzysWorld/Factpage.asp?FactSheet=155

V., V. (2006). Extracting DNA from Strawberries. Retrieved November 12, 2015, from
http://www.education.com/science-fair/article/extract-dna-strawberries/
Safety considerations: Students will need to use caution when measuring the alcohol in the
experiment. The teacher will need to explain to the students not to drink the alcohol and to keep
it away from their faces and off of their hands.
Content and Strategies (Procedure)
Engage: The teacher will tell the students that we will be learning about genetics and inherited
traits and behaviors. To introduce this lesson the teacher will begin by playing a short video the
briefly describing our genes and how we inherit traits and learned behaviors. Show students the
BrainPOP video Heredity. Link to video:
https://www.brainpop.com/health/geneticsgrowthanddevelopment/heredity/. Tell students they
will be viewing the video twice. The first time they should listen and think about the content. The
second time the video is shown, the teacher will ask students to record any questions they think
of while watching the video. These should be questions of anything they do not understand, or
anything they would like to learn about Heredity or Genes. After the students have recorded
some questions, ask students to share what some of their questions were. The teacher will then,
briefly discuss video and ask these questions:

Did anyone notice anything they did not know before? (Possible Answer: Yes, our

genes make us look the way we do.)

Did anyone see anything in the video that they already knew something about?
(Possible Answer: Yes, my eyes are blue because of my DNA.)

A backup plan for the video, the teacher will read the handout Genetics- Why do you look like
you? This article will introduce the idea of genetics and how this relates to our characteristics
and traits. Link to handout: http://www.suzy.co.nz/SuzysWorld/Factpage.asp?FactSheet=155 . As
the teacher reads the handout with the class the students will need to answer any of the questions
they wrote down during the engage part of the lesson. The teacher will read the handout twice.
During the first reading the teacher will tell students to listen to the information in the handout
and pay attention to the pictures. The second time the teacher will read the handout and instruct
the students to write down any questions they have about the information in the handout to use in
the lesson later.
Explore: Provide one My Inherited Traits handout to each group of 4 students. Link to handout:
https://gcs.haikulearning.com/leasc/fifth/cms_page/view/7877153. Tell students to begin
discussing as a group who has these traits listed on the worksheet. Tell students they will quickly
test for all of these traits except for the PTC Tasting. As students are making note of the traits
they have and discussing with their groups the teacher will ask students:

Is there a trait an entire table has in common? If so, which one? (Possible Answer: We all have
brown eyes.)
Does anyone know if their family has any of the same traits as you do? Why do you think this
is? (Possible Answer: Everyone on my family is tall.)

Explanation: The teacher will ask students to share some of the questions they wrote down
during the engage part of the lesson. To provide more information about genetics and inherited
and acquired traits the teacher will give each student the handouts Inherited Human Traits: A
Quick Reference illustrating some of the traits the students investigated themselves for during the
Explore phase of the lesson. Link to handout:
https://gcs.haikulearning.com/leasc/fifth/cms_page/view/7877153. The teacher will discuss that
all of these traits, if someone has them, will be passed down from your parents genes. These
genes will be a part of the genetic makeup that create your individual DNA. This is why families
have certain traits in common that others may not. Next, the teacher will review a power point
containing further explanations about genetics and inherited traits and behaviors. Link to Power
Point (Double click on the image below):

The teacher will instruct students to answer the questions they recorded during the Engage phase
of the lesson during the presentation. Once the presentation is over the teacher will ask the
students to share some of their questions and if they determined the answers from the Power
Point. During the presentation the teacher will ask:

Why do you think related organisms have many of the same traits? (Possible Answer: Related
organisms share many of the same genes.)
What are some similar inherited traits someone can share that they see in their relatives?
(Possible Answer: Height, hair color, eye color)
What are some acquired traits and learned behaviors you have gained in your life so far?
(Possible Answer: Riding a bike, learning to read.)

A backup plan for the power point will be the teacher going through the students science
text book as a class. The teacher will lead a reading and discussion of their Genetics chapter
to help the students learn about the topic.
Elaborate: The teacher will tell the students they will be working in the same groups they did
during the Explore phase of the lesson. Each of these groups will be given the materials and

measuring devices for the Strawberry DNA Extraction Experiment. Each group will also be
given a handout that is a checklist to complete the experiment. This handout also gives the
groups a place to write their prediction of what will happen before they begin the experiment and
then a place to record their conclusion of what they noticed during the experiment and what their
results were. The groups will be given instructions for the procedures of the experiment through
the Power Point from the Explanation phase of the lesson. Each group will fill out the occupying
worksheet to help them keep track of the steps in the experiment. The groups will need to write a
few sentences describing their conclusion to the experiment. Once all groups have completed the
experiment and filled out the worksheet, the teacher will ask the groups to take turns sharing
what they expected to happen, then what actually did happen, and any other thoughts on the
activity with the class. As the students are conducting the experiment the teacher will walk
around and ask:

What are you thinking will happen to the strawberries when you add all of the ingredients?
(Possible Answer: The strawberries will change color)
What was your groups prediction of how the DNA will be extracted from the strawberries after
going through all of the procedures? (Possible Answer: The ingredients in the procedures will
change the shape of the strawberries, separating the DNA from the berry.)

Evaluate: The evaluation activity will be a formal assessment titled Inherited vs. Acquired
Traits Sorting Activity where students will be graded on sorting and categorizing Inherited and
Acquired Traits. Link to handout:
https://gcs.haikulearning.com/leasc/fifth/cms_page/view/7877153. To receive full credit students
must accurately place 8 out of the 12 traits. The students summative assessment will be the
sorting worksheet. The formal assessment will be a few sentences describing one of their
inherited traits and one of their acquired traits. As the students are working the teacher will go
around to the students working and ask the following questions:

How are you categorizing the acquired and inherited traits? (Possible Answers: I am

thinking about what traits I have from my family and what comes from me learning.)
How will you decide what acquired traits you will write about at the end of your
assessment? How about your inherited traits? (Possible Answer: I will think about a trait
I have physically and then I will think about something I like to do.)

To be completed after the lesson is taught as appropriate

Assessment Results of all objectives/skills:
Reflection on lesson:
CT signature/confirmation: _________________________________ Date: ________________
Scroll down to view Checklist Handout for Experiment and Evaluation Activity

Strawberry DNA Extraction Experiment Checklist

1. Make sure your group has all of the materials

2. Record your prediction of what you think the results of this
experiment will be. What do you think will happen to the
strawberries when all of the ingredients are added? What physical
changes do you think you will see in the strawberries? Describe
here:

3. Follow the procedures to complete the experiment on the Power

Point
4. What is your conclusion of the experiment? What happened to the
strawberries physical appearance that you could see? Is this what
you expected to happen? Describe here:

Inherited vs. Acquired Traits Sorting Activity

1. Fold your paper in half.

2. Label one side Inherited Traits and the other side
Acquired Traits
3. Write the definition for an inherited trait and an acquired
trait.
4. Then cut out the following traits, categorize them into
the correct side, glue them on.
5. Write in one other inherited trait and acquired trait not
listed already.
HAIR COLOR
HIBERNATION
PLAYING THE
PIANO
HUNTING FOR
FOOD

PEOPLE SWIMMING

EYE COLOR

READING

MIGRATING

FISH SWIMMING

ATHLETIC ABILITY

ABILITY TO PLAY
BASKETBALL

TONGUE ROLLING

Describe in words one of your inherited traits and one of

your acquired traits. Explain how you determined these.