Académique Documents
Professionnel Documents
Culture Documents
Lesson Title/#:Heredity
Grade Level: 7th Grade
Content Standard
What standard(s) are most
relevant to the learning
goals?
Student Learning
Goal(s)/ Objective(s)
Skills/procedures
What are the specific
learning goal(s) for student
in this lesson?
What is heredity?
How can we predict what traits will be passed from one generation to another?
S7L3. Students will recognize how biological traits are passed on to successive generations.
a. Explain the role of genes and chromosomes in the process of inheriting a specific trait.
b. Recognize that selective breeding can produce plants or animals with desired traits
Students will be able to explain the relationship between traits and heredity, the difference
between dominant and recessive traits, and how genes and alleles are related to genotype and
phenotype.
Students will be able to describe the experiments of Gregor Mendel.
Concepts and
reasoning/problem
solving/thinking/strategie
s2
What are the specific
learning goal(s) for students
in this lesson?
Students will be able to, with 90% accuracy, apply the concepts of inheritance of traits,
including Mendels Laws, Punnet Squares, meiosis, and pedigrees to determine the
characteristics of an offspring.
Prior Academic
Knowledge and
Conceptions
The lesson plan template is intended to be used as a formative process prior to a candidates submission of edTPA materials. It is intended to prepare candidates to articulate
their thinking and justification for plans when responding to the Planning Task commentary prompts
Common Errors,
Developmental
Approximations,
Misconceptions,
Partial
Understandings, or
Misunderstandings
What are common errors or
misunderstandings of
students related to the
central focus of this lesson?
Explain the lesson, in detail, to where the student(s) are able to understand the concepts.
Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch
__________
5 to 10 minutes
Minutes
Students will start with a Do Now that will be on the projection screen. They will answer the following
questions: What do you think traits are?
What is the eye color of your parents?
Are your parents tall or short?
Is long hair dominant on either side of your family tree?
Then engage with their peers and see what answers they have come up with.
Instruction
__________
20 to 30 minutes
Minutes
Students will take notes from the PowerPoint presentation on heredity. They will also see the
information again in a mini video clip to reassure the knowledge they received from the lesson.
I will bring up topics they should know and ask questions that will lead up to different points in the
lesson. For instance, Cells are the _____________ or Why are cells important.
I will keep asking questions to see if students are grasping the lesson. I will provide an outline, where
they will have to fill in words or important details of the lesson.
I will let students pick traits for an organism and together as a class we will figure out what
characteristics would their offspring have. We will do a couple of examples.
Before breaking off into individual practice I will ask students the following questions:
What are dominant and recessive traits and how are they expressed?
What did Gregor Mendels experiment conclude?
What is the genotype and phenotype of a particular organism?
Structured
Practice and
Application
__________
Minutes
How will you give
students the
opportunity to
practice so you
can provide
feedback?
25 minutes
Students will be given a genetics worksheet that will have questions and problems that were covered in
lesson. I will let students work in groups of 2 to complete the worksheet. I will walk around the class
room and answer any questions the students have about the assignment.
Closure
__________
Minutes
How will you end
the lesson?
10 minutes
Review what was taught in class and I will ask the students to turn in genetics worksheet as their exit
ticket.
Differentiatio
n/ Planned
Support
Whole Class:
Individual students:
Student
Interactions
What Ifs
What might not
go as planned
and how can you
be ready to make
adjustment?
Theoretical
Principles
and/or
Research
Based Best
Practices
Why are the
learning tasks for
this lesson
appropriate for
your students?
Materials
What materials
does the teacher
need for this
lesson?
What materials
do the students
need for this
lesson?
Assessments:
Describe the tools/procedures that will be used in this lesson to monitor students learning of the lesson objective(s). Attach a copy of the assessment and
the evaluation criteria/rubric in the resources section at the end of the lesson plan.
Type of
assessment
(Informal or
Formal)
Description of
assessment
Analyzing Teaching
What
worked?
What didnt?
For whom?
Adjustments
What
instructional
changes do you
need to make as
you prepare for
the lesson
tomorrow?
Proposed
Changes.
Whole class:
If you could
teach this lesson
again to this
group of students
what changes
would you make
to your
instruction?
Groups of students:
Justification
Individual students:
Resources:
Attach each assessment and associated evaluation criteria/rubric.