Mini Lesson 4 Plan EDU 536 (Based on SIOP Model)

Lesson Plan Title: Heredity: Inheritance and Variation of Traits

Attribute Charting
Name: Lucero Castillo Date: 2/25/2019 Grade Level: 7th

ELD Objectives: ELA Language Standards for Grade Level

After this mini lesson on Heredity: inheritance and variation of traits, ELL
th
students from grade 7 will be able to use their listening skills to interpret
and analyze data to identify visible traits among their peers using English
language to determine whether they have dominant or recessive traits
with 90% of accuracy.
ELD Language Objective:
ELL students will listen actively their peers to determine the type of traits
that each of them possess in English using gestures, visuals, and
demonstrations within an academic context. Students will use precise
vocabulary to identify dominant and recessive traits.
ELD Content Objective:
th
ELL 8 grade students will write and verbally explain the prevalence of
traits using an attribute chart applying vocabulary context.
Cog. Taxonomy/DOK Levels
Level 1: Identify, recognize
Level 2: Organize, interpret, relate, make observations
Level 3: Explain phenomena in terms of concepts, compare, construct
Level 4: Connect, create, apply concepts
RST.6–8.1 Cite specific textual evidence to support analysis of science
and technical texts.
RST.6–8.4 Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific scientific
or technical context relevant to grades 6–8 texts and topics.
RST.6–8.7 Integrate quantitative or technical information expressed in
words in a text with a version of that information expressed visually (e.g.,
in a flowchart, diagram, model, graph, or table).
W.8.2 Write informative/explanatory texts to examine a topic and convey
ideas, concepts, and information through the selection, organization, and
analysis of relevant content.
W.8.2.D Use precise language and domain-specific vocabulary to inform
about or explain the topic.
SL.8.2 Analyze the purpose of information presented in diverse media
and formats (e.g., visually, quantitatively, orally) and evaluate the
motives (e.g., social, commercial, political) behind its presentation.
SL.8.5 Integrate multimedia components and visual displays in
presentations to clarify claims and findings and emphasize salient points
NGSS Content Standards for Grade Level
MS-LS3-2. Develop and use a model to describe why asexual
reproduction results in offspring with identical genetic information and
sexual reproduction results in offspring with genetic variation.
ELD Standards (2014) that apply
Collaborative
1. Exchanging information and ideas with others through oral
collaborative discussions on a range of social and academic topics
Interpretive
5. Listening actively to spoken English in a range of social and academic
contexts.
Productive
9. Expressing information and ideas in formal oral presentations on
academic topics
10. Writing literary and informational texts to present, describe, and
explain ideas and information, using appropriate technology.
12. Selecting and applying varied and precise vocabulary and other
language resources to effectively convey ideas

Materials Key Academic Vocabulary Research Based Learning Strategies (provide

- Traits’ chart  Trait: a genetically determined text chapters/reference)
- Paper characteristic.  Read-aloud plus (50 Strategies pp.
-Pencils  Dominant allele: an allele that 240)
- Laptop produces the same phenotype  Theory Base of Instruction
whether its paired allele is identical or o Provide Comprehensible
different Input
o Increase Verbal Interaction
 Recessive: an allele that produces its
o Contextualize Language
characteristic phenotype only when its
o Reduce Anxiety
paired allele is identical.
o Provide Active Involvement
Opportunities
 Tapping into Prior Knowledge (SDAIE)
 Contextualize the Lesson Group
Discussion, Hands on Activities
(SDAIE)
 Student to Student Interaction
(SDAIE)
Pre-Assessment: How will you determine prior
knowledge?
Students write and answer the question “How
do you think that human traits are represented
in our bodies?” They will have multiple choice
answers and they will have to complement their
response by giving an example.
Motivation Strategy: How will you catch attention of
students and focus their minds on the learning goals?
Teacher will present a video that shows how
traits are present in our bodies and how we can
know whether those traits come from the
mother or the father. In addition, students will
identify multiple traits in their own bodies and
they will compare their data with their
classmates.
Real World Connection: How are learning goals
relevant to students’ lives?
Students will be able to interpret and
analyze data about human traits to
determine if their alleles are dominant
and recessive. This information can be use
to determine where are their genes
coming from and how much alike they are
to their siblings and what type of traits
their future children could have.

All strategies will be research based and from one of the texts. Please
provide reference for each.
Teacher: Presentation/ Learning Activities (Strategy Steps)
1. Teacher will ask the question “How do you think that human
traits are represented in our bodies?” multiple choice answers
will be given and students will complement with an example.
Students will read aloud their responses.
2. Teacher will present a video
https://www.youtube.com/watch?v=mnSkz8s-b44 students
will actively listen to the information to learn and identify
dominant and recessive traits.
3. Teacher chose the chart about dominant and recessive alleles.
Teacher will provide a table that determines whether the trait
is dominant or recessive.
https://docs.google.com/document/d/12iAlDEge4tJ8JleCnia3p
afpYIDP0z-S3pe6dhCY4Z8/edit?usp=sharing
4. Teacher will discuss the attribute with the students. Provide an
example using the teacher’s traits.
5. Teacher will allow the students to explore the materials so they
can become familiarized with the table.
6. Teacher will provide the attribute chart about variation of traits
and will use the charted material to discover their personal
alleles.
7. Teacher will indicate students to compare their responses and
ask each other for their personal traits. (Repeat with 2 more
students).
8. Students will verbally conclude what traits were more common
among their peers interpreting and analyzing the chart.
Collaborative (engagement with others)
1. Collaborative discussion in pairs and groups.
Interpretative (comprehension and analysis of written and spoken
texts)
1. Students will identify and analyze visual human traits to
determine if a trait is dominant or recessive.
2. Students will use the ‘Dominant and recessive human traits’
table to interpret the results.
Productive (creation of oral presentations and written texts)
1. Students will complete an attribute chart to determine
whether an allele is dominant or recessive.
2. Each student will present their most common trait to the class.
Students: Practice and Application
Note meaningful activities, interaction, strategies, practice and
application, feedback in each of the three areas below.
1. Students will answer “How do you think human traits
represented in our bodies” using multiple choice and providing
an example. Students will read aloud their responses.
2. Students will actively listen to a video about dominant and
recessive traits.
3. Students will analyze the explanation of the teacher with
examples on her personal traits.
4. Students will explore the dominant and recessive human traits
chart.
5. Students will identify their personal traits and they will record
the information in the attribute chart.
6. Students will collaborate with three students to identify their
dominant or recessive traits.
7. Students will present their most common trait to the class using
the chart.
Collaborative (engagement with others)
1. Students will work together to identify dominant and
recessive traits with each other.
Interpretative (comprehension and analysis of written and spoken
texts)
1. Comprehend Visual and Writing Skills- Students will interpret
and analyze data in the attribute chart to identify dominant and
recessive traits.
2. Interpret information using in the video and the dominant
and recessive human traits table to determine different alleles
among their peers.
Productive (creation of oral presentations and written texts)
Students will complete their attribute chart and share their most
common traits to the class.

Review and Assessment: What specific assessment tools are being used? Student Reflection: How will you provide for student reflection on
Whole-Group Assessment (Informal): learning?
Teacher will observe and listen to the students’ multiple choice answer Students will have the opportunity to verbally share with their
and examples about variation of traits. As well as to observe students teacher and classmates about what they have learned during this
interaction when gathering information from each other. activity. For example, what was the most common trait that they
Individual Assessment (Formal): identified? As well as to observe their personal traits.
Students will complete an attribute chart that will be grade in
organization, following directions, understanding, and effort. Students
will be assessed on their ability to follow verbal explanations and physical
traits from the peers. In addition, students will be provided with a rubric
for their final product.
Teacher Reflection
What do you anticipate to be a problem for specific students?
 ELD Objective
Students could have difficulty communicating with peers and
answering questions. Also, students might struggle with
pronunciation of the key words which could lead to fear of
presenting their conclusion to the class due to the anxiety
develop while using English.
 Content Objective
Students might struggle to interpret the ‘dominant and recessive
human traits’ table to complete their attribute chart.
Attach copy of student work
Personalized help will be provided by the teacher while students
interact with each other. Also, the students will have the opportunity
to use the words in the attribute chart and ‘dominant and recessive
human traits’ table.
Extension:
Based on data/evidence, what are the next steps for future lessons?
Provide evidence for your answer.
After students verbally share what they have learned throughout this
activity, I will reflect on the responses by answering the following
questions:
1. How did this lesson help students’ language development?
2. How did this lesson’s demonstration support students’ confidence to
learn the content?
3. What strategy/strategies helped them? Why?
4. What did they learn from this lesson?
5. What did they learn from other students’ presentations?
6. Was the attribute chart helpful for students to accomplish the given
task?
7. Was more language support needed?
Modifications will be made if needed (vocabulary, etc.) in order to meet
the needs of each student.

Growth Mindset Reflection- (completed after the lesson)

What theory or theorists would most strongly support use of this strategy?

One theory that most likely supports this lesson is the Conversation Theory which states that people learn to speak in a new language by
participating in conversations. In this lesson, the students have the opportunity to engage in conversations to identify dominant and recessive
traits. The most they verbally interact with each other the easier it will become for them to speak the new language without developing a high
level of anxiety.

Also, the cognitive learning theory by Barry McLaghlin and Ellen Bialystok called information processing is concerned with the way in which
learners gain automatic control of the language and emphasizes the role of attention in the process. At first learners need to pay close attention
so they remember vocabulary words and apply it correctly to the grammatical rules. In this lesson students listen to each other’s answers about
human traits and they will actively listen to a video to determine what are dominant and recessive traits and based on this acquired information
students will need to interact with each other to complete the attribute chart applying the words previously learned.