Student Name/

Clinical Supervisor

School/Roo
m Number

Andrea Willson
Ms. Vanderhoek

ECHS/910

Subject/Grade
Level/Number of
Students
Biology 1/9/22

Period(s)
Starting/Ending
Times
9:25 AM
10:20
AM

Date(s)

Lesson # /
of Total

4/4/2016

1/7

Lesson Plan Format

State/National Standards:
(CC/GPS, Written statements)

Essential
Question:
(Big Idea, goal)

SB2. Students will analyze how biological traits are passed on to successive
generations

Why do you look like your parents?

Instructional Objective(s):
SWBAT explore introductory genetics concepts
through the use of inquiry.
SWBAT compare and contrast entities based on
physical qualities.

Assessment for each objective:

Eggs-ploring inheritance patterns activity
Gallery walk

Academic Language Objective(s):

Inquire, compare and contrast, explore, identify

Key Vocabulary:
Allele, Trait, Character, Homozygous, Heterozygous,
Codominance, Incomplete dominance

DESCRIPTION AND PRESENTATION OF THE LESSON

Part I: Lesson Introduction/Anticipatory/Introductory Set
1. Students will be placed in groups of 3 based on the pre-assessment for the unit.
2. Students will be shown a picture of a purebred red bull and a picture of a purebred white cow.
3. Teacher will pass out the handout, Jims New Calf.
4. Teacher will introduce the story of Jim and his new calf to the students.
5. Students will think about the prompt, respond to the prompt, and then share their answer with their
group.
6. Each group will be called on to see what they think the calf will look like.
Part II: Developmental Activities
1. Students will be provided with 3 zip lock bags and a handout for each student.
For students who scored high on the pre-assessment:
Bag #1 contains 3 eggs.
o Egg #1 is blue and contains two blue beads.
o Egg #2 is blue and contains one blue bead and one yellow bead.
o Egg #3 is yellow and contains two yellow beads.
Bag #2 contains 3 eggs.
o Egg #1 is purple and contains two purple beads.
o Egg #2 is half purple and half pink and contains one purple bead and one pink bead.
o Egg #3 is pink and contains two pink beads.
Bag #3 contains 3 eggs.
o Egg #1 is red and contains two red beads.
o Egg #2 is orange and contains one yellow bead and one red bead.
o Egg #3 is yellow and contains two yellow beads.
For students who scored in the mid-range on the pre-assessment:
Bag #1 contains 3 eggs.
o Egg #1 is blue and contains two blue beads.
o Egg #2 is blue and contains one blue bead and one yellow bead.
o Egg #3 is yellow and contains two yellow beads.

Student Name/
Clinical Supervisor

School/Roo
m Number

Andrea Willson
Ms. Vanderhoek

ECHS/910

Subject/Grade
Level/Number of
Students
Biology 1/9/22

Period(s)
Starting/Ending
Times
9:25 AM
10:20
AM

Date(s)

Lesson # /
of Total

4/4/2016

1/7

Bag #2 contains 3 eggs.

o Egg #1 is purple and contains two purple beads.
o Egg #2 is half purple and half pink and contains one purple bead and one pink bead.
o Egg #3 is pink and contains two pink beads.
Bag #3 contains 3 eggs.
o Egg #1 is red and contains one red and one yellow bead.
o Egg #2 is red and contains one red and one yellow bead.
o Egg #3 is yellow and contains two yellow beads.
For students who scored lower on the pre-assessment:
Bag #1 contains 3 eggs.
o Egg #1 is blue and contains two blue beads.
o Egg #2 is blue and contains one blue bead and one yellow bead.
o Egg #3 is yellow and contains two yellow beads.
Bag #2 contains 3 eggs.
o Egg #1 is red and contains one red and one yellow bead.
o Egg #2 is red and contains one red and one yellow bead.
o Egg #3 is yellow and contains two yellow beads.
Bag #2 contains 3 eggs.
o Egg #1 is blue and contains two blue beads.
o Egg #2 is blue and contains one blue and one purple bead.
o Egg #3 is purple and contains two purple beads.
2. In their group of 3, students will analyze the contents of each bag by using the questions provided on
the handout, Eggs-ploring Inheritance Patterns.
3. Teacher will walk around the room to observe the students and probe them with questions if they are
having trouble. Questions for probing could be: What are the similarities between the beads and the color
of the egg?
Safety: There are no safety concerns for this activity.
Part III: Concluding Activities
1. Students will summarize their activity by making a chart on a large piece of paper to show the
similarities and differences between the three bags of eggs.
2. Teacher will provide a sample chart on the board but the students are allowed to choose how to
summarize the information, as long as they show the similarities and differences.
3. The paper will be posted on the wall and the students will walk around and, using a post it note, will
reflect on what their poster had that was similar or different.
4. Teacher will ask students what they think the egg color and beads represent. This will lead into an
introduction about genes, alleles, traits, and phenotypes.
References
Huffling, L. (2015). Eggs-ploring inheritance patterns. Borrowed from Dr. Huffling.
Huffling, L. (2015). Jims new calf. Modified from Dr. Huffling.
Teacher made PowerPoint.

Part IV: Reflection and Evaluation of Lesson AND Teacher Effectiveness

Student Name/
Clinical Supervisor

School/Roo
m Number

Andrea Willson
Ms. Vanderhoek

ECHS/910

Subject/Grade
Level/Number of
Students
Biology 1/9/22

Period(s)
Starting/Ending
Times
9:25 AM
10:20
AM

Date(s)

Lesson # /
of Total

4/4/2016

1/7

1. Briefly explain the central focus of the lesson and text(s) that will be utilized during the lesson.
The central focus of this lesson is for students to inquire about concepts of genetics before learning the
content vocabulary. This allows for students to make a personal connection to the material so they can
have an experience to connect future content vocabulary to.
2. Explain how you will relate the central focus of the unit (content/skills) to students prior academic
learning AND their lives outside of the classroom.
The inquiry based learning requires students to use their prior knowledge to compare and contrast the
plastic eggs and beads in order to answer the questions on the handout. Students are also using critical
thinking skills to answer the question about Jims new calf. The prompt about Jims new calf relates to the
students outside of the classroom because most students are familiar with cows, being that Effingham
County is a rural area.
3. Explain which curriculum theorists support your instructional choices as well as specific
explanation of learning activities.
Jean Piaget, a cognitivism theorist, supports my instructional choices for this inquiry based activity.
Students who raise questions about the content, while using their previous background knowledge, are
more likely to remember the content when given content specific vocabulary. Students will use critical
thinking skills to determine what Jims calf appearance will be through the use of justification. Students
will use prior knowledge and observation skills to determine the differences between the contents of the
eggs and how the color of the beads relate to the egg color.
4. Explain how students will utilize academic language for a specific purpose (function) during the
lesson. Include reference to the learning task that provides students with an opportunity to
practice this language function.
Students will inquire and identify while they complete the bell ringer and the Eggs-ploring inheritance
activity. Students will compare and contrast using a graphic organizer in the closure of the activity. The
students will list the similarities between all 3 bags of eggs and then the differences between the bags of
eggs. Students will have a chance to explore other students charts to see how they compared and
contrasted their eggs.
Are there additional language demands in the lesson? If so, please explain these demands and
how you will support students during the lesson.
Students will not know the content specific vocabulary before completing this lesson. Students will be
encouraged to use vocabulary that they already know. There are no incorrect responses to the questions.
We will debrief as a class at the end of the class and make connections to new content vocabulary.
5. Explain how the lesson is designed to meet various students learning needs. Address
modifications made for whole class instruction, accommodations made for students who need
different forms of instructional support (IEPs, ELLs) and how the lesson is differentiated for
various learners. Include reference to curriculum theorists that support your instructional choices
as well as specific explanation of learning activities.
This lesson is differentiated for high, middle, and low level learners. Students are grouped based on what
they made on the genetics pre-assessment. Students who scored high on the pre-assessment will be
challenged by comparing bags of eggs that have simple dominance, codominance, and incomplete

Student Name/
Clinical Supervisor

School/Roo
m Number

Andrea Willson
Ms. Vanderhoek

ECHS/910

Subject/Grade
Level/Number of
Students
Biology 1/9/22

Period(s)
Starting/Ending
Times
9:25 AM
10:20
AM

Date(s)

Lesson # /
of Total

4/4/2016

1/7

dominance. Students who scored in the mid-range will be challenged by having two bags of eggs that
have simple dominance and one bag of eggs that has incomplete dominance. Students who scored low
on the pre-assessment will have all 3 bags of eggs that are simple dominance. The students will be
placed in groups so they will have time to complete the assignment. If a student needs a word read aloud,
I will be actively observing and walking around the room to assist the students.