Claflin University School of

Education
EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model ML and Secondary

Name: Raymone Rogers Date: 03/14/17

PART I: PLANNING
DNA: Baby Lab
Title of Lesson
Original Idea

Source
Science
Subject Area (s)
7th Grade
Grade Level

Curriculum Standards 7.L.4A.1 Obtain and communicate information about the relationship between
genes and chromosomes to construct explanations of their relationship to
inherited characteristics.

At this age, students know about birth and the birthing process.
Description and However, they may not fully know about how their bodies became
Background Information the way they are as far as physical features are concerned.
Doing this lab will give them insight on why they look the way
they look due to the DNA of their parents. In this case, its all up
to the flip of a coin to decide their babys fate.
The students will be able to determine how the outcome of an
Lesson Objectives offspring will be shown based on genotypes utilizing a coin with
at least 90% accuracy.

Varying Objectives for
Individuals Needs
(Differentiated Instruction-content;
Process; Product; or Environment)
If students are not grasping the concept, I can make the lesson
relate to them by asking them about features they have. I will
then ask which parent they believe gave them that physical trait
(phenotype).
Students can use their artistic minds to color the baby once all of
the features have been chosen by the coin flip.

The purpose of this lesson is to relay knowledge to students on genotypes and

Statement of Purpose phenotypes as they relate to the creation of the babys features with their elbow
partner.
Paper

Revised Fall 2013

 Pencil
Materials and Resources Lab Worksheet
Penny
Colored Pencils

Anticipatory Set What is your weirdest trait that you have?

Part II: IMPLEMENTATION

What are genotypes and phenotypes?

Pre-assessment

The teacher will continue the conversation about genotypes and phenotypes
Teacher Modeling or after students have given their answer. I will relate the two types into the lab
Demonstration and discuss lab instructions.

After hearing instructions, I will demonstrate how to properly flip the coin. I will
Guided Practice distinguish which side represents which genotype (Heads=Dominant or
tails=recessive). After discovering genotype, I will model the example by
drawing indicated phenotype on the board.
The teacher will facilitate as the students work through the problems. I will
Checking for randomly ask partner groups the outcomes of the coin flips and I want them to
Understanding tell me which genotypes are dominant and which genotypes are recessive.

The students will complete a Lab worksheet depicting the

outcome of the babys features with their partner.
Independent Practice
Name two phenotypes and specify which one is dominant and which one is
Closure recessive. Then I will flip the coin twice and the class has to tell me the
phenotype once genotype is chosen.

The students will complete the Baby Lab

Assessment
(Give a description and attach
to lesson plan)
Go home, examine your features, and come up with opinions as to which parent
Extension Activities you think gave you your features.

No technology was needed for this engaging activity.

Technology

PART III: REFLECTION

Revised Fall 2013

 The lesson as a whole was a strength to me. Students were actively
engaged in the lesson and even though it was a penny, students love
Strengths money. Also, some creative minds were shown as some of the baby
pictures are a work of art.
Only about one or two students got carried away with the flipping. That
may be the only weakness of the lesson.
Weaknesses

Suggestions for Next time instead of having each partner group keep their paper the
Improvement entire time, I will instruct the partner students to pass their papers after
the first physical feature has been placed on the baby. This could be
interesting because they will not know what to expect once the paper gets
back to them.
Revised 6-2013

THE CLAFLIN IMPERATIVE:

PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Revised Fall 2013


Candidate____________________________________ Title of Lesson ________________________________________________ Date: ________________
Target
(5 Points)
The candidate includes all
INTRODUCTION introductory components
(Title, Source, Subject and all components are
Area, Grade Level) appropriate to the lesson
The candidate identifies all
CURRICULUM appropriate standards for
STANDARDS the lesson.
DESCRIPTION AND The candidate describes
BACKGROUND the lessons activities and
INFORMATION content in a detailed
manner.
The candidate includes
LESSON concise, clearly written,
OBJECTIVES measurable performance
objectives for all
standards
Revised Fall 2013
CLAFLIN UNIVERSITY
SCHOOL OF EDUCATION
REFLECTIVE LESSON PLAN MODEL RUBRIC
Highly Acceptable Acceptable Moderately Unacceptable
(4 Points) (3 Points) Acceptable (1 Point) Score
(2 Points)
The candidate includes The candidate includes The candidate includes The candidate fails to
most introductory some introductory only one introductory include the
components that are components that are component that is Introductory
appropriate to the lesson appropriate to the appropriate to the components
lesson lesson
The candidate identifies The candidate identifies The candidate lists The candidate fails to
some of the standards that some appropriate standards, but identify curriculum
are appropriate for the standards and some standards are standards.
lesson. inappropriate standards inappropriate for the
for the lesson. lesson.
The candidate describes The candidate identifies The candidate The candidate fails to
the lessons activities and the lessons activities identifies the lessons identify the lessons
content in a manner that and content but fails to activities or the activities and content
provides a clear overview provide a clear lessons content
of the lesson overview of the lesson
The candidate includes The candidate includes The candidate includes The candidate fails to
measurable performance clearly written objectives that are not include objectives for
objectives, but objectives objectives that are not measurable or clearly the lesson
are not clearly or concisely measurable written
written for the lesson
 The candidate varies all
objectives to promote rigor
DIFFERENTIATION and challenge for all
OF OBJECTIVES students, including diverse
students, , and identifies
teacher actions that
accommodate diverse
students needs
The candidate varies most
of the objectives to
promote rigor and a
challenge for all students,
including diverse students,
and identifies teacher
actions that accommodate
diverse students needs
The candidate varies The candidate does not The candidate fails to
some of the objectives vary the objectives, but differentiate objectives
to address diverse the candidate identifies
students needs and teacher actions that
includes some teacher accommodate diverse
actions that students needs.
accommodate those
needs

The candidate clearly
STATEMENT OF explains the importance of
PURPOSE the content for the student.
The candidate provides
comprehensive lists of
MATERIALS AND lesson materials and
RESOURCES resources with
explanations of how they
will be used by the teacher
and students
The candidate
appropriately explains the
importance of the content
for the student, but more
information is needed.
The candidate provides
comprehensive lists of
lesson materials and
resources to be used by the
teacher and the students,
but no explanations
The candidate makes an The candidate does not The candidate makes
adequate attempt to explain the relevance no attempt to explain
explain the importance of the content for the the relevance of the
of the content to for the student. content for the student
student.
The candidate provides The candidate provides The candidate fails to
lists of some of the a list of lesson provide a list of
materials and resources materials and materials and resources
to be used by the resources to be used by for the lesson
teacher and the students the teacher or the
for the lesson students, but not both

The candidate clearly
describes a well-organized
student centered lesson
that reflects all
organizational issues: pre-
assessment, motivation
LESSON DESIGN (anticipatory set), purpose,
modeling/demonstration,
guided and independent
practice, closure, extension
activities and other
instructional strategies.
The lesson plan reflects strategies. The lesson plan
differentiated instruction
The candidate clearly The candidate clearly The candidate The candidate
describes a student- describes a student- describes a lesson that describes an ill-
centered lesson that centered lesson that is somewhat student- planned lesson that is
reflects most of the contains few of the centered with few of not student-centered or
organizational issues: organizational issues, the organizational the candidate fails to
pre-assessment, and addresses some issues, with no describe the lesson
motivation, purpose, differentiated differentiated
modeling/demonstration, instruction. instruction
guided and independent
practice, closure,
extension activities and
other instructional
reflects differentiated
instruction

Revised Fall 2013

 The candidate describes
specific assessments that
KEY ASSESSMENTS correlate to all of the
objectives and lesson or
attaches the assessment.
The candidate describes
and lists specific strategies
CHECKING FOR and techniques and/or lists
UNDERSTANDING questions to be asked to
check for understanding
The candidate
meaningfully incorporates
and describes student used
technology in the lesson or
TECHNOLOGY explains why technology
cannot be meaningfully
incorporated
The candidate
demonstrates a high level
PRESENTATIONS & of competence in spelling,
CONVENTIONS grammar and typing
The candidate provides
EXTENSION more than one extension
ACTIVITIES activity to connect the
lesson with the home,
community and
community agencies
The candidate provides
thorough information that
shows an understanding of
Revised Fall 2013
The candidate describes
assessments that correlate
to some of the objectives
and the lesson and/ or
attaches the assessment.
The candidate describes
and lists several strategies/
techniques and questions
to be asked to check for
understanding
The candidate
meaningfully incorporates
and describes teacher used
technology in the lesson
The candidate
demonstrates competence
in spelling, grammar and
typing, but exhibits few
errors
The candidate provides at
least one extension activity
to connect the lesson with
the home and community,
but not community
agencies
The candidate somewhat
provides information that
shows an understanding of
The candidate includes The candidate includes The candidate fails to
assessments within the assessments within the include and/or attach
plan which correlate to plan that do not the assessment(s).
the objectives and the correlate to the
lesson, but does not objectives and the
describe or attach the lesson.
assessment.
The candidate lists and The candidate lists The candidate does not
describes strategies/ questions, but fails to list or describe any
techniques, but does not describe or list strategies/techniques
list any questions strategies and or asks questions to
techniques check for
understanding
The candidate The candidate The candidate fails to
incorporates and incorporates address the issue of
describes technology in technology in the technology
the lesson in superficial lesson in superficial
ways. ways; candidate does
not describe the use of
technology
The candidate The candidate The candidate
demonstrates sufficient demonstrates little demonstrates little
competence in spelling, competence in competence in
grammar and typing, spelling, grammar and spelling, grammar and
but exhibits several typing, through many typing through a
errors errors significant number of
errors
The candidate provides The candidate provides The candidate fails to
extension activities that extension activities provide extension
connect the home, but that do not connect the activities
not the community and home, community and
community agencies community agencies
The candidate provides The candidate provides The candidate fails to
information regarding superficial information provide information
the effectiveness and regarding the regarding reflections
 the effectiveness and the effectiveness of the ineffectiveness of the effectiveness and the from the
REFLECTIONS ineffectiveness of the lesson; gives information lesson, but gives no ineffectiveness of the implementation of the
lesson; gives information regarding changes for information regarding lesson, and gives no lesson
regarding changes for future implementation of future implementation information regarding
future implementation of the lesson future implementation
the lesson of the lesson.

T OT A L

Revised 1-2

Revised Fall 2013