CEP Lesson Plan Form

Teacher: Sarah Coleman Date: February 14th

School: FCHS Grade Level: HS

Content Area: Biology

Title: Genetically Modified Humans

Lesson Idea/Topic This would be an introduction to a unit on genetics and a final

and assessment for the unit in the form of a debate on genetic
Rational/Relevanc engineering.
e: What are you
going to teach and
why is this lesson of
importance to your
students? How is it
relevant to students
of this age and
background?

Content Standard(s) addressed by this lesson: (Write Content Standards

directly from the standard)

NGSS HS Standard: Inheritance and Variation of Traits (Crosscutting Concepts)

Science is a Human Endeavor
Technological advances have influenced the progress of science and science has influenced advances in technology.
(HS-LS3-3)
Science and engineering are influenced by society and society is influenced by science and engineering. (HS-LS3-3)
Understandings: (Big Ideas)

Science and society are intertwined and inseparable?

Our understanding of basic genetics concepts can be applied to real-world

problems.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)

How is science affected by current social issues? And vice versa?

Is scientific advancement all good? All bad?

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

I can: Identify my initial position on the issue of human genetic engineering (germ
line engineering).

This means: I will write a headline summarizing my position on the issue.

List of Assessments: (Note whether the assessment is formative or summative)

Headlines written and collected during snowball fight. (Formative)

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Reasoning for headline (Formative small group or paired discussion).

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Planned Lesson Activities

Name and Purpose
Genetically Modified Humans
of Lesson To introduce students to a unit on genetics and
Should be a creative title
engage students in the controversial applications of
for you and the students to
the content.
associate with the activity.
Think of the purpose as the
mini-rationale for what you
are trying to accomplish
through this lesson.
Approx. Time and 15 minutes
Materials
How long do you expect
the activity to last and
what materials will you
need?
Anticipatory Set SciShow Video: The Science Behind Genetically
The hook to grab Modified Humans
students attention. These https://youtu.be/mAmHoCbhyaw
are actions and statements
by the teacher to relate the
experiences of the
students to the objectives
of the lesson, To put
students into a receptive
frame of mind.
To focus student
attention on the
lesson.
To create an
organizing
framework for the
ideas, principles, or
information that is to
follow (advanced
organizers)
An anticipatory set is used
any time a different
activity or new concept is
to be introduced.
How do you intend to
engage your students in The strategy I intend to use is
thinking during the __________________________________________
Anticipatory Set?
I am using this strategy here because:
Why are you using it at
this point in your

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CEP Lesson Plan Form
lesson?
Procedures
(Include a play-by-play
account of what students
and teacher will do from
the minute they arrive to
the minute they leave your
classroom. Indicate the
length of each segment of
the lesson. List actual
minutes.)
Indicate whether each
is:
-teacher input/actions,
student actions
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
How do you intend to
engage your students in
thinking during the
PROCEDURE?
Why are you using it at
this point in your
lesson?
Closure
Those actions or
statements by a teacher
that are designed to bring
a lesson presentation to an
appropriate conclusion.
Used to help students bring
things together in their
own minds, to make sense
out of what has just been
Colorado State University College of Health and Human Sciences
Teacher Actions Student Actions
5 minutes: SciShow Video
5 minutes: Small group
discussions on the issue of
germ line engineering.
Allow students to explore
their ideas and positions.
2-3 minutes: Write a
headline and discuss your
reasoning with someone
around the room.
2-3 minutes: Crumple up
your headline paper, have
a snowball fight. Find the
snowball closest to you
and discuss with someone
nearby the headline
written on it. What do you
think that persons
perspective was? Do you
agree with it?
The strategy I intend to use is
__________________________________________
I am using this strategy here because:
Quick whole group discussion to pull together what all
the perspectives are on germ line engineering. Begin
to consider which are supported by evidence.
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taught. Any Questions?

No. OK, lets move on is
not closure. Closure is
used:
To cue students to
the fact that they
have arrived at an
important point in
the lesson or the
end of a lesson.
To help organize
student learning
To help form a coherent
picture and to consolidate.
How do you intend to
engage your students in The strategy I intend to use is
thinking during __________________________________________
CLOSURE?
I am using this strategy here because:
Why are you using it at
this point in your
lesson?
Different groupings and opportunities for students to
have a voice. Small group, pairs, written response,
Differentiation: large group call out.
Differentiation should
be embedded
throughout your
whole lesson!!
This is to make sure you
have met the needs of
your students on IEPS or
504. Consider your
student profile narrative
at the beginning. What
do your students need to
be engaged and
successful?
To modify: If the activity is
too advanced for a child,
how will you modify it so
that they can be
successful?
To extend: If the activity is
too easy for a child, how
will you extend it to
develop their emerging
skills?
Assessment
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CEP Lesson Plan Form

Reflection: (data
Collect snowballs (make sure students write their
analysis) names on them). Use this as a pre-check for
How will you know if
misunderstandings.
students met the learning
targets? Write a
description of what you
were looking for in each
assessment.

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