CCMS Lesson Plan Template
Mathematics and Science Departments
Standards (FfT 1c)
(CCSS, NGSS, etc.)
Data (FfT 1c)
What data do you have to support
aspects of lesson?
Objective(s) for this Lesson
(FfT 1c)
Prerequisite Knowledge (FfT 1c)
Potential Misconceptions or
Procedural Mistakes
Name Sudeepta Sridhara
Date 4.3.17
MS-LS3-1 Heredity: Inheritance and Variation of Traits: Develop and
use a model to describe why structural changes to genes (mutations)
located on chromosomes may affect proteins and may result in harmful,
beneficial, or neutral effects to the structure and function of the
organism.
MS-LS3.A: Inheritance of Traits: Genes are located in the
chromosomes of cells, with each chromosome pair containing two
variants of each of many distinct genes. Each distinct gene chiefly
controls the production of specific proteins, which in turn affects the
traits of the individual. Changes (mutations) to genes can result in
changes to proteins, which can affect the structures and functions of the
organism and thereby change traits.
NGSS.SCI.CCC.6-8.4: Systems may interact with other systems; they
may have sub-systems and be a part of larger complex systems.
NGSS.SCI.CCC.6-8.6:Structure and function. The way in which an
object or living thing is shaped and its substructure determine many of
its properties and functions.
NGSS.SCI.SEP.6-8.7: Engaging in an argument from evidence
Exit ticket data from previous class:
0/3: 0/24
: 4/24
: 5/24
3/3: 12/24
Absent: 3/24
Test data from mitosis/meiosis test:
Basic:5/24
Proficient: 6/24
Mastery: 13/24
SW analyze the pros and cons of genetically modified organisms and
relate them to the cell cycle
Mitosis, meiosis, chromosomes, DNA, cell cycle disruptions, mutations
Confusion about how GMOs come about; questions about whether
students have eaten GMOs before or not; how to tell if food is or has a
GMO
 CCMS Lesson Plan Template Name Sudeepta Sridhara
Mathematics and Science Departments Date 4.3.17

What questions can I ask to What are: DNA, mitosis, meiosis, chromosomes, genes,
check my students genetics?
understanding of the lesson How do genetically modified organisms relate to the disruptions
objectives and outcomes? in the cell cycle that we learned last week?
(FfT 1f) What are the pros and cons of GMOs?
Questions should represent all levels
In your opinion, are GMOs good or bad?
of cognitive demand.
What would you say to someone whose opinion differs from
yours?
Is there anything you will change about what you eat after this
lesson?
Resources (FfT 1e) Article on Google Classroom; Nearpod presentation
Texts
Technology
Manipulatives
Vocabulary terms: genetically modified organism + previously learned
Vocabulary vocabulary listed above
Engagement (FfT 1e/1f) Outcome(s): SW recall prior information
10 minutes
Warm-Up Activity/Assignment: SW complete a warm up on Nearpod asking
Essential Question them to define terms they learned during previous classes.
Opening Activity

Terms include: genetic, DNA, cell division, sexual reproduction, asexual

reproduction

Grouping: Individual/whole class

Assessment: 100% of students will be able to articulate accurate

definitions for 5/5 words as seen on Nearpod assignment submission

Explanation (FfT 1e/1f) Outcome(s): SW define genetically modified organisms

6 minutes
How are misconceptions being
addressed and cleared?
How will students explain
learning?
What strategies and tools will I
use to help students actively
formulate new vocabulary?
Activity/Assignment: SW take notes on Nearpod about the definition
and goals of genetically modified organisms and connect these to prior
knowledge
Question to answer: what is DNA, what are genetics, how do genetically
modified organisms relate to the disruptions in the cell cycle that we
learned last week?

Grouping: Individual/whole class

Assessment: graded notes; 100% of students will have written down 3

bullet points of information and accurately answered 3 questions listed
in the powerpoint
 CCMS Lesson Plan Template
Mathematics and Science Departments
Exploration (FfT 1e/1f)
15 minutes
What cooperative learning
strategies are used?
How will you model concepts for
students?
What questions will uncover
student misconceptions?
Elaboration (FfT 1e/1f)
30 minutes
What questions can be asked to
help students apply knowledge
and skills to new situations?
What new experiences will I
provide for students to expand
their understanding and connect
to real-world situations?
Evaluation (FfT 1e/1f)
5 minutes
How will it be determine that the
Name Sudeepta Sridhara
Date 4.3.17
Outcome(s): SW identify pros and cons of GMOs and formulate their
own opinions
Activity/Assignment: SW read an article posted on Google Classroom
and create a pro-con chart with at least three pieces of evidence on
each side
SW answer the following questions after engaging in a discussion with
their partner about each persons opinion of GMOs
1. In your opinion, are GMOs good or dangerous?
2. What does the person sitting next to you think?
3. What would you say to someone who disagrees with your
opinion, in order to make them believe you?
Grouping: pair; students are sitting with someone who scored within
5% of their mitosis/meiosis test score
Assessment: 100% of students will engage in a discussion with their
partner and use it to answer all three questions
Outcome(s): SW create a visual announcement to articulate their
opinions about GMOs
Activity/Assignment: SW create a public service announcement which
uses at least three pieces of evidence and one counter/devils advocate
argument to convince the public of their opinion on GMOs. Evidence
must come from the text on Google classroom or texts read previously
in class.
Grouping: pair; students are sitting with someone who scored within
5% of their mitosis/meiosis test score
Assessment: 100% of students will complete a PSA with 3 pieces of
evidence from the given text, one counter-argument, at least one picture
and a slogan declaring their opinion
Outcome(s): SW synthesize their opinions on GMOs and reflect on
prior information
 CCMS Lesson Plan Template Name Sudeepta Sridhara
Mathematics and Science Departments Date 4.3.17

students have attained the Activity/Assignment: SW answer the following questions on Nearpod
learning objectives?
How will students work identify
1. After learning about GMOs, are you more or less likely to eat them?
needs and be used to inform
future instructional decisions? Did what you learn today surprise you?

2. Write down two questions you still have about cell division

Grouping: Individual

Assessment: 100% of students will complete both questions and

articulate their understanding with at least one piece of evidence and
will recall prior information about cell division in order to begin studying
for the next weeks test

Homework (FfT 1e/1f) N/A