SCIENCE EDUCATION LESSON PLAN FORMAT rev 02.

2
Names Brian Aranas, Dennis Huynh, Kayla Shikina Subject Biology
(Leave this
Unit Name and Driving Unit Name: Inheritance Week (Leave this blank for EDSC
blank for EDSC to
Question Unit Driving Question: Why do I look like me? of 442C)
442C)
Anchoring Phenomenon:
The anchoring phenomenon talks about a set of fraternal twins that look nothing like each other. They have different
skin color, hair types, and eye color. Though they look nothing alike, they are related.
Link: https://www.insideedition.com/10393-twin-teens-one-black-one-white-celebrate-their-differences
Anchoring Activity:
The activity the students will perform, will be reading the article and watching the news report on the twins. Once
they do this, students will then play the role of the family who experienced the occurrence. They will then group
together in their lab groups (group of 4-5 students) and come up with 5 questions or ideas about why the twins are
Anchoring Phenomenon or the way they are.. The story for the activity will go like this:
Design Problem (with
Anchoring Activity for the
unit) “You are at the hospital awaiting the birth of your new family members. After the announcement of a safe birth, you
go to see the new additions to the family. At the nursery, you see the children being brought to their cribs. You and
other family members immediately notice that the twins look nothing like each other. Knowing that the children are
most definitely the product of the two parents, what questions or ideas are going through your head at this
moment? What could be some questions or ideas that you want to bring up to the doctors about the cause of this?”

Students will then create an idea chart with the 5 questions or ideas about the twins that they would want to address
with the doctors. They then will hang these at the front of the class to be discussed at the end of the lesson. The
charts will stay up around the classroom for the remainder of the unit.

PE: HS-LS3-1
Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for
characteristic traits passed from parents to offspring.

PE: HS-LS3-2.
NGSS Performance Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic
Expectation combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by
environmental factors.

Please Highlight whether this PE is:

● Building Towards
● Met in This Lesson
(Please also highlight below where/if you meet this PE in the lesson.)
 Provide the Standard and Element(s) that Students Will
Where in the lesson can this be found?
be Engaging In

PE: HS-LS3-1:

LS1.A: Structure and Function

All cells contain genetic information in the form of DNA

molecules. Genes are regions in the DNA that contain
the instructions that code for the formation of proteins.

LS3.A: Inheritance of Traits

Each chromosome consists of a single very long DNA

molecule, and each gene on the chromosome is a
particular segment of that DNA. The instructions for
Though the students shouldn’t have much knowledge in the actual
forming species’ characteristics are carried in DNA. All
causes of inheritance, at this point they should be starting to put
cells in an organism have the same genetic content, but
together ideas that border on the understanding of the topic. The
the genes used (expressed) by the cell may be regulated
article should get the students thinking about not only the atrocities
in different ways. Not all DNA codes for a protein; some
that were committed against a group of people, but they should also
segments of DNA are involved in regulatory or structural
spur the thoughts of “why were some people treated differently
functions, and some have no as-yet known function.
Disciplinary Core Ideas during this time?” The idea should then move to “why were some
(DCIs) people segregated?” and “What was different about these people?”
PE: HS-LS3-2: From here, students can then think about similarities and differences
between individuals with the ultimate goal of leading the students
LS3.B: Variation of Traits
into formulating ideas about how the differences and similarities
between people are expressed. The students will then delve into
In sexual reproduction, chromosomes can sometimes
how these differences and similarities develop and are eventually
swap sections during the process of meiosis (cell
passed down to offspring.
division), thereby creating new genetic combinations
and thus more genetic variation. Although DNA
replication is tightly regulated and remarkably accurate,
errors do occur and result in mutations, which are also a
source of genetic variation. Environmental factors can
also cause mutations in genes, and viable mutations are
inherited.

Environmental factors also affect expression of traits,

and hence affect the probability of occurrences of traits
in a population. Thus the variation and distribution of
traits observed depends on both genetic and
environmental factors.
 PE: HS-LS3-1: Asking Questions and Defining Problems

Asking questions and defining problems in 9–12 builds

on grades K–8 experiences and progresses to
formulating, refining, and evaluating empirically testable
The students will be starting this lesson in creating questions about
questions and design problems using models and
the similarities and differences between people. The 5 differences/
simulations.
clarifying statements that they will be discussing are to help the
students begin to create claims. Students will then be taking part in a
PE: HS-LS3-2 debate that will get them debating and their claims which were
made to explain the similarities and differences between people. In
Science and Engineering Engaging in Argument from Evidence this debate, students are expected to ask more questions and define
Practices (SEPs)
problems about their ideas or other students' ideas. Students are to
Engaging in argument from evidence in 9–12 builds on
utilize founts of knowledge or ideas hinted at in the article to form
K–8 experiences and progresses to using appropriate and
the evidence used to back up these claims. Students will not be
sufficient evidence and scientific reasoning to defend
expected to fully understand the ideas of genetics, inheritance,
and critique claims and explanations about the natural
variation, miosis or other major concepts in this unit just yet, but this
and designed world(s). Arguments may also come from
should start leading their thinking towards these major concepts.
current scientific or historical episodes in science.

Make and defend a claim based on evidence about the

natural world that reflects scientific knowledge, and
student-generated evidence.

Epistemic Practice(s) Argument/explanation

(Bundled SEPs) Asking questions

PE: HS-LS3-1 & PE: HS-LS3-2:

Students will begin by formulating ideas about what causes people to
look similar or different. They will then make claims that give an
Cause and Effect
explanation to these ideas. They will then debate why their ideas are
Cross Cutting Concepts
the most logical reason that these ideas are the reason for these
(CCCs) Empirical evidence is required to differentiate between
differences. This all to begin leading the students towards ideas like
cause and correlation and make claims about specific
genetic causes, variation, inheritance, and other major topics in this
causes and effects.
unit.

3D Learning 1. After reading the article and watching the video on the Nazi Holocaust, students will partner up to ask each other
Objective (Lesson-Level
5 differences/clarifying statements about her/his phenotypic traits in order to demonstrate the various effects
Learning Expectation -
please highlight the three genetic coding can have on one’s physical appearance.
dimensions)
 2. After formulating questions about phenotypic traits, students will create and defend claims about what causes the
similarities and differences that we see expressed in people.

Lesson-Level Phenomenon Nazi Holocaust Phenomenon:

https://encyclopedia.ushmm.org/content/en/article/nazi-camps
ELA/Literacy

● RST.11-12.1 - Cite specific textual evidence to support analysis of science and technical texts, attending to
important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-LS3-2)
● WHST.9-12.1 - Write arguments focused on discipline-specific content. (HS-LS3-2)
● RST.11-12.1 - Cite specific textual evidence to support analysis of science and technical texts, attending to
important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-LS3-1)
● RST.11-12.9 - Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a
Connections to other coherent understanding of a process, phenomenon, or concept, resolving conflicting information when
standards (CCSS ELA, CCSS possible. (HS-LS3-1)
Math)

Mathematics

● MP.2 - Reason abstractly and quantitatively. (HS-LS3-2)

● Phenotype
● Genotype
● Trait
Target Vocab to be
● Inheritance
Developed
● Variation
● Genetics

LESSON
The 5E Model
TEACHER DOES STUDENT DOES
Prior to this lesson, teacher will check and understand DAY 1
students’ individual traumas and backgrounds to make Students will begin lesson by getting into groups at the start of class.
Lesson Intro
sure the lesson is appropriate for classroom discussion As a group, students will begin by viewing an article and video on
(Engage)
and discourse. Nazi imprisonment and genocide.
TIME: DAY 1 After viewing the article, students will be given time to discuss their
To begin the lesson, the teacher will ask students to get thoughts on the video. Students will look to their group members
into their table groups. These groups are specifically and compare 4-5 physical differences amongst themselves.
 designed so that relevant discourse is promoted. At this time, students will also begin by writing down 4-5 differences
Students will not be paired up with usual “friends” that they observed between Nazi and Jewish physical differences.
Teacher will upload and present students with an article Students will then create an initial claim about how these differences
and video on Nazi imprisonment and genocide to are promoted in genetics.
introduce the topic.
Following this video, teacher will ask students to
compare Jewish and Nazi phenotypic differences during
this time. Teacher will ask students to write down 4-5
differences that they notice.
Additionally, teacher will ask students to write down 4-5
of their own differences amongst their group members.
Using information found in previous sources, teacher will
ask students to create an initial claim based on these
differences on how genetics affects one’s physical
appearance.
Teacher will end class by telling students there will be a
discussion tomorrow on this topic.
DAY 2
Prior to the start of this lesson, teacher will ask one
group to begin the discussion w/ their claim.
Teacher will begin class by asking students to review
their claims made the previous day. At this time, teacher
DAY 2
will allow for any last minute changes. Teacher will also
Students begin by getting into their groups from the previous day. In
instruct students to take out any relevant evidence that
these groups, students will take out any relevant information used to
pertains to the discussion.
support their claim. Students are allowed to make any last minute
Teacher will create a circle and ask students to sit
changes at this time.
around/near their groups.
Lesson Body Students will then get into a large circle along with their group
Teacher will ask the first group to begin the discussion by
(Explore, Explain, Elaborate) members.
introducing their claim w/o evidence or reasoning.
*If the student(s) is a part of the group asked to introduce the
TIME: Teacher will then facilitate discussion by asking if anyone
discussion, the student(s) will begin the discussion at this point.
has information that is against or supports what the first
Students will use funds of knowledge as well as relevant evidence to
group is saying.
argue/support claims given to them by their classmates.
While students begin presenting their information,
Students will use “cause” evidence to support their “effect” claim
teacher will always ask students to share their claim.
At the end of discussion, students will view all claims presented on
Teacher will end discussion when all arguments are
the whiteboard.
presented and proper discourse of the information is
stated.
Teacher will end class by reviewing all claims and
introduce the following lesson.

Lesson Closure
DAY 3 DAY 3
(Evaluate)
Teacher will introduce a lesson on inheritance of traits Students will begin the lesson by reviewing their claim from the
TIME: and variation of traits. discussion yesterday.
 While giving this lesson, teacher will ask students to Students will take notes on the presented material.
keep in mind their claims and to revise it at the end of Students will adjust and change their initial claims based on this new
class. evidence.
ASSESSMENT

FEEDBACK STRATEGY HOW IT INFORMS TEACHING

TYPE PURPOSE IMPLEMENTATION

● Tap into the prior

● Students will be asked ● When discussing their
knowledge of
at the beginning of the observations and
students and ask
lesson what they thoughts regarding the
them what they
already know about
learned from the lesson-level
previous lesson (the
the lesson-level ● As the teacher walks around
phenomenon phenomenon, students
questions they and listens in on the
● Students will also be will be placed in groups
came up with about discussions the students are
asked at the beginning ● Discussing the their
inheritance, the having about the lesson-level
of the lesson to make predictions and
diversity of phenomenon, trying to make
predictions about how opinions with their
characteristics, and sense of the information they
they think this
expressed traits) peers will allow them
phenomenon relates learned in the previous lesson,
Entry Level ● Get the students to to receive feedback on
back to the anchoring and making the connections
start thinking about their personal thoughts
phenomenon about between the two, the teacher
the connections of the topic
the twins
they can make will be able to gain a sense of
● Students will write ● By comparing and
between the where all the students are
down in their collaborating as a
anchoring coming from in terms of their
notebooks their group, the students will
phenomenon and
thoughts and the initial thoughts and ideas
this lesson’s be able to collectively
possible connections
phenomenon obtain feedback and
● Students will also
● Also, tap into their responses from their
write down any
funds of knowledge
observations they peers
by asking the
have
students if they are
familiar with the
Nazi Holocaust
● Similar to the
● After reading the ● As the students engage in the
● To check if students entry-level assessment,
article and watching peer review process with one
understand that students will be able to
the video on the Nazi
PM (Formative) individual another and providing
Holocaust, students obtain feedback while
phenotypic feedback on each other’s
will make a list of 5 discussing the topic in
differences are a claims, they will be able to
questions/ clarifying their groups
 result of genetic statements that ● For the list of 5 make a series of revisions to
coding demonstrate the questions/clarifying better construct an argument
● To also check various effects genetic statements, students ● Through their revisions, the
whether students coding can have on
will receive feedback teacher will be able to observe
understand that the one’s physical
observed appearances through their that the students are
similarities and ● After making the collaborative work and continuously learning and
differences of the questions, students discussion on their making changes to their
physical traits of will create and defend collectively designed argument to make it stronger
individuals is due to claims about what list ● As the teacher observes the
one’s genetic causes these ● For the creation of final product, they should be
makeup similarities and
claims, students will able to see what the student
differences in the
traits we see in people obtain feedback from has learned and obtained
their peers through a throughout the course of the
peer review process unit
and from the teacher
who will also be
reviewing their work as
well

None None
Summative None None

English Learners Striving Readers Students with Special Needs Advanced Students
● For advanced students,
● The utilization of an ● The incorporation of
teachers have the opportunity
● For English Learners, informational and group work and
to provide more complex
the implementation nonfiction article will collaboration will
facilitative questions about
of group work and help support and support students with
how to make connections
discussion will allow challenge striving special needs
between the anchoring
them to strengthen readers with their skill ● Having the students
phenomenon and the
their collaboration of analyzing text and discuss with one another
lesson-level phenomenon
skills reading will help encourage
DIFFERENTIATION ● In addition, advanced
● In addition, reading comprehension them to share their ideas
students have the opportunity
the article on the ● The incorporation of in a safe, and positive
to make deeper connections
Nazi Holocaust will the video will also environment
through the entry-level
provide them with encourage striving ● Collaborating with other
assessment and through their
the opportunity to readers to be able to students will also
process of constructing 5
decipher text and make connections support their learning
questions/clarifying
discuss ideas with between the process and provide
statements about the topic
their peers information they read students the opportunity
● The peer review process will
incorporating and the information to help one another
also challenge advanced
 vocabulary and ideas they heard in the students to provide
from the article video constructive feedback to their
● Discussing ideas with peers in strengthening their
their peers will also claims
strengthen their ● This lesson also crosses over
comprehension and to the subject of history which
analytical skills grants the ability to teach the
students about a moment in
history or bring out founts of
knowledge that the students
can share to the class. This
lesson has an aspect of
learning across curriculums.
Materials Needed and Links ● Link to the article and video:
to Instructional Resources ● https://encyclopedia.ushmm.org/content/en/article/nazi-camps
For this lesson, students will be continuing to make connections to the anchoring phenomenon by learning new information they
obtain through the lesson-level phenomenon on the Nazi Holocaust. Students will be introduced to the idea that although we all
have a similar genetic makeup, the concept of gene expression is what fundamentally allows individuals to have different physical
traits from one another. This lesson not only explores the ideas of differing expression within genes, but also how the makeup of
Reflection, Summary,
genes within all humans is fundamentally the same. In relation to the anchoring phenomenon, while the fraternal twins should
Rationale, Implementation
look the same, the expression within their genes creates the variation in their traits and appearance. Students should figure out
that while all genes within humans are the same, the expression of those genes are different. Students will be expressing these
findings through the creation of a list of questions and clarifying statements, which will then flow into the construction of a claim
based on evidence.