TEAM Lesson Plan Template
Teacher: Kristy G. Roop
Class: Seventh Grade Science
Date: 3-25-14
Lesson /Unit: Asexual Reproduction in Animals/Heredity
Summary of the task, challenge, investigation, career-related scenario, problem, or
LESSON OVERVIEW
community link.
Students will come in and fill in their agendas, and they will complete and discuss the DOS question from
the board. The question featured is one of the most missed on the latest benchmark test. Students will be
introduced to three different methods of asexual reproduction found in animals. Students will make
predictions by agreeing or disagreeing with statements about each of the types of reproduction. Working in
groups, they will generate their own definitions for each type from reading short descriptions. Students will
then read about five different animals that use asexual reproduction. They will categorize the animals by
placing them underneath budding, fragmentation, or regeneration. The class will review the animals that fit
into each type of reproduction. The students will analyze several photos of the animals to help summarize
what they have learned about the reproduction method. Finally, they will complete their anticipation
guides in the after section and state evidence from the lesson for why they believe their answer to be
correct.
Identify what you want to teach. Reference State, Common Core, ACT College
STANDARDS
Readiness Standards and/or State Competencies.
State Science Standards
Grade Level Expectation
GLE 0707.4.1 Compare and contrast the fundamental features of sexual and asexual reproduction.
Check for Understanding
0707.4.1 Classify organisms according to whether they reproduce sexually or asexually.
Student Performance Indicator
0707.4.1 Classify methods of reproduction as sexual or asexual.
Common Core Correlation
CCSS.ELA-Literacy.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
OBJECTIVE
Clear, Specific, and Measurable – NOT ACTIVITIES
Student-Friendly
Goal: I can differentiate between sexual and asexual reproduction.
Today’s Objective (student friendly): I can explain three ways that animals reproduce asexually.
Smart Goal: Eighty percent of the students in Class 3 will make an eighty percent or higher on the ticket out the door
assessment which asks for explanations of the three types of asexual reproduction studied in the lesson.
Pacing Note: This is the first lesson on asexual reproduction. To achieve the broader goal of being able to differentiate
between sexual and asexual reproduction, students will have two follow-up lessons – one on plant asexual reproduction
and the last on sexual reproduction with a focus on what happens at a cellular level with the combination of DNA from
the male and female parent organisms.
ASSESSMENT/EVALUATION
Students show evidence of proficiency through a variety of assessments.
Aligned with the Lesson Objective
Formative/Summative
Performance-Based/Rubric
Formal/Informal
* Pre-Assessed with the Agree/Disagree section of the Anticipation Guide
* Assessed with performance task of creating definitions and categorizing animal cards during group work
* Individual assessment of completed anticipation guide after lesson
CLOSURE
Reflection/Wrap-Up
Summarizing, Reminding, Reflecting, Restating, Connecting
*Student reflection on their own understanding of the lesson with a fist to five, closed eye response to confidence level
in being able to explain the three types of asexual reproduction discussed
* Statement of learning for the day by individual student
* Class choral response of the three types of asexual reproduction
MATERIALS
Aligned with the Lesson Objective
Rigorous & Relevant
* DOS question on Smart Notebook
* Teacher-created power point with objective, visuals & questions
* Anticipation Guide
* Chart Organizer on the back for group work
* Definition Cards for Budding, Fragmentation, Regeneration
* Asexual Reproduction Animal Cards (5 total) - Hydra and Yeast for Budding, Flatworm for Fragmentation, Starfish and
Sponge for Regeneration
ACTIVATING STRATEGY
Motivator/Hook
An Essential Question encourages students to put forth more effort when faced with
a complex, open-ended, challenging, meaningful and authentic questions.
Students will be shown a cartoon about cloning to introduce the topic of reproduction. Then the teacher will tell that
some animals are able to make a clone of themselves and that is what will be studied today.
INSTRUCTION
Step-by-Step Procedures-Sequence
Discover/Explain – Direct Instruction
Modeling Expectations – “I Do”
Questioning/Encourages Higher Order Thinking
Grouping Strategies
Differentiated Instructional Strategies to Provide Intervention & Extension
* The teacher will go over the definition of asexual reproduction and the three types of asexual reproduction that will be
investigated today. The teacher will connect each word to a meaning suggested within the root word of the
reproduction type (budding – tree budding/new life, fragmentation – fragment/part of sentence – part grows into
whole, regeneration – to be renewed or new growth).
* The student will fill out an anticipation guide agreeing or disagreeing with statements about the reproduction process
of animals they are getting ready to study.
* The students will go to predetermined groups and the teacher will adjust for any absences at that time.
 Grouping Decisions
 Seating chart was constructed with Discovery Ed Benchmark 3 results where top performers are seated
with average level performers or average level performers are seated with lower level performers.
Cooperative Groups were made from two perspectives. First of all, the class was divided into four
quadrants based on class performance and each group had a member from each quadrant. Secondly,
the leadership ability, reading levels, and behavior of the students were considered both for which
group they need to be in and for which role they needed to perform in the group.
* As the students complete the group assignment, the teacher will use their responses as correct models for the activity.
 Differentiated Instructional Strategies to Provide Intervention & Extension
 The activity is designed with a variety of learning styles in mind. First of all, the verbal/linguistic learner
has the opportunity to discuss and summarize the reproductive types and the classification of the
animals. Secondly, the kinesthetic learner can physically manipulate the choices into categories. The
visual learner is supported by pictures, diagrams, and a chart organizer. In addition,
logical/mathematical learners are supported with analyzing the text for evidence.
 Intervention – The teacher created the text cards which scored out at collectively at beginning seventh
grade level reading level, so she included diagrams on the more difficult cards to help support the
struggling readers. In addition, they had the support of the group working together to aid their efforts.
 Extension – Pictures are provided for the students to internally summarize what they had just studied in
group by analyzing the pictures. Students will be expected on the day following the lesson to write a
paragraph summarizing the different types of asexual reproduction and give each other peer feedback
on the writings.

“We Do”-“You Do”
Encourage Higher Order Thinking & Problem Solving
Relevance
Differentiated Strategies for Practice to Provide Intervention & Extension
* The students will read and generate their own definitions for budding, fragmentation, and regeneration in the groups.
* The teacher will monitor and adjust in addition to giving feedback to the groups on the accuracy and quality of their
definitions.
* The teacher will have groups share their definitions to model correct responses and focus the entire class on the
definitions.
* The teacher will give directions to the students on their second task.
* The students will read aloud the description of each animal and categorize the animal into its reproduction method.
* The teacher will give feedback and guiding questions to help students re-think incorrect placements.
* The teacher will instruct students to underline the evidence in the text that proves their placement is correct.
* The students will analyze the text and underline evidence to support their decision on which category to place the
animal in.
* The teacher will monitor and examine the underlined evidence as she continues questioning groups about their
reasoning.
*The teacher will go over the correct categorization with the whole class after a return to assigned seating.
* The students will respond to questions about pictures of starfish and planaria to summarize the learning in the lesson.
* The students will complete their anticipation guides in the after column and give evidence for their new answer from
what they have learned today in the lesson.
CROSS-CURRICULAR CONNECTIONS
Language Arts – using evidence from a text to support your answer is a big push with Common Core. Allowing
students to pursue their own information by reading a scientific text and looking for evidence to support their
conclusions is a key strategy to supporting Common Core in the Science classroom.
NOTES:
* Class 3 has the highest percentage of special education students of my four classes. Usually, Mrs. Wallace, our
resource assistant is in the class to help circulate and work with the students that struggle. Today she was absent and
her substitute was pulled from the class for part of the time.
* Six students were absent today which made on the spot grouping adjustments necessary.