Five-Step Lesson Plan
Corps
Member:
Kristina
Youmaran
MTLD:
Drew Hodges
Lesson
Plan Date:
10/04/11
Rough?
Final?
FINAL
FIVE-STEP LESSON PLAN
OBJECTIVE.
KEY POINTS.
What is your objective?
What knowledge and skills are embedded in the objective?
SCI.7.14A SWBAT define heredity as the passage of genetic instructions from one generation to the
next generation.
The process of passing genetic
instructions from parent to
offspring is called heredity.
The scientific study of heredity
is called genetics.
SCI.7.14C SWBAT recognize that inherited traits of
individuals are governed in the genetic material
found in the genes within the chromosomes in the
nucleus.
Student Focus: I can define heredity as the
passage of genetic instructions from one
generation to the next generation.
VISION-SETTING
Language Objective: I can gather information by
reading.
-
Traits are an organism’s physical
characteristics. Genetic
materials in its cells control an
organism’s traits. The genetic
material is found in structures
called chromosomes, which are
located in the nucleus of the
cell. Chromosomes control an
organism’s inherited traits.
Each chromosome is made up of
segments called genes. Each
gene governs a specific trait
such as the shape of your chin
and the color of your eyes.
ASSESSMENT.
Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective. 
Attach your daily assessment, completed to include an exemplary student response that illustrates the expected level of rigor.
-I
will use cold calling as a means of checking for understanding. If students who are
called on do not recall the answer, I will ask another student and then go back to the
confused student to make sure they now understand the right answer.
CONNECTION TO THE ACHIEVEMENT GOAL.
How does the objective connect to the achievement goal? 
-If
my students have a better understanding of how genetics work, they will
understand why people have certain qualities and have a stronger connection to
science in their immediate world.
DETERMIN
ING
METHODS
4. OPENING (_5_ min.)
How will you communicate what is about to happen?  How will you communicate how it will happen? 
How will you communicate its importance?  How will you communicate connections to previous lessons? 
How will you engage students and capture their interest?
- -(5 min) DO NOW:
MATERIALS
Five-Step Lesson Plan
- Think about some of your traits (hair color, skin color, eye color). Write those
traits down.
-Overhead
-Do NOW
sheets
Do you parents have any of those traits? Name them!
***This will help introduce my students to the concept of genetics. By linking
their traits to those of their parents will help them directly see that some traits
are passed down in families.
3. INTRODUCTION OF NEW MATERIAL (_20_ min.)
How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to
actively internalize key points? 
Which potential misunderstandings do you anticipate? How will you proactively mitigate them?  How will
students interact with the material? 
How/when will you check for understanding? How will you address misunderstandings? 
How will you clearly state and model behavioral expectations?  Why will students be engaged?
- -(5 min) Pass out handouts and have students glue them into their notebooks.
-(15 min) Focus on key vocabulary words and explain them in detail, using
examples (see paragraph on handout).
-Overhead
-Genetics
handouts
2. GUIDED PRACTICE (_22_ min.)
How will students practice all knowledge/skills required of the objective, with your support, such that they
continue to internalize the key points? 
How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from
easy to hard? 
How/when will you monitor performance to check for understanding? How will you address
misunderstandings? 
How will you clearly state and model behavioral expectations?  Why will students be engaged?
- -(3 min) Go over directions for group matching activity (see handout).
-(5 min) Have students work in groups to match the person to their genetic
description for questions 1 and 2.
-(2 min) Bring the class back together and go over answers and explain. To do
this, I will call on students to ask for their answer and reasoning.
-(2 min) Let students get back into groups to answer #3.
-(2 min) Bring the class back together to go over answers and explain. To do
this, I will call on students to ask for their answer and reasoning.
-(5 min) Explain that plants (also living things) also have traits. Release students
into groups to answer questions #1-4 on plant section of handout.
-(3 min) Bring the class back together to go over answers and explain. To do
this, I will call on students to ask for their answer and reasoning.
1. INDEPENDENT PRACTICE (_0_ min.)
How will students independently practice the knowledge and skills required of the objective, such that they
solidify their internalization of the key points prior to the lesson assessment? 
When and how would you intervene to support this practice? 
How will you provide opportunities for remediation and extension? 
How will you clearly state and model behavioral expectations?  Why will students be engaged?
*** This class will focus more on INM and GP.
Lesson Assessment: Once students have had an opportunity to practice independently, how will they
-Overhead
Five-Step Lesson Plan
attempt to demonstrate mastery of the knowledge/skills required of the objective? 
-N/A
5. CLOSING (_5_ min.)
How will students summarize and state the significance of what they learned? 
Why will students be engaged? 
REINFORCE
MENT
-(5 min) Return notebooks, then explain how all organisms have traits because of
genetics. Point out words on Word Wall and cold call to check for understanding.
HOMEWORK (if appropriate). How will students practice what they learned? 
NONE