5E Lesson Plan
Title: Embryological Development
Teacher: Holloway CINSAM
Date: Summer 2014
Subject/grade level: Middle Grades
Materials:
Odd One Out Cards (1 per pair)
Large Similarities Embryological Development board and cards (1 per group)
Embryo Dice Cube with Questions (1 per group)
Card Sort Answers (1 per pair)
Post-it Notes (1 per student)
Embryo Development Power Point with Questions
Ready to Ex-cell at Learning Target Tri-fold Board
Muddiest Point
NGSS & KCAS Connections:
Science and Engineering Practice Standards: Analyzing and Interpreting Data
Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations,
1
5E Lesson Plan
distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.
 Analyze displays of data to identify linear and nonlinear relationships. (MS-LS4-3)
Crosscutting Concepts: Patterns
 Graphs, charts, and images can be used to identify patterns in data. (MS-LS4-3)
Disciplinary Core Ideas: LS4.A: Evidence of Common Ancestry and Diversity
 Comparison of the embryological development of different species also reveals similarities that show
relationships not evident in the fully-formed anatomy. (MS-LS4-3)
Performance Expectation:
8-LS4-3 Analyze displays of pictorial data to compare patterns of similarities in the embryological development
across multiple species to identify relationships not evident in the fully formed anatomy. [Clarification Statement:
Emphasis is on inferring general patterns of relatedness among embryos of different organisms by comparing the
macroscopic appearance of diagrams or pictures.] [Assessment Boundary: Assessment of comparisons is limited to
gross appearance of anatomical structures in embryological development.]
Learning Target(s):
I can analyze pictorial data to compare patterns of similarities in the embryo development across species.
I can identify relationships in embryos that are not evident in the fully formed anatomy.
ENGAGEMENT


Describe how the teacher will capture students’ interest.
What kind of questions should the students ask themselves after the engagement?
Odd One Out:
Give each pair of students an envelope with the words “Odd One Out” on it. In the envelope, students will find a strip of
pictures, all of which are related except one. Tell students to pick which picture does not fit with the others. Have
students set up their science notebooks by folding a piece of paper hamburger style and write their name, date, and time
on the front cover. Ask students to record their ideas for “Odd One Out” on the front of their science notebooks.
Once all students are complete, ask students to describe how they went about deciding which picture didn’t fit in with the
others. Listen to different student responses.
EXPLORATION


Describe what hands-on/minds-on activities students will be doing.
List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration
Tell students that today they will be working on looking at more embryo pictures in order to attain today’s learning
targets:
I can analyze pictorial data to compare patterns of similarities in the embryo development across species.
I can identify relationships in embryos that are not evident in the fully formed anatomy.
Explain to students that each group will be given a chart and a group of pictures. They are to work together to place the
pictures on to the chart in the appropriate animal category as well as what stage of development they think the picture is
in (Stage 1, Stage 2 or Stage 3). Discuss with students that Stage 1 would be very early in the development of the
animal and that by Stage 3, the embryo would be recognizable as to what animal it really is. Stage 2 would be
somewhere in the middle of the animals development.
2
5E Lesson Plan
Give each group of students the chart and the pictures. Allows students time to discuss what picture goes where on the
chart.
Once they have made their decisions, in their science notebooks, have students recreate the chart and ask students to
record the number of the card that they placed in each box in the chart.
Give each group of students an Embryo Dice Cube with Questions. Each student takes turn rolling the dice and
answering the question. If a question is rolled that has already been rolled, the student needs to add to what the other
person has already said. Students need to take notes in their science notebooks about their discussion.
EXPLANATION


Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help
students connect their exploration to the concept under examination?
List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations.
Using the Embryo Development Power Point, review the discussion questions as a class:

What similarities do the embryo drawings have?

What differences do the embryo drawings have?

Describe a trend you observed as the embryos developed from stage to stage.

Which stage of embryos (Stage 1,2 or 3)were the most difficult to match to the correct animal? Explain your
thinking.

Which Stage 3 embryos were easiest to match to the correct animal? Explain your thinking.

How does looking at the embryos help you to see if there are relationships among organisms that are not
evident in the fully formed anatomy?
Allow for student discussion of each of the different questions. Use the teacher notes on the power point to help guide
the discussion.
ELABORATION



Describe how students will develop a more sophisticated understanding of the concept.
What vocabulary will be introduced and how will it connect to students’ observations?
How is this knowledge applied in our daily lives?
Review vocabulary with students:
Embryo
Species
EVALUATION


How will students demonstrate that they have achieved the lesson objective?
This should be embedded throughout the lesson as well as at the end of the lesson
Formative Assessment: Muddiest Point
Give students a Post-It note and ask them to write down something that is still “muddy” with them about this topic. Once
they are finished, have them add their response to the board. Review student responses to guide next steps in
3
5E Lesson Plan
instruction.
RESOURCES
Lesson has been adapted from Evolution and Embryos by Matt Patton
http://www.cteonline.org/portal/default/Curriculum/Viewer/Curriculum?action=2&view=viewer&cmobjid=420068
Bozeman Science Video LS4A Evidence of Common Ancestry and Diversity – Teacher Resource
http://www.bozemanscience.com/ngs-ls4a-evidence-of-common-ancestry-diversity
4