CCSS
Creel, 2005
Title: ___Genetics___________________________Subject: _LifeScience_______________
Topic: Inherited Traits & Learned Behaviors__________
Designers: __Western Elementary____________
Grade: ______5_____
Stage 1: Desired Results
GPS S5L2 & ELA Standard(s)
(underline big ideas and key words)
Students will recognize that offspring can resemble parents in inherited traits and learned
behaviors. GPS s5L2
ELA5R1 : The student demonstrates comprehension and shows evidence of a warranted
and responsible explanation of a variety of literary and informational texts.
QCC and ELA
Enduring Understandings (Teacher
tool)
Students will understand:
1. How to compare and contrast the characteristics of
learned behaviors and inherited traits
2. What a gene is and the roles genes play in the transfer of
traits.
ELA5R3: The student understands and acquires new vocabulary
and uses it correctly in reading and writing.
1. What is genetics?
2. What is a gene?
3. How do genes effect who we are?
4. What is the difference between learned behavior and
inherited traits?
5. How can increasing your vocabulary increase your
comprehension?
6. How can print concepts (charts, tables, diagrams, etc)
help you convey meaning from text?
Utilize the standard elements to
identify knowledge and skills
Knowledge (noun)
Skills (verbs)
Students will know…
Students will be able to…
Definition of genetics
Incorporate new words into
Definition of gene
reading and writing
Differences between learned
Use graphic organizers to record
behavior and inherited traits
and analyze data
QCC and ELA
Essential questions
(2-5 questions)
(Student tool)
Elements
QCC and ELA
Knowledge & Skills
(Comes from the elements)
WHERETO:
Stage 2 - Assessment Evidence: What evidence will show that students met the learning goal?
Traditional
Portfolio
Authentic
Self-assessment
Assessment
Assessment
Assessment
Vocabulary Tests
Graphic Organizers Learning Logs
Rubrics
Comprehension
Student Created
Questions
Projects/Products
End of Unit Test
(Tic-Tac-Toe
Boards)
CCSS
Creel, 2005
Stage 3 – Designing an Instructional Plan
Hook and Hold interest: pointing toward Big Ideas, Essential Questions, and Performance Tasks
Introduce unit with examples of inherited traits (tongue rolling, attached earlobes, hitchhikers
thumb, etc) – See attached sheet. See Experiment on page A76-77 of 5th Grade Science Text.
Students will create a graph of results. Students will poll family members for related results and
create a “Family Graph” of results.
Anchor Activities: Students will explore Punnett Squares and create a Punnett Square on an
inherited trait.
Explore the Big Ideas, Essential Questions, and Equip for final performance
Direct Instruction
Introduce Vocabulary;
Activating Strategy;
Text Pages A76-A81
Experiential
Learning
Independent
Learning
Indirect
Instruction
Interactive
Instruction
Hook and
Hold
Activity
Tic-TacToe Board
with
Choice of
Activities
related to
topic
Vocabulary
Definitions
Graphic
Experiments
Organziers relating to topic
Think/Pair/
Share
Rethink, Revise, Refine, Reflect, Resubmit
Learning Logs, Ticket Out The Door, Portfolios
Encourage ongoing evaluation and student self-evaluation
Tic-Tac-Toe Board
Tailoring the Design for Diverse Learners
Differentiated
Suggested
Activities
Accommodations
Differentiated activities will be used in
Peer tutoring;
the Tic-Tac-Toe Board in which students Collaborative teaching
have a choice of activities related to
and grouping;
the topic of genetics.
Suggested Extensions
Invite a geneticist to your
classroom to help explain
genetics
CCSS
Creel, 2005
Organizing the Learning
Step One: Introduce topic (Hook and Anchor
Activity)
Step Two: Vocabulary
Step Three: Discussion/Activities on Genetics and
Genes
Step Four: Lesson/Activities on Learned
Behaviors and Inherited Traits