ASU Department of Teacher Education 1
InTASC/Arkansas Teaching Standards (2011)
The Learner and Learning
Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that
patterns of learning and development vary individually within and across the cognitive, linguistic, social,
emotional, and physical areas, and designs and implements developmentally appropriate and challenging
learning experiences.
Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse
cultures and communities to ensure inclusive learning environments that enable each learner to meet high
standards.
Standard #3: Learning Environments. The teacher works with others to create environments that support
individual and collaborative learning, and that encourage positive social interaction, active engagement in
learning, and self-motivation.
Lesson Plan (based on AR Teaching Standards)
Teacher candidate: Christy Wortham
Grade: 7th
Subject(s): Science
Topic(s): Asexual Reproduction
Circle the Bloom’s Domains that apply:
Affective
Psychomotor
Arkansas Frameworks (complete SLE’s):
or Common Core Standards
Science LS 3.7.7 Differentiate between sexual and asexual reproduction in
vertebrates and plants.
Length of lesson (specify beginning and ending time): 1 period of 50 minutes
Start 9:00 /Finish 9:50
Content
Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and
structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline
accessible and meaningful for learners to assure mastery of the content.
Standard #5: Application of Content. The teacher understands how to connect concepts and use differing
perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to
authentic local and global issues.
Instructional Practice
Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage
learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision
making.
Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting
rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and
pedagogy, as well as knowledge of learners and the community context.
Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to
encourage learners to develop deep understanding of content areas and their connections, and to build skills to
apply knowledge in meaningful ways.
Professional Responsibility
Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional
learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and
actions on others (learners, families, other professionals, and the community), and adapts practice to meet the
needs of each learner.
Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and
opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other
school professionals, and community members to ensure learner growth, and to advance the profession
.
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Learning Goals/Objectives—Stds 4-8 (What do you intend for students to learn? Hint—use Bloom’s Taxonomy verbs in your
objective writing to detail levels of thinking; how will you share these objectives with students?):
(1) The students will explain that in asexual reproduction there is one parent and all traits come from that parent. (review sheet)
(2) The students will provide and explain examples of living things that reproduce asexually. (review sheet)
(3) The students will be able to compare/contrast asexual and sexual reproduction. (review sheet)
Considering Prior Knowledge –Stds 1-5, 7
Prior lesson: LS2.5.3 In prior grades, students have learned about the parts of a cell, how cells grow and divide by mitosis, and we have
reviewed this information in class.
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Student Grouping—Stds 1-3, 8 (How will you group students for instruction and WHY did you choose the group members/partners
or the process you did?):
Students are seated in rows of chair/desks. The desks are level and students can easily cluster into pre-assigned groups of four for our small-group
work on investigation/inquiry projects.
Teaching Methods—Stds 4, 6, 7-8 (Decide on the model(s) or strategy(ies) you are using, write it/them down, and write why you
chose it/them:
Direct instruction will be used to review prior and introduce new material.
LESSON DESCRIPTION/ACTIVITIES—Stds 1-8
Procedures – (Describe how you will enact this lesson and the methods involved. Ensure a logical sequence. Be sure to be so detailed
that someone could enact the lesson without you there. Write down your actions, what you will say, transition statements, and be sure
to include a motivational opener and a closure!).
1. Introduction: state objectives, activate background knowledge and experiences, engage learners, connect previously learned content
Projected Time: 10min
I will begin with a short review about sexual reproduction (covered earlier in the unit). I will remind the students about traits coming from two
parents’ genetic material, meiosis, egg and sperm, zygote, etc… so that they will be prepared to compare/contrast asexual and sexual reproduction
today. Show video: Asexual Reproduction (link below).
2. Lesson Content: demonstrate, model, facilitate inquiry and exploration, provide rehearsal of content, explain and enact cooperative group
procedures, detail strategy procedures, note writing time or reading time, presentations and sharing
Projected Time: 25-30 mi
Asexual reproduction: Process where one parent produces offspring; therefore, the offspring inherit all traits from one parent—the offspring is
identical to the parent. This is unlike sexual reproduction where two parents’ traits are contributed to offspring.
There are different types of asexual reproduction. These include: fission, budding, vegetative propagation, fragmentation, and parthenogenesis.
(show pictures, attached)
Fission
Single celled organisms, such as paramecium and bacteria, which reproduce by splitting in two. This is often the only mode of reproduction for
these organisms.
Fragmentation
Some animals can grow from a separate piece of parent animal. This happens in only the simplest animals, such as some flatworms. These animals
may also reproduce sexually.
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Vegetative propagation
New plants can be produced from sections of parent plants that are cut off. Cambium cells from stems, roots and leaves of a parent plant can take
root and sprout. New plants reproduced in this way are genetically identical to the parent plant. We see this in spider plants and willow trees, for
example. Note that these plants also reproduce sexually, usually sperm and egg which produce seeds.
Budding
Cell division produces a bud. As the bud grows, it forms an identical copy of its parent, then separates from the parent and becomes independent.
An example is a hydra. These organisms may also reproduce sexually. The "choice" between sexual and asexual reproduction is often mediated by
environmental conditions.
Parthenogenesis
Some animals may produce eggs that develop directly into offspring without fertilization.
Common examples occur in insects, reptiles and fishes. Often, these organisms may also reproduce sexually. The "choice" between sexual and
asexual reproduction is typically mediated by environmental conditions.
The reproductive process is accomplished through mitosis (show diagram, attached).
Handout chart (attached) that lists types of organism, type of reproduction and description of reproduction. Briefly go over chart and direct
students that this is for independent study.
3. Closure: Connect to future learning, encourage further questioning, reflect on discoveries, place new knowledge in authentic context, check for
understanding
Projected Time: 10-20min
Ask questions about each type of asexual reproduction; ask about differences between sexual and asexual reproduction
Hand out review sheet
4. Extensions: websites to explore, questions to research, establishing new inquiries, additional applications.
1. Mitosis vs. Meiosis: http://apbio4dummies.blogspot.com/2012/08/mitosis-vs.html
2. Mitosis quiz: http://www.softschools.com/quizzes/biology/mitosis/quiz2428.html
Materials and Technology—A4 (List the instructional materials you will use, including books, handouts, websites, & texts. Use of
technology is encouraged, so be sure and list everything you need to integrate it such as flash drives, laptop, projector, flipcam, etc):
Computer and smart board/screen
Video-Asexual Reproduction: http://www.youtube.com/watch?v=jk2RJm5RBEk
Pictures of types: http://facultylounge.whfreeman.com/?q=node/3693
Fission slide: http://3.bp.blogspot.com/-lGDldPGmULg/UQck6yCLCHI/AAAAAAAAAHw/JH969J44biw/s1600/Slide5.JPG
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Slides/Diagrams: http://www.slideshare.net/gmanb5/asexual-reproduction
Asexual vs. Sexual Reproduction Chart – handout http://www.pdesas.org/module/content/resources/16268/view.ashx
Review sheets
Sources: http://ims.ode.state.oh.us/ODE/IMS/Lessons/Content/CSC_LP_S02_BB_L06_I05_01.pdf
Assessment (How and when do you plan to assess student learning on the content of this lesson? Be sure your assessments align with
the objective(s). Rubric, checklist, exit slip, quiz, discussion, anecdotal records, peer assessment, self-assessment, written feedback on student
work, test [type & purpose], written response, group analysis
Informal
[formative]
*and/or (both are not required)
Formal
[summative]
I will use a review sheet that mirrors questions discussed in class to gain information about comprehension of topics covered and to guide
future review work and further activities as needed. (see attached).
Modifications or Accommodations for Special Needs students if present (describe IEP requirements) or for Diverse Audiences
(What aspects of culturally responsive pedagogy, multicultural education, or adaptations for English language learners did you address
in this lesson)? Kinesthetic learning activities, visuals, contextualizing, peer assistance, scaffolding, comprehensible input, active involvement,
interactive goal-setting, authentic assessments
Students from diverse backgrounds and/or with special needs will benefit from the many pictures and the video graphics…
The extensions make use of various modes of learning such as reading, writing, gameplay and exploring, and these variations may be
helpful to reach different learners.
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