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Revised 4.15
For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at



Amanda Durant
Class Title
Life Science

Subject Area

Lesson Title
Genetic Modification of

Life Science
Unit Title

Grade Levels

Total Minutes

The class is diverse group of students with various backgrounds, there are about 30 students in each period. There are
a fair amount of Asian students, although other ethnic backgrounds are also present. The skills of the group vary
greatly. There are several special needs students who require one on one assistance. A few of the students are English
learners, who require additional help with reading and writing. In this class there are also students who are identified
as GATE and are very advanced.
CCSS Math, CCSS ELA & Literacy History/Social
Studies, Science and Technical Subjects, NGSS, and
English Language Development Standards (ELD)
Content Standards
Part I: Interacting in Meaningful Ways
A. Collaborative
MS-LS4-5. Gather and synthesize information
1. Exchanging information and ideas with others through
about the technologies that have changed the way
oral collaborative discussions on a range of social and
humans influence the inheritance of desired traits
academic topics.
4. Adapting language choices to various contexts (based
in organisms. [Clarification Statement: Emphasis is
on task, purpose, audience, and text type)
on synthesizing information from reliable sources
about the influence of humans on genetic outcomes in Interpretive
5. Listening actively to spoken English in a range of social
artificial selection (such as genetic modification,
and academic contexts
animal husbandry, gene therapy); and, on the impacts
these technologies have on society as well as the
Expanding and Enriching Ideas
3. Using verbs and verb phrases
technologies leading to these scientific discoveries.]
4. Using nouns and noun phrases
5. Modifying to add details
Lesson Objective(s)

Students will evaluate research to examine the

ethical implications of genetic engineering.
Purpose/Focus of

Students will be able to justify their opinions about

certain types of genetic modifications to organisms.



Students will access prior

knowledge by watching
the video they see in the
video. The teacher is
able to verify knowledge
before students apply

Students will watch the

short video and then
think, write, pair, share
the answers to the bell
ringer. Then the teacher
will lead a class


The students will

evaluate the information
in the article.

The students will work in

small table groups to

Students will be asked to

complete an exit slip,
which will summarize the

Before leaving class each

student will complete an
exit card to quickly
demonstrate their

Feedback Strategy
After the video students
will discuss with a
partner and get
feedback. Then the
teacher gives feedback
during a class discussion.
It will allow them to add
to their answers and
verify correct answers.
As the students are
working the teacher will
go around to each group
and verify that they are
effectively examining the
Students will have the
exit cards returned the
next day with teachers
comments and a grade.

How Informs Teaching

If students do well, the
teacher knows that
students can proceed to
the next step of applying
these concepts while
reviewing the article.
If the students struggle
with this step, the
teacher should reteach.
The teacher can ask
probing questions.
If students do well, the
progression of the lesson
can continue. If the
results are mixed, then
information needs to be
examined again.

Grouping students
differently may
encourage them to learn
from each other as well
as the teacher.
Instructional Strategies
Bell Ringer (warm up activity)
Modeling and Think aloud
Exit Ticket
Lesson Introduction/Anticipatory Set
Teacher Does
The teacher will instruct students to watch the video
very closely. After the video she will instruct students
to answer the bell ringer question, what effects have
humans had on different populations. Once the
students have written down an answer, she will
instruct them to pair with a partner and share what
they wrote, she will encourage them to modify and
add to their own answers. Then she will lead in a
class discussion making sure that each student has
the key steps written down.
Lesson Body
Teacher Does
The teacher will briefly introduce the subject of the
article. She will encourage students to flip through
the article to examine titles, pictures, diagrams and
charts. She will ask students to share what they
think the big idea of the article is. She will then ask
the students to read the article independently and
see if their initial concept was correct.
The students will then work within their groups to
find characteristics that support the big idea. After
ten minutes of work time, the teacher will bring the
students back together to share characteristics with
their classmates.

The teacher will ask the students to revisit the text

and continue filling out the worksheet. They need to
identify 3 questions they have that relate to the
subject of changing the pigs DNA to make it stay pet
sized. They also need to think about the implications
that this has on our society. Once again they are
encouraged to share with the class once their group
work is complete.
The teacher will then instruct students to
individually, summarize the article using their own
words. Sentence starts can be provided for students
as necessary.

Lesson Closure
Teacher Does
The teacher will instruct the student to complete an
exit slip, where they will list 3 things they learned, 2
things that were interesting and 1 question they still
Instructional Materials, Equipment, and Multimedia
Weekly bell ringer
Exploring Text Organizer
Exit Slip

Student Does

The students will watch the video and then write

down an answer to the question. They will share their
ideas with a partner and with the class. Students will
modify and add to their own answers.

Student Does

Students will review the article by examining the

general outline of the article, using the pictures and
titles. They will then have the opportunity to read the
article and think about the big idea of the text.
Students will work together to find characteristics
which support the big idea. They will then have an
opportunity to share their groups finding with the
rest of the class.
Students will then go back to the text and come up
with questions which relate to the subject matter.
This will encourage them to revisit the text
throughout the lesson. They will also share with
other students their questions and think of possible
Students will individually summarize the article, by
putting the content down in their own words.

Student Does
Students will complete the exit slip, and turn it in
before leaving class. This will help them summarize
what they understand and what questions they still

Co-Teaching Strategies
One teach, one assist
Team teaching
English Learners

Striving Readers

Students with Special


The groups of students will

be heterozygous, some will
be native speakers and
Students with special needs
some will be English
will be helped by being
The striving readers will be
learners. The handout can
strategically placed in
supported by having
be provided in students
groups with other students
information presented both
native language. By
who will help them. Also,
orally and verbally. They
visually showing students
since the teacher will be
will also benefit by being
the materials it will assist
actively walking around
placed in groups or pairs
students understand the
during work time, she will
with other students who are
word and the meaning.
be able to provide
proficient readers.
The teacher will model
additional clarification for
behaviors which will clarify
meaning for the English

Advanced Students

Advanced students will

have the opportunity to
take a more active role
within their groups. These
students may volunteer to
do additional research.