Exploring Our Differences

Grade Level: 4
Overview of Lesson

The overall purpose of this lesson is to introduce students to the

concepts of inherited and observable traits. Students will interpret
and communicate this information through graphs and a written
explanation. This will allow students to practice verbal, written,
and visual communication skills.

Description of Learners

The learners are at risk fourth graders. An example of one

possible characteristics that could identify these children as at
risk is if they have a low socioeconomic status. They are
considered to be be at the full potential of a fourth grader.

Intended Learning Goals

At the completion of this lesson, students should be able to do the

following:
identify observable traits
give a basic explanation of inherited traits
give a basic explanation of observable variation
create a bar graph to communicate the collected
data

Learning Objectives

1. Without assistance, students will be able to define

inherited traits and observable traits with 100% accuracy.
2. Given the verbally stated examples, students will
be able to chose a different observable trait without any
error.
3. Given mentor assistance, students will be able to
graph the data they collected, without any error.

Lesson Content

Science Vocabulary:
Inherited Traits
Observable Traits
Collecting Data:
Create a question (who has)
Answer the question through experiments/observations
(surveying classmates)
Create a medium to communicate the data (bar graph)

Standards1

Science
Life Science
4.3.1 Observe and describe how offspring are very much, but not
exactly, like their parents or one another.

1 Adapted from the mathematics and science standards for Indiana public schools.

Mathematics
Data Analysis
4.DA.1: Formulate questions that can be addressed with data.
Use observations, surveys, and experiments to collect, represent,
and interpret the data using tables (including frequency tables),
line plots, and bar graphs.
Materials

Worksheets:2
Frequency Table
Who Has
The worksheets are the basis of the entire lesson plan and each
student will need a copy.
Writing Utensils
Pencils
Colored Pencil
The colored pencils will be used to draw the pictures of the traits
on Who Has worksheet and to create a contrast between the
bars on the graph.

Time Needed

~45-50 minutes

Procedure

1. Display the powerpoint (10 minutes)

a. The first slide will show pictures of
children with different characteristics and we will
ask the kids what types of differences they see.
Discuss.
b. The second slide will define
observable traits. Discuss observable traits in
relevance to the classroom, ask the students to
look around and write the different observable
traits that they see in their classmates on a piece of
paper. Then talk about the observable traits that
they found.
c. The third slide will define inherited
traits.
d. The fourth slide will show a picture
of a boy and we will ask the students what the
observable trait is that is displayed in the photo,
which will be hair color and eye color. Then, we
will have the students point out the inherited trait,
which will be tongue rolling.
2. Introduce the worksheet by verbally explaining to

2 Acessed from: https://www.teachervision.com/tv/printables/geneticsbeginnerext.pdf

the students that they will be choosing two observable

traits such as freckles or hair color, then seeing how many
classmates do or do not have those traits. (1-5 minutes)
a. This may require some additional
explanation if it does it is possible to show them
an example on the document camera in the front
of the room.
3. Tell the class to begin. (10 minutes)
a. even if students are finished; stick
to the 10 minutes so they can have a break
4. Ask the class to quiet down
5. Instruct the students to begin working on the
graph. (5-10 minutes)
a. While students are working,
explain the purpose of the graph.
i.
The purpose is to
organize their data and to easily
communicate the information to others
6. Ask students to come up and share what trait they
chose and why. (10 minutes)
a. Continue the conversation with
asking how many people had what trait.
7. Ask students to tell their mentor the definition
along with an example of the following terms
a. inherited traits
b. observable traits
*Tell students to hold up a peace sign when they are done
8. End class with telling students to have a great day,
and giving out a piece of candy.
Assessment

Comprehension:
Students will be evaluated on their level of understanding of the
science vocabulary. At the end of the lesson, the students will be
expected to individually tell their mentor the definition and an
example of the following terms:
inherited traits
observable traits

References/Reference
Material

Indiana Standards:
http://www.doe.in.gov/standards
Worksheets Link:
https://www.teachervision.com/tv/printables/geneticsbeginnerext.
pdf
Community for Advancing Discovery Research in Education.
(2011). Raising the Bar: Increasing Stem Achievement for All
Students.
Summary: This article started out by stating a problem with our
learners today regarding the achievement gap with two of the
STEM subjects: math and science. The math achievement gap
has been widening over the past 20 years and they connect it to
the NAEP, the National Assessment of Educational Progress. The
article shows the percentages of certain races, income levels, and
language proficiencies regarding how well a class of 12th graders
did on the math portion of this assessment in 2009. As probably
expected, the white, high-income, and proficient English
speakers scored higher by about 35% compared to the minorities.
The article then went on to talk about how schools in low-income
communities and more minorities tend to not thrive in the STEM
subjects because the resources arent available. With this said, the
article also says that attaining positive outcomes for the
minorities/underdeveloped communities isnt unattainable. The
article ends with giving five ways that STEM education is trying
to improve. First is providing high-quality curriculum and
instruction to all students, second is using classroom practices
that promote equity, third is connecting to students cultural
experiences and native languages, fourth is connecting to "realworld" problems , and last connects to the second one, organizing
schools to promote equity.
Tang Wee Teo., Kaijie Justin Ke. (2014 Jan 10). Challenges in
STEM Teaching: Implication for Preservice and Inservice
Teacher Education Program. (18-24).
DOI: 10.1080/00405841.2014.862116

Summary: This article compares the training of two teachers in

Singapore, one whom completed 2.5 years of mainstream school
teaching experience before being recruited at a STEM school and
learned didactic teaching style through experience and another
who completed a one year preservice secondary teacher training,
in order to determine whether there were more benefits to

separating training for STEM curriculums. The first teacher

found that through on the spot self learning he was able to teach
the students in a flexible style that was achieved after
reacquainting himself with course knowledge. The second
teacher had a hard time adjusting to the mainstream school
curriculum after training for a STEM curriculum course.
THroughout the article there is a discussion recorded between the
two teachers about the differences in their training and how that
affected their teaching in a different environment than expected.
It is argued by the authors of this journal that it would only be
beneficial for teachers to have a separate STEM training program
if they are able to teach in only STEM related schools.
Collaborations, like the one documented in this journal, are
beneficial in communicating the different teaching styles and can
help create fluidity and adjustability between the two types of
training and teaching styles.

https://www.youtube.com/watch?v=NdSbEq1LfTI