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EED380 STEM UNIT PLAN

Name: Date:

Carlie Morrison 11/24/19


Central Focus Grade(s)
Identifying and understanding inherited traits, understanding similar 3rd
organisms have varying traits, and identifying animal
classifications/species based on specific inherited traits.
Lessons Overview
Lesson 1 Title​: “What Am I?”

Objective(s)​: Students will be able to observe images of several different animals, belonging to different animal classes,
and be able to determine, using those images, with accuracy what animal classification said animal is based on using
specific inherited traits.

Assessment(s)​: Worksheet with animal images, all of varying animal classes (​Mammals, Birds, Fish, Reptiles, and
Amphibians). Students will be grouped and each group will identify each pictured animal’s classification. Students will
then have to support their choices with at least one reason. Students will complete the worksheet and submit after the
lesson.
Lesson 2 Title​: “The Importance of Camouflage”

Objective(s)​: Students will be able to identify the importance of camouflage, what camouflage is, and give reasoning as
to why camouflage is an important trait for survival for three different animals with the aid of technology.

Assessment(s)​: Students, with the aid of technology, will research three different animals who depend on the ability of
camouflage for survival. They will identify the three animals by name and list at least three reasonings as to why
camouflage is an important trait for survival for the three different animals they've chosen on a fill-in worksheet.
Lesson 3 Title: ​“Puppy Traits”

Objective(s)​: Students will be able to identify the reasons why animal offspring who share the same parents have varying
traits.

Assessment(s)​: Students will color in an image of a puppy. Each student will be provided the same colors, but can color
in the image as they wish. After they color in the image, the students will discuss in groups why they think traits vary
between puppy siblings, and will record their discussions on a worksheet. After the lesson on how traits are inherited and
why they vary, students will then write in their own words what they learned about varying inherited traits.
Names Date
11/22/19
Carlie Morrison
Central Focus Grade(s)
Identifying and understanding inherited traits, understanding similar organisms have varying 3rd
traits, and identifying animal classifications/species based on specific inherited traits.

PART 1: MEASURABLE OBJECTIVES AND ASSESSMENT


1. Content Focus: Inherited traits, their importance, and how they vary

- Be able to identify the correct classification of an animal by observing


specific traits using provided images.

- Be able to research and find evidence to show the important benefits that
the inherited trait camouflage provides to three different species.

- Be able to explain and identify why similar living beings have different
inherited traits.

- Be able to explain why canine offspring all have varying traits even if
they’re all from the same litter.

-Be able to ​identify and interpret traits that are found in mammals by
noticing differences among animals of the same species.

2. Lesson Titles 1. What Am I?


2. The Importance of Camouflage
3. Puppy Traits
3. Learning Standards:
NYS Next Gen Math, Science & Engineering Practices:
NYSP12SLS, ISTE Student 3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have
Standards traits inherited from parents and that variation of these traits exists in a group of
similar organisms.

Math:
CCSS.MATH.PRACTICE.MP2​. Reason abstractly and quantitatively.

CCSS.MATH.PRACTICE.MP3. Construct viable arguments and critique the


reasoning of others.

ELA:
CCSS.ELA-LITERACY.W.3.1​ Write opinion pieces on topics or texts, supporting a
point of view with reasons.

CCSS.ELA-LITERACY.W.3.2​ Write informative/explanatory texts to examine a


topic and convey ideas and information clearly.

4. Learning Objectives for By the end of the unit, students will be able to:
the Unit
-Students will be able to observe images of several different animals, belonging to
different animal classes, and be able to determine, using those images, with accuracy
what animal classification said animal is based on specific inherited traits.
-Students will be able to identify the importance of camouflage, what camouflage is,
and give reasoning as to why camouflage is an important trait for survival for three
different animals with the aid of technology.
- Students will be able to identify the reasons why animal offspring who share the
same parents have varying inherited traits.
5. Assessments & Criteria: -Worksheet with animal images, all of varying animal classes (​Mammals, Birds,
Submit a copy of the Fish, Reptiles, and Amphibians).​ Students will be grouped and each group will
assessment with answer key identify each animal’s classification. Students will then have to support their choices
or rubric with at least one reason. Students will complete the worksheet and submit after the
lesson.
-Using technology, students will research and record the importance of camouflage.
Students will list at least three different animals who can camouflage and give three
different reasons how they benefit from camouflage. This will be recorded on a
fill-in worksheet. Whole class discussion will take place after the lesson to discuss
discoveries and findings.
-Students will color in an image of a puppy, each student will be provided the same
colors but can color in the image as they wish. After they color in the image, the
students will discuss in groups why they think traits vary between puppy siblings and
will record their discussions on a worksheet. After a lesson on how traits are
inherited and why they vary, students will write in their own words what they learned
about varying inherited traits.

PART 2: PRIOR LEARNING, PREREQUISTE SKILLS/KNOWLEDGE


6. Prerequisite Skills and/or ​The students should be able to identify at least three different types of animal
Knowledge Needed in Order classifications. There will be readings supplied to the students, both within the
to Meet the Objective: classroom for leisure and implemented within the reading time block, prior to this
unit. The books will begin to introduce students to the various animals classes.
7. Prior Assessment Used to This unit will be introductory to the aspect of inherited traits and will be used to
Inform this Unit: introduce the idea that similar organisms have varying inherited traits, animals can be
classified based on inherited traits, and that inherited traits are imperative to survival.
Therefore, no prior assessment has been used to inform this unit.

PART 3: THEORY GUIDING INSTRUCTION & LEARNING REFLECTION


8. Conceptual Conceptual knowledge will be gained from this unit. After completing the following
Understanding/Procedural lessons the students will gain mastery in understanding how inherited traits vary, the
Fluency, &/or Problem benefits of camouflage, and how to classify animals based on their class specific
Solving: inherited traits.
9. Research and/or Theories Jean Piaget's Theory of Cognitive Development:​ ​The formal operational stage:
Guiding this Unit Plan Students begin to develop the ability to think logically about abstract concepts.
teachers implement group projects to allow students to learn from each other.
Teachers put the focus on the students' processes of learning instead of the students
end results.
PART 4: KNOWING YOUR LEARNERS
Number of Students 25 students, 3 ELLs (2 Spanish, 1 Arabic), 1 Hearing impaired
10. Needs of students for ​this There will be visual aids provided to the students who are ELLs and who are
unit hearing-impaired. This unit requires many visuals as the students must be able to
visually decipher varying traits. The students who are Ells, who share the same
native language, will be allowed to work together, if appropriate. The other ELL
student will be put into a group with children who can support them in their success.
The hearing-impaired student will be placed close to the teacher during large group
instruction and be provided with labeled visuals.The teacher will write questions on
the board for the hearing-impiared student.
11. Differentiation of Differentiation of Assessment: ​ELL students and the hearing-impaired student will be
Assessment and Evaluation allowed to point to the correct response/answers if they struggle with pronunciation.
Criteria:

Differentiation of Evaluation Criteria:


ELL students may record information in their journals using their native languages,
or any language they feel most comfortable using. The ELL students worksheets,
which will be completed in english, will not be graded on grammar or spelling.

PART 5: ACADEMIC LANGUAGE DEMANDS OF THIS UNIT

12. Key Vocabulary 15a. Multiple Inherited: ​(of a quality, characteristic, or predisposition)
Word/Phrases Critical for meaning words derived genetically from one's parents or ancestors.
Achievement of Objective Camouflage:​ H​ide or disguise the presence of (a person,
animal, or object) by means of camouflage.​ Cold-blooded: ​(of
a kind of animal) having a body temperature varying with that
of the environment; poikilothermic.
Family:​ ​All the descendants of a common ancestor.
Traits:​ A genetically determined characteristic
15b. ​Cross-discipline Classification: ​The arrangement of animals and plants in
general academic taxonomic groups according to their observed similarities
vocabulary (including at least kingdom and phylum in animals, division in
plants, and class, order, family, genus, and species).
15c. Subject-specific Mammals:​ A warm-blooded vertebrate animal of a class that
words used in this is distinguished by the possession of hair or fur, the secretion
discipline of milk by females for the nourishment of the young, and
(typically) the birth of live young.
Birds:​ A warm-blooded egg-laying vertebrate distinguished
by the possession of feathers, wings, and a beak and
(typically) by being able to fly.
Fish: ​A limbless cold-blooded vertebrate animal with gills and
fins and living wholly in water.
Reptiles:​A vertebrate animal of a class that includes snakes,
lizards, crocodiles, turtles, and tortoises. They are
distinguished by having a dry scaly skin and typically laying
soft-shelled eggs on land.
Amphibians:​ A cold-blooded vertebrate animal of a class that
comprises the frogs, toads, newts, and salamanders. They are
distinguished by having an aquatic gill-breathing larval stage
followed (typically) by a terrestrial lung-breathing adult stage.
Species: ​A group of living organisms consisting of similar
individuals capable of exchanging genes or interbreeding. The
species is the principal natural taxonomic unit, ranking below
a genus and denoted by a Latin binomial, e.g. ​Homo sapiens​.
Offspring:​ ​An animal's young

PART 6: LESSON ONE “What Am I?”


Total Time Allotted for 35 Minutes
Lesson
13. Instructional Model Concept Development Model

14.Learning Arrangement Whole class instruction during the Launch and Summarize portion of this lesson.
The Explore portion of this lesson will be done in groups of 5.
14a. Teacher Easel, Markers, Answer key, Computer access,
Materials & Whitebaord, Smartboard
Resources/Technology
15. Materials
14b. Student For each student: ​Pencils, Paper, Journal
Materials &
Resources/Technology For each group:​ Worksheet

PROCEDURE - LAUNCH
15. LESSON PROCEDURE: Launch
15a. Launch 16a. Launch
Teacher Actions and Strategies: Student Tasks and Strategies:
1.) Teacher asks students to raise their hand and share one 1.) Students will raise their hand and share one animal
animal class that they know about. The teacher will write class they know about when called upon.
correct responses on a whiteboard. 2.) Students respond to probing questions.
2.) If students do not provide enough information 3.) Students will answer the teacher’s question and
the teacher will use guiding questions to help the students. If will respond with answers like, “Mammals have hair.”
students do not know the information the teacher will provide and “Reptiles are cold-blooded!”
the answers after allowing students opportunities to figure it 4.) Students will be divided into groups of 5 and will
out on their own. work together to complete the worksheet.
3.) Teacher will write down five different animal classes (this
should include birds, mammals, reptiles, ​amphibians,​ and
fish). The teacher will ask students to list some traits found in
each animal class.
4.) After the students, with the teachers guidance, have added
at least 3 main traits associated with each animal class, the
teacher will separate the students into groups of 5. The
teacher will then hand out a worksheet to each group with
images of different animals. The students will work together
to determine what class the animals belong to and list at least
one reason to support their answers.
15b. Guiding Questions “What are the different animal classes that we know?”
“What are some traits that we know reptiles have?
“What are some traits that let us know an animal is a mammal?”
“What do we know about birds?”
“What traits do fish have?”
“What do we know about amphibians?”
15c. Differentiation Students who are hearing-imparied will be placed in the front of the class, close to
the teacher. The ELL students will be allowed to work together, if appropriate, or be
paired with a student who can support them. The ELL students can record
information in their journals using the language they are most comfortable using.
15d. Formative Assessment The launch will have no formative assessments.
​(if applicable)

LESSON PROCEDURE - EXPLORE


16. LESSON PROCEDURE: Explore
16c. Explore 17c. Explore
Teacher Actions and Strategies: Student Tasks and Strategies:
1.)The teacher will instruct the students to begin to work 1.)Students will begin working on their assignment
together, in their groups, to identify the animals correct 2.) Students will respond to guiding questions.
classification. 3.) Students will support their choices to the teacher
2.) The teacher will walk around and ask each group guiding using information they have gathered and listing the
questions. traits/evidence that support their claims.
3.) The teacher will ask the students to justify their answers in 4.) Students will record at least one reason, for each
their own words. animal, why it belongs to a certain classification.
4.) Teacher asks students to record, underneath each animal
on the worksheet, at least one reason why the animal belongs
to the class they decided on.
16b. Guiding Questions “How do you know that's a mammal?”
“What are the reasons your group chose that animal?”
“Looking at the picture, what traits do you see that we can use to help us determine
what class this animal belongs to?”
“Why did you pick that animal to be part of the reptile family?”
“How can we tell which image would be considered a fish?”
“If I wanted to know if an animal was a bird, what traits would I look for?”
“Why do you think that animal is a mammal?”
16c. Differentiation The students who are ELLs will be allowed to work together, if appropriate, or
placed into a group that will aid and support them throughout the process. The
student who is hearing-imparied will be provided with images. ELL students may
record in their journals in their native language. The student who is hearing-impaired
will be in the front of the class, close to the teacher. The ELL students and the
hearing-impaired student can point to images to answer questions.
16d. Formative Assessment The students responses and discussions will serve as a formative assessment.
​(if applicable)

LESSON PROCEDURE - SUMMARIZE


17. LESSON PROCEDURE: Summarize
17a. Summarize 17a. Summarize
Teacher Actions and Strategies: Student Tasks and Strategies:
1.)The teacher will ask the students to hand in their papers 1.)The students will hand in their papers and listen to
and gather into the large group instruction area. instructions.
2.)The teacher will ask the students to share one thing they 2.)Students will raise their hand and share one thing
learned. they learned from the lesson.
3.)The teacher will then put 5 different animal images up on a 3.)The students will work together to complete the
smartboard or projector; each animals projected will belong teachers prompt.
to a different animal class. The teacher will then ask the class 4.)The students will justify their responses.
to work together to determine how to classify each animal
based on it’s traits.
4.)The teacher will ask the students to justify their responses.
17b. Guiding Questions: “What are the different animal classes we learned about today?”
“What was one thing you learned today?”
“What animal class does this animal belong too?”
“What traits does this animal have that support your answer?”
17c. Differentiation ELL students and the hearing-impaired student may point to the answers. The
student who is hearing-impaired will be in the front of the class, close to the teacher.
The teacher will write questions on the board for the hearing-impaired student.
17d. Formative Assessment The formative assessment will include the collected worksheet from each group.
​(if applicable)

ANSWER KEY:

A Shark is a: A Frog is a: A Dog is a: A Parrot is a: A Crocodile is a:


Fish Amphibian Mammal Bird Reptile

I know this because: I know this because: I know this because: I know this because: I know this because:

Sharks don’t feed Frogs​ start their Dogs​ have hair Parrots have Crocodiles have
their young with lives in the water or fur. feathers. scales.
milk. and then live on
land. Dogs are Crocodiles breathe
warm-blooded. Parrots have
Sharks ​don’t​ have wings. through lungs.
Frogs are
hair. cold-blooded. Dogs are born
alive. Parrots lay eggs. Crocodiles are
Sharks are Frogs hatch from Cold-Blooded .
cold-blooded. egg​s. Dogs are fed milk
Parrots are warm
produced by the Crocodiles lay eggs.
blooded.
Sharks breathe mother's
with gills. mammary
glands.
PART 6: LESSON TWO “The Importance of Camouflage”
Total Time Allotted for 45 Minutes
Lesson
13. Instructional Model Launch-Explore-Summarize

14.Learning Arrangement This lesson will begin as whole class instruction. The students will work individually
while they research. This lesson will then be completed as a whole class instruction.
14a. Teacher Easel, Markers, Rubric, Computer access
Materials &
Resources/Technology
15. Materials
14b. Student For each student:​ Pencils, Paper, Computer access,
Materials & worksheet
Resources/Technology

PROCEDURE - LAUNCH
15. LESSON PROCEDURE: Launch
15a. Launch 16a. Launch
Teacher Actions and Strategies: Student Tasks and Strategies:
1.)The teacher will ask the students if they know anything 1.)The students will raise their hand and share what
about camouflage. they know about camouflage.
2.)The teacher will write one student’s, must be correct, 2.)Students will help the teacher define camouflage, if
response on the board. If the students do not know how to possible.
define the term, the teacher will define the term. The teacher 2.)The students will sit quietly and listen to the
may state: “Camouflage is an animal’s coloring or pattern teacher’s reading.
that helps it blend in with its surroundings!”. 3.)The students will raise their hand and share one
3.)The teacher will read the book, “​Animals in Camouflage”, thing they learned or noticed from the reading.
by ​Phyllis Limbacher Tildes. 4.)The students each sit at a computer/ get technology
4.)The teacher will ask the students to share one thing they provided to them.
noticed or learned from the reading.
5.)The teacher brings the students to a computer lab/ supply
technology.
15b. Guiding Questions “Does anyone know what camouflage means?”
“Does anybody know why, for animals, camouflage is important?”
“Did you know that camouflage is actually an inherited trait?”
“Why do you think it’s important that animals have the ability to camouflage?”
15c. Differentiation ELL students may record in their journals in their native language. The student who
is hearing-impaired will be in the front of the class, close to the teacher.
15d. Formative Assessment The students answers to guiding questions will serve as the formative assessment.
​(if applicable)

LESSON PROCEDURE - EXPLORE


16. LESSON PROCEDURE: Explore
16c. Explore 17c. Explore
Teacher Actions and Strategies: Student Tasks and Strategies:
1.)The teacher will walk around and observe the students as 1.)The students will work on their assignment
they work on their assignment. individually.
2.)The teacher will go around the classroom and assist any 2.)The students will research, at least three, different
students who are struggling. animals who use camouflage to survive.
3.)Students will list at least three reasons/ facts/
evidence that proves the animals they chose require
camouflage for survival.
16b. Guiding Questions “What animals have you looked at so far?”
“Why did you chose that animal?”
“Can you tell me one reason the animal you chose requires camouflage to survive?”
16c. Differentiation ELL students may record in their journals in their native language but must record
their answers on the worksheet in english. The student who is hearing-impaired will
be in the front of the class, close to the teacher.
16d. Formative Assessment There will be no formative assessment while the students research.
​(if applicable)

LESSON PROCEDURE - SUMMARIZE


17. LESSON PROCEDURE: Summarize
17a. Summarize 17a. Summarize
Teacher Actions and Strategies: Student Tasks and Strategies:
1.)The teacher will have the students get into the whole class 1.)The students will gather in the whole class
instruction area. instruction area.
2.)The teacher will ask the class to, one at a time, walk to the 2.)Students will, one by one, go up to the board and
board, and write one animal name that they chose, and one list any animal that they researched along with one
reason/ fact/ evidence that the animal they chose benefits reason/ fact/ evidence that proves the animal they
from camouflage. The teacher will inform the students, that if chose benefits from camouflage.
all three of the animals they researched are on the board by 3.)The students will respond to the teachers prompt
the time they get the chance to write, they can just list one and share one thing they learned while researching.
more fact under one of the already listed animals. 4.)The students will hand in their worksheets.
3.)After the students finish recording their information on the
board, the teacher will ask the students to share one thing they
learned from researching.
4.)The teacher will instruct the students to hand in their
research worksheets.
17b. Guiding Questions: “How can we tell camouflage is an inherited trait?”
“Why is it important for animals to be able to camouflage themselves?”
“What was the most interesting thing you learned today?”
17c. Differentiation ELL students can ask the teacher to help them write their facts on the board. The
student who is hearing-impaired will be in the front of the class, close to the teacher.
The students who are ELLs work will not be graded on grammar or spelling. The
teacher will write questions on the board for the hearing-impaired student.
17d. Formative Assessment The worksheets will be collected and used as a formative assessment.
​(if applicable)
Inherited traits: Camouflage RUBRIC
Total possible 0 pts. 1 pts. 2 pts. 3 pts.
points: 9 pts.

Animals The student failed The student The student The student
to identify any identified 1 animal. identified 2 animals. identified 3 animals.
animals.

Facts The student failed The student The student The student
to identify any facts identified at least 3 identified at least 6 identified 9 facts, 3
for each animal. facts. facts. for each animal.

Accuracy The information the The information the The information the The information the
student has student has student has student has
provided about their provided about their provided about their provided about their
animals are animals are animals are mostly animals are
inaccurate. somewhat accurate. accurate.
(Three or more accurate. (Two (One error) (No errors)
errors) error)
PART 6: LESSON THREE ​“Puppy Traits”
Total Time Allotted for 40 Minutes
Lesson
13. Instructional Model The Itakura Method (H-E-I)

14.Learning Arrangement The students will begin in pairs or small groups, this will be followed by large group
instruction.
14a. Teacher Easel, Markers, Answer key, Projector/SmartBoard
Materials &
Resources/Technology
15. Materials
14b. Student For each student: ​Pencils, Paper, Markers (in the colors
Materials & black, brown, and grey), worksheet
Resources/Technology

PROCEDURE - LAUNCH
15. LESSON PROCEDURE: Launch
15a. Launch 16a. Launch
Teacher Actions and Strategies: Student Tasks and Strategies:
1.) The teacher will handout the worksheets and the markers, 1.)Students will wait for teachers instructions.
each student will receive a black, brown, and grey marker. 2.)Students will color in their puppies, however they
2.)Teacher will instruct the students to color in their puppy wish, using only the colors provided to them.
images, however they wish, using only the colors provided to 3.)The students will listen to the teacher’s instructions.
them. The teacher will give students 5 minutes to complete 4.)The students will break into pairs, or groups of
their coloring. three.
3.)The teacher will then put up two images of adult dogs on a
projector/smartboard, one dog will be black and brown and
the other dog will be grey. The teacher will tell the students
that the dogs on the board are the parents to the puppies they
colored.
4.)The teacher will ask the students to get into pairs, or small
groups.
15b. Guiding Questions “Why do you think your puppy is different than theirs?”
“What do you think could be the reason as to why all of your puppies are different
when they have the same parents?
“Do you and your siblings look exactly alike?” (Follow up with, “Why not?”)
15c. Differentiation ELL students may record in their journals in their native language. The students who
are ELLs will be allowed to work together, if appropriate, or placed into a group that
will aid and support them throughout the process. The student who is
hearing-impaired will be in the front of the class, close to the teacher.The teacher
will write questions on the board for the hearing-impaired student.
15d. Formative Assessment The formative assessment will be the students discussions.
​(if applicable)
LESSON PROCEDURE - EXPLORE
16. LESSON PROCEDURE: Explore
16c. Explore 17c. Explore
Teacher Actions and Strategies: Student Tasks and Strategies:
1.)The teacher will ask the students, they should be in pairs or 1.) The students will create hypotheses about why
small groups from the launch, to talk with each other about there are differences between their puppies.
why they think each offspring is varying in appearance when 2.)Students will write down one hypothesis as to why
they have the same parents. their puppies all look different. they will record this on
2.)The teacher will instruct the students, this will be on their their worksheets.
individual worksheets, to write down one reason why they 3.)The students will raise their hands and share their
believe each offspring has varying appearances. hypothesis to the class.
3.)The teacher asks the students to share their hypothesis with 4.) The students will listen to the teachers lesson and
the class. watch the video.
4.)The teacher will show this video:
https://www.youtube.com/watch?v=GqEConjFPvg​.
Following the video, the teacher will give an age appropriate
lesson explaining why animal offspring have varying traits
when they share the same parents using this website:
https://www.generationgenius.com/inherited-traits-and-geneti
cs-for-kids/​, to help explain the concepts.
16b. Guiding Questions “Can someone tell me one reason they think that animals, who share the same
parents, can look different?”
“What was one hypothesis that you and your group thought of?”
16c. Differentiation ELL students may record in their journals in their native language. The students who
are ELLs will be allowed to work together, if appropriate, or placed into a group that
will aid and support them throughout the process. The student who is
hearing-impaired will be in the front of the class, close to the teacher.
16d. Formative Assessment The students discussions/responses will be the formative assessment.
​(if applicable)

LESSON PROCEDURE - SUMMARIZE


17. LESSON PROCEDURE: Summarize
17a. Summarize 17a. Summarize
Teacher Actions and Strategies: Student Tasks and Strategies:
1.)The teacher will ask the students to share one thing they 1.)The students will raise their hands and share one
learned from the lesson, in their own words, about why traits thing they learned.
vary between offspring. 2.)Students will hand in their worksheets.
2.)The teacher will instruct the students to hand in their
worksheets.
3.)Teacher will display students work after the lesson is
completed.
17b. Guiding Questions: “Can someone, in their own words, please tell me one thing you learned from this
lesson?”
“Can three more people tell me one thing they learned from this lesson?”
17c. Differentiation ELL students may record in their journals in their native language but must
complete the assignment in english. The students who are ELLs will not be graded
on grammar or spelling. The student who is hearing-impaired will be in the front of
the class, close to the teacher. The teacher will write questions on the board for the
hearing-impaired student.
17d. Formative Assessment The students will hand in their worksheets. The students will also share one thing
(​ if applicable) they learned, in their own words, during large group instruction and this will serve
as another form of formative assessment.

PART 7: FINAL CONSIDERATIONS & REFERENCES


18. Next Instructional Step in After the completion of this unit the students will then move on to individually
the Learning Sequence: identifying species based on their inherited traits. The students will also begin to
explore varying traits between plants.
19. References: Sciencesaurus: a Student Handbook.​ Great Source Education Group/Houghton
Mifflin, 2014.

“Inherited Traits: Science Lesson for Kids: Grades 3-5.” ​Generation Genius​,
https://www.generationgenius.com/inherited-traits-and-genetics-for-kids/​.

Inherited traits: Puppy Traits RUBRIC


Total possible points: 3pts. 0 pts. 1 pts.

Coloring: The student did not color in their The student colored in their image.
image (or extremely sloppy).

Hypothesis: The student did not record their The student recorded their
hypothesis. hypothesis.

Restating: The student did not record one The student recorded one thing
thing they discovered from the they discovered from the lesson.
lesson.