Lesson Plan Format for Science Teacher Education Candidates

Ithaca College School of Humanities and Sciences

Instructor: Karen Patricio

Unit of Study: Heredity and Genetics

Lesson Essential How does consuming GMO crops affect the world? How does growing GMO crops affect the world?

Question:
Lesson Title or Topic: Genetically-Modified Organisms

Central Focus of the Students will research a variety of claims for and against consuming and growing GMO crops. They will learn the
importance of critically analyzing claims from various sources.
Lesson:

Connections
1. Explain how this lesson connects to lessons or units before and after this lesson to form an internally consistent unit of study
Previous Lesson (unit) Current Lesson Next Lesson (unit)
In the previous unit, students This lesson helps students dive In the next lesson, students will have a
would have learned the steps of deeper into the CER framework class debate where they bring in the
the scientific method and how to to analyze claims and find information and research gathered
analyze and create claim, supporting (or refuting) through their CER graphic organizers
evidence, and reasoning (CER) evidence. This helps students and agree or disagree with claims
through the framework. critically analyze false claims in through supporting evidence.
media and other venues.

Safety
List here all safety issues and safety protocols required for this lesson and a procedure for checking safety equipment prior to beginning
each lesson. You should identify procedures for the preparation, storage, dispensing, supervision, and disposal of science materials used
in the lesson. Make sure to attach required Material Safety Data Sheets (MSDS) to this plan.
Backpacks will be placed under students’ desks and walkways will be clear.

State/National/Common Core/NSES/NSTA/NGSS/AFNR Standards

List the number and full text of each standard that is addressed in this lesson.
Remember to include content and literacy standards, as appropriate to the lesson.
Common Core: CCSS.ELA-Literacy.RST.9-10.1 Cite specific textual evidence to support analysis of science and
technical texts, attending to the precise details of explanations or descriptions. CCSS.ELA-Literacy.RST.9-10.8
Assess the extent to which the reasoning and evidence in a text support the author's claim or a
recommendation for solving a scientific or technical problem. NY State: Standard 7: Interdisciplinary Problem
Solving. Students will apply the knowledge and thinking skills of mathematics, science, and technology to
address real-life problems and make informed decisions. NGSS: MS-LS4-5 Gather and synthesize information
about the technologies that have changed the way humans influence the inheritance of desired traits in
organisms. NSES: Science in Personal and Social Perspectives. Personal and community health, population
growth, natural resources, environmental quality, natural and human-induced hazards, science and technology
in local, national, and global challenges. NSTA: B6. How to design, conduct, and report research in biology.
AFNR: CS.01.01. Research, examine and discuss issues and trends that impact AFNR systems on local, state,
national and global levels.
Objectives and Assessments
--Here list the short-range learning objectives specific to this particular lesson. These objectives should be items that are immediately
observable and easily assessed.
--In addition, you will identify how you will know if the learning objectives for this lesson have been met. List the types of assessments
you will use to determine whether the objectives have been met. List the types of formative assessments you will use to monitor student
learning of your specific learning objectives for this lesson. What assessments will determine proficiency, excellence, or failure to meet
the learning objectives of this lesson?
--As you consider your assessments, you should think about the kind(s) of feedback your students will receive from you related to your
assessments and how you will expect them to use this feedback.
- Formal assessments could include an exit ticket, a homework assignment, an in class writing assignment, a project, or a quiz or a test
you will give later, etc. Informal assessments could include structured observation, thumbs up/thumbs down, think-pair-share,
whiteboards, etc.

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Learning Objectives Formative Assessments Summative Assessments
The students will be able to … What formal and informal assessments What evidence, by the end of the learning
(Learning outcomes to be achieved by will you use during this lesson to monitor segment/unit, will show that students
the end of this lesson) whether your students are developing understand and have met your learning
the understanding/skills required to objectives?
Every objective should have an meet the learning objective you have
assessment. identified? If you are using observation
as a form of assessment, write the
Note: Use as many rows as you have questions you will use as a guide for your
learning objectives. You must have at observations of students during the
least one objective, but there is no lesson.
maximum number.
Students answer questions Students will bring in their filled out
Determine if they agree or through an online formative CER graphic organizers and have a
disagree with claims regarding assessment at the beginning and debate in class the following day,
GMOs and their impact on end of class (quantitative), then demonstrating their agreements and
society explain their reasoning in Exit disagreements. Facilitated by the
ticket (qualitative) instructor.
Students will fill out graphic Students will bring in their filled out
Explain issues surrounding GMOs organizers with the CER CER graphic organizers and have a
through both writing and framework on a claim of GMO’s debate in class the following day,
verbalizing arguments and the health impact to determine its explaining the issues surrounding
supporting evidence(s). validity and find supporting GMOs and use evidence to support or
evidence. reject claims of others.
If, as a result of the assessments above, students have not met your learning objectives for this lesson, what
strategy/ies will you use to teach/re-teach?
If students are not meeting the learning objectives, we will take another day to finish researching each claim. I
will provide an example of a claim on GMOs, supporting evidence, and reasoning that connect the evidence
back to the claim. This example would further illustrate my expectations and model how to reach the
objective(s).

Academic Language Demands

Focused Academic language function
Choose a higher order language verb (e.g. analyze, evaluate, explain, interpret, describe, predict, argue, or prove) that students must
know how to do in order to succeed in this lesson. See your edTPA handbook for content specific language function suggestions.
Describe the language supports you will provide your students with to assist them in learning the academic language function in this
lesson. Include how you will use students’ prior knowledge and your teaching in this lesson to facilitate and deepen student learning of
this academic language.
Analyze, explain, justify with evidence. Students will be working with these language functions in different units
throughout the year and semester. The graphic organizer guides students in practicing each of these language
functions before they participate in the debate, where they will verbalize their agreement or disagreement
with claims.
Language demands - Vocabulary Language supports
What skill vocabulary (e.g., Venn diagram, graphic organizer, How will you help students understand the verbal and written
thesis statement) and content vocabulary (e.g., imperialism, language requirements to succeed in this lesson? (These should also be
mitosis) do students need to know in order to succeed? included in your step-by-step procedures below.)
Skill vocabulary: Students will have previous exposure to the CER
Graphic organizer framework in the preceding unit. This lesson works to
introduce students to GMOs, their risks and benefits to
Content vocabulary: health and society, and how the information is portrayed
Claim, evidence, reasoning, genetically-modified in the media and through other venues. Specific content
organisms (GMOs), clickbait vocabulary has been covered in previous lessons or will
be defined through a short video.
Language demands – Function Language supports

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Analyze, evaluate, explain, interpret, describe, predict, argue,
or justify with evidence. Describe the language supports you
will provide your students with to assist them in learning all of
the academic language functions that appear in this lesson.
Analyze, explain, justify with evidence Students have previously worked with analyzing and
explaining others’ claims using the CER framework in the
previous unit. This lesson helps students improve their
skills in both of those language functions in addition to
proving something is true or false by justifying their
claims and/or opinions with evidence.
Language demands – Graphs, Figures, Symbols, Language supports
Equations, Tables

Graphs, figures, tables Students will have previous exposure and experience
working with these in previous lessons in the unit. These
may or may not appear in the students’ personal research
when gathering information to support or reject claims.
Language demands – Syntax Language supports
is the set of conventions for organizing words, phrases, and
symbols together into structures (e.g., sentences, formulas,
staffs in music). For example, syntax refers to the structure of
a sentence—its length, word order, grammar, arrangement of
phrases, active or passive voice, etc. If the syntax of a sentence
is challenging its reader, then it is clouding the sentence's
meaning. After carefully examining the texts of your lessons,
the ways you explain key ideas, and your expectations for
what you want the students to write, determine which
sentence patterns, grammatical structures, or symbolic
conventions might be unfamiliar or difficult for your students.
Syntax of graphs, figures, and tables Like the previous language demands, these may or may
not appear in the students’ personal research when
gathering information to justify claims with evidence use
reasoning to tie them both together. Students will be
working with a partner or independently in tables and
can ask each other questions regarding these graphs and
images before putting their ideas on paper. If there is too
much confusion, I will briefly review the layout of the
graphs, figures, and tables, and how to read and digest
the information presented.
Language demands – Discourse Language supports
Discourse is a distinctive communication structure and/or style
specific to your discipline (e.g. lab reports, literary analysis
essays, document-based arguments, proofs, critiques, etc.) In
what discipline specific ways do students need to
communicate in order to succeed in this lesson?

CER Framework, scientific and academic language Students will have worked with the CER framework
in scientific articles related to GMOs throughout the previous unit. Multiple exposure and
experiences working with the framework should help
them understand the structure and language expected of
them. Students will also be working with a partner or
independently, but within tables. They can ask their peers
for help if they have a question regarding their research.

Advanced Preparation for the Lesson

1. What instructional resources/materials do you need to prepare in advance?
List here the resources you will use to engage your students and assess their learning in this lesson.
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Include handouts, slides, supplies, images, grouping plans, manipulatives, equipment, rubrics, answer keys, or anything else that requires
advance preparation. Written materials should be attached to this plan.
2. What else do you need to do before the lesson starts in order to be ready?
List here reminders to yourself so that you’re prepared when the students walk into the room.
1. Create Socrative quiz on GMOs with True/False questions online, print out CER Graphic Organizer sheets,
students will have computers ready to use to research, printed list of websites for students to visit and
gather information, cue or download video How to Spot Fake Science Reporting, science notebooks for
students to write responses to questions.
2. Download quiz or copy questions for back-up, have whiteboards on hand for student responses if
technology doesn’t work, have alternative devices for students to use if they don’t have access to a
computer and/or phone, ensure projector is working, download video

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Lesson Procedures: Instructional Strategies/ Learning Tasks
Describe, in detail, the steps you will follow in the lesson, attending to both what you will be doing and what the students will be doing.
Boldface all procedures where you are monitoring student understanding using formative assessments.
Opening: How will you begin your lesson in a way that motivates and engages students in learning this lesson’s content? (Motivation
for lessons should be interesting, age-level appropriate, brief, and directly related to the learning objectives of the lesson.)
0-5 min As students come in, mention they will be evaluating claims using supporting evidence and
reasoning. Mention this will help prepare them for the debate in the following class day.
Post Warm-up questions on the board for students to answer: “What are GMOs? How are they
used? How do you know?” Have students write or draw responses in their science notebooks.
After two minutes, have students turn to the person sitting next to them and share their responses.
Then, have students volunteer responses to the class.
Time-based Lesson Planning
Time (in List the next steps of your lesson. Provide detailed description of what teacher and students will be doing. Boldface those
minutes) procedures where teacher is monitoring student understanding during the lesson. (Your planned formative assessments
from above should show up In this section as part of your lesson procedures. You should include IF-THEN-ELSE steps [e.g. IF
85% or more of the students respond to the think-pair-share question correctly THEN I will move on to the next question
ELSE I will have students form pairs and discuss their responses and then repoll the class). Write lesson plan procedures so
that another teacher could pick up your plans and actually accomplish your objectives for the class period. (Hint: The
following procedural terms are too vague: introduce, discuss, review. How will you introduce something new? How will
you organize discussion, and what questions will you ask? How will you conduct a review?)
What are students doing What are you doing
5-10 Students “log in” to the classroom quiz on Mention the quiz is a way for instructor to gather
Socrative, using their real names. Students what they know about the topic. Activate the
help each other out as necessary. Students Socrative quiz and have students “Log In” to the
start to work on T/F quiz and list two or classroom/quiz, using their real first and last names.
more questions they are interested in. They Students get help from each other if needed. Start
also list their responses to each question. True/False quiz and ask students to submit a
response. Questions will be read out loud. If there is
confusion, ask students to rephrase in simpler terms.
Ask students to list two questions they are interested
in and list their responses to each question (true or
false). Stamp to check for completion and
understanding of expectations. Give around 30
seconds for each question. DO NOT show the
answers or Explanations.
10-15 Students finish working on the quiz and Finish working through the quiz. End quiz and later
writing two or more questions they are download report of student responses. Pass out CER
interested in. Graphic Organizer. Read through the instructions and
Students receive CER Graphic Organizer. Research Question on the graphic organizer. Ask
They follow through and read through the students to pick one of the questions from the quiz
instructions. Then, they pick one question and write it into the Claim section of the organizer.
from the quiz and write it into the Claim Stamp student graphic organizers when they find
section of their organizer. their claim. Ask students to rephrase in simpler terms
if there is confusion regarding language used.
15-20 Students watch video on spotting fake Tell students they will each be filling out the rest of
science reporting and ask questions if the graphic organizer. These will be stamped to check
necessary. Then, students get laptops and for understanding and completion, helping students
work independently or with a partner to be prepared for the following day’s debate. Show
find the evidence and reasoning to support video of How to Spot Fake Science Reporting (about 4
or reject the claim, preparing for the follow min long). Answer questions to clarify confusion. Tell
day’s debate. students they can work independently or with a
partner to research their own individual claims.
Remind students they will all participate in a debate

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 in the classroom the following day, so they should
obtain reliable information and good evidence.
20-25 Students work independently or with a Have students fill out the graphic organizer, finding
partner to investigate the claim online, evidence that supports or refutes the claim and their
using the strategies in the video and their reasoning behind the evidence and claim. Check for
own knowledge of finding credible sources. understanding by having students verbalize
Students ask their peers questions before responses in the graphic organizer. Have students
they ask the instructor. ask their tablemates questions before they ask the
instructor. Answer any questions that students in the
entire table are confused about.
25-30 Students finish filling out their graphic Have students finish filling out the graphic organizer,
organizer. finding evidence that supports or refutes the claim
and their reasoning behind the evidence and claim.
30-35 If needed, students take an additional two Provide additional time for students to finish filling
minutes to finish filling out graphic out their graphic organizer, if necessary. Provide up
organizers. to 2 additional minutes.
Students volunteer their responses in the Ask if students want to share their responses in their
graphic organizer, stating the claim, graphic organizer, stating the claim, evidence, and
evidence, and reasoning. reasoning. Give students a ticket when they
volunteer.
35-40 Students answer the questions on the quiz, Activate Socrative quiz again and have students
writing their new responses next to the answer the same True/False questions. Questions
older ones in their science notebooks. will be read out loud. Ask students to list their new
Students observe and changes in responses responses next to their previous ones in their science
and reflect on what made them change (or notebooks. Then, ask students to look at any
not change) their responses. questions they answered differently and think about
what made them change (or not change) their
answer.
Closure: How will you bring this lesson to closure? How will students reflect on what they learned today, and how will you prepare
them for what’s ahead?
40-End Exit Ticket: “What did you learn? Did you change your response to any of the questions? Why did
of Class you decide to do that?”

Inclusiveness
Universal Design
What general features of your procedures and/or assessments support the learning of all students by making this lesson accessible for
every student in the class? Make sure to address each of the 3 major principles of Universal Design (i.e. providing multiple means of (1)
representation, (2) action and expression, (3) engagement).
There are various modes for students to represent understanding of the content and mastery of the objectives.
For instance, the analysis of claims is scaffolded with a graphic organizer. Proper scaffolding is used to prepare
students for the debate the following day. Students choose the claim they wish to investigate, making the
researching process much more personally meaningful and engaging to each of them. Students have
opportunities to write or draw responses, copying any data in the form of figures, tables and/or graphs.
Students with Specific Learning Needs (to be completed below)
What are some of the specific learning needs possessed by students in your class, and what will you do to intentionally support students’
learning specific to this lesson to help them achieve the expected learning outcomes?
Time IEP / 504 Plans Specific Language Other Learning Needs
(min) Needs Examples: English Examples: Struggling readers, students with gaps in academic
Language Learners, knowledge, students working above grade level, etc.
regional varieties of
English
(Brian) (Dimas) (Claire) (Alana)

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0-5 Student walks into Student walks into Student walks into Student walks into the
the classroom and the classroom and the classroom and classroom and begins to work
begins to work on begins to work on begins to work on on the warm-up question.
the warm-up the warm-up the warm-up Responses can be written or
question. Responses question. Responses question. Responses drawn in science notebooks.
can be written or can be written or can be written or
drawn in science drawn in science drawn in science
notebooks. notebooks. notebooks.
5-10 Students log in to Students log in to the Students log in to Students log in to the
the Socrative class Socrative class and the Socrative class Socrative class and quiz
and quiz online, quiz online, using and quiz online, online, using their real first
using their real first their real first and using their real first and last names to access the
and last names to last names to access and last names to online quiz. Questions will be
access the online the online quiz. access the online read out loud. Students write
quiz. Questions will Questions will be quiz. Students write down two questions they are
be read out loud. read out loud. down two questions interested in and their
Students write Students write down they are interested responses (True or False) to
down two questions two questions they in and their the questions in their science
they are interested are interested in and responses (True or notebooks. Students can
in and their their responses (True False) to the rephrase questions in more
responses (True or or False) to the questions in their easy-to-understand terms.
False) to the questions in their science notebooks. The online quiz makes
questions in their science notebooks. Since this student is written language more fun
science notebooks. Students can more advanced in and manageable to take in,
Students can rephrase questions in literacy, the teacher since it presents one
rephrase questions more easy-to- can ask this student question at a time and is not
in more easy-to- understand terms. to rephrase too overwhelming with
understand terms. The online quiz questions if written information.
The online quiz makes written necessary and if she
makes written language more fun demonstrates
language more fun and manageable to understanding of
and manageable to take in, since it the question.
take in, since it presents one
presents one question at a time
question at a time and is not too
and is not too overwhelming with
overwhelming with written information.
written information.
10-15 Students fill out the Students fill out the Students fill out the Students fill out the graphic
graphic organizer on graphic organizer on graphic organizer on organizer on the CERs related
the CERs related to the CERs related to the CERs related to to GMOs. Graphic organizers
GMOs. Graphic GMOs. Graphic GMOs. Graphic can help students easily
organizers can help organizers can help organizers can help organizer the information
students easily students easily students easily and prepare for the debate
organizer the organizer the organizer the the following day. Students
information and information and information and can draw any data, graphs,
prepare for the prepare for the prepare for the tables, and figures they
debate the debate the following debate the encounter in their research.
following day. day. Students can following day. Students have the option to
Students can draw draw any data, Students can draw work with a partner or
any data, graphs, graphs, tables, and any data, graphs, independently.
tables, and figures figures they tables, and figures
they encounter in
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 they encounter in encounter in their their research. If
their research. research. there is confusion
regarding wording
of graphic organizer,
will ask this student
for help explaining
in simpler terms if
she demonstrates
understanding of
the instructions and
expectations.
Students have the
option to work with
a partner or
independently.
15-20 Students watch Students watch video Students watch Students watch video on
video on on determining fake video on determining fake science
determining fake science reporting and determining fake reporting and ask questions if
science reporting ask questions if science reporting confused. The visual
and ask questions if confused. The visual and ask questions if information will help this
confused. The visual information will help confused. student better understand
information will this student better how to research credible
help this student understand how to information.
better understand research credible
how to research information.
credible
information.
20-25 Students fill out the Students fill out the Students fill out the Students fill out the graphic
25-30 graphic organizer on graphic organizer on graphic organizer on organizer on the CERs related
the CERs related to the CERs related to the CERs related to to GMOs. Graphic organizers
GMOs. Graphic GMOs. Graphic GMOs. Graphic can help students easily
organizers can help organizers can help organizers can help organizer the information
students easily students easily students easily and prepare for the debate
organizer the organizer the organizer the the following day. Students
information and information and information and can draw any data, graphs,
prepare for the prepare for the prepare for the tables, and figures they
debate the debate the following debate the encounter in their research.
following day. day. Students can following day. Students have the option to
Students can draw draw any data, Students can draw work with a partner or
any data, graphs, graphs, tables, and any data, graphs, independently. If necessary,
tables, and figures figures they tables, and figures help this student verbalize
they encounter in encounter in their they encounter in their responses before
their research. If research. If their research. If writing them down in their
necessary, help this necessary, help this there is confusion graphic organizer.
student verbalize student verbalize regarding wording
their responses their responses of graphic organizer,
before writing them before writing them will ask this student
down in their down in their graphic for help explaining
graphic organizer. organizer. in simpler terms if
she demonstrates
understanding of
the instructions and
expectations.
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 Students have the
option to work with
a partner or
independently.
30-35 If this student If this student Students volunteer If this student doesn’t finish
doesn’t finish the doesn’t finish the responses in their the graphic organizer, ask
graphic organizer, graphic organizer, graphic organizers. them to work on it with their
ask them to work on ask them to work on special education teacher (if
it with their special it with their ENL applicable) and/or for
education teacher teacher and/or for homework. This student can
(if applicable) homework. This also gain better
and/or for student can also gain understandings by listening
homework. This better to others verbalizing their
student can also understandings by own responses.
gain better listening to others Students volunteer responses
understandings by verbalizing their own in their graphic organizers.
listening to others responses.
verbalizing their Students volunteer
own responses. responses in their
Students volunteer graphic organizers.
responses in their
graphic organizers.
35-40 Students work on Students work on Students work on Students work on True/False
True/False quiz for True/False quiz for True/False quiz for quiz for the second time,
the second time, the second time, the second time, listing new responses to the
listing new listing new responses listing new questions next to the
responses to the to the questions next responses to the previous ones in their science
questions next to to the previous ones questions next to notebooks. Students reflect
the previous ones in in their science the previous ones in on any changes they made
their science notebooks. Students their science from the first and second
notebooks. Students reflect on any notebooks. Students attempt at the same
reflect on any changes they made reflect on any questions and reflect on why
changes they made from the first and changes they made they did (or didn’t) change
from the first and second attempt at from the first and their responses.
second attempt at the same questions second attempt at
the same questions and reflect on why the same questions
and reflect on why they did (or didn’t) and reflect on why
they did (or didn’t) change their they did (or didn’t)
change their responses. change their
responses. responses.
40-45 Students fill out Exit Students fill out Exit Students fill out Exit Students fill out Exit Ticket on
Ticket on what they Ticket on what they Ticket on what they what they learned, if they
learned, if they learned, if they learned, if they changed or didn’t change a
changed or didn’t changed or didn’t changed or didn’t response, and why they
change a response, change a response, change a response, decided to do that. Students
and why they and why they and why they can write or draw their
decided to do that. decided to do that. decided to do that. responses.
Students can write Students can write or Students can write
or draw their draw their responses. or draw their
responses. responses.

Assessment Evaluation Methods

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Include detailed descriptions as to how you will evaluate each formative and summative assessment to include a list of correct
responses, scoring sheets, rubrics, or any other information that a student teacher would need to successfully evaluate student work.
These can be listed here or attached as separate sheets.
Students have multiple opportunities to illustrate knowledge of the content and mastery of objectives. First,
they are asked to answer a warm-up question that “primes” them to discuss GMOs. Then, they are asked to
submit responses to a True/False quiz. A lot of these are myths that have been proven false. Individual student
responses will be downloaded in a data report from the website and results from the initial assessment will be
compared to another report from the second time they complete the assessment for a quantitative analysis of
their growth, new learnings, and new understandings. Then, their Exit Tickets will be analyzed for a qualitative
assessment of why they changed (or did not change) their responses the second time around.

Lesson Reflection
After the lesson has been taught, write your reflection.

How effectively did I promote a positive learning environment? How do I know?

How well did I engage students in learning? How do I know?

How did I elicit and build on student responses to deepen their learning?

What changes would I make to my instruction to improve student learning? Why?

What did I learn about my students’ learning from my assessments? If I didn’t learn what I hoped to learn from the assessment(s) I used,
how would I modify the assessment(s) for next time?

Rev. 11/7/2017 by Michael “Bodhi” Rogers

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