whittney blue 3rd grade science heredity unit plan
TRANSCRIPT
Whittney Blue
3rd Grade Science
Heredity Unit Plan
Heredity: Inheritance and Variation of Traits
3rd Grade
Standards
Science Standards:
3-LS3-1: Analyze and interpret data to provide evidence that plants and animals have traits that are inherited from parents and that
variation of these traits exists in a group of similar organisms.
3-LS3-2: Use evidence to support the explanation that traits can be influenced by the environment
Math Standards:
3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one-and two-step
“how many more” and “how many less” problems using information presented in scaled bar graphs.
3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts. Understand a fraction
a/b as the quantity formed by a parts of size 1/b.
3.MP.4 Model with mathematics
Library and Approved technology standards:
K-5. MTL.1: Define and use grade-appropriate media and technology terminology in context.
K-5. MTL.2: Select with guidance the appropriate technology to accomplish a goal.
K-5. MTL.8: Use models and simulations to investigate systems and issues.
English Language Arts and Literacy Content Standards:
RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text.
Rl.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from the nonliteral language.
SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking
clearly at an understandable pace.
Unit Rationale:
This lesson gives students an opportunity to examine the complex concepts of heredity, and the complexity of inherited, and acquired
traits. This unit will use many of the North Dakota state standards that range from English, mathematics, technology, and science
standards. They will be able to develop an understanding of data evidence that can explain how Heredity: Inheritance and Variation of
Traits works. This unit plan will follow not only the standards the students are expected to understand about heredity, but it also meets
the needs of many others from writing to reading, to mathematical equations, and to science knowledge. The value of this lesson will
allow students to have a different outlook on heredity, but as well as encouraging all students to learn and participate in the activities.
This unit brings out many different learning styles that our students in our classrooms may have.
Goals:
The goals for this unit will be able to understand and to be able to explain the information in this particular unit. To teach students
multiple ways to be able to understand information, as well as being able to recall the information that was learned. This unit will
allow students to be able to bring experiences from their home into school, but also allowing them to think about different things at
home. The teacher will allow time for discussion about the material that was learned, and be available for help when it is needed.
Objectives:
Students will be able to categorize heredity traits into two categories such as acquired traits, or inherited traits.
Students will be able to solve a Punnett Square, and explain how they did so.
Students will be able to calculate the probability of a trait being passed down using the Punnett Square.
Students will be able to construct graphs based off different traits amongst a group of people.
Students will be able to explain a few of the different terminology used throughout the heredity process.
Students will be able to predict the possible outcomes of inherited traits from the parents through the use of Punnett Squares.
Students will be able to predict possible outcomes of acquired traits from parents through the use of Punnett Squares.
Instructional Procedures: See Unit Plan below.
Sources:
https://classflow.com/classflow/#!/product/itemId=c5d327a5e8c741c3949d75324257d9f5 (Heredity flipchart- Pre-test)
https://classflow.com/classflow/#!/product/itemId=55070ad1d86540bbb7c9c5f9bcf9d98d (Inherited & Acquired Traits flipchart)
https://s-media-cache-ak0.pinimg.com/564x/e2/60/fd/e260fdd6839a9a8e8f2860d69b11f186.jpg (foldable)
https://s-media-cache-ak0.pinimg.com/564x/e9/57/12/e9571233278bce0aadc3e0ccdcab0e54.jpg (Monster)
https://classflow.com/classflow/#!/product/itemId=4660e7ae99d74054ad7cf2f460488a97 (Punnett Squares)
http://www.exploringnature.org/graphics/teaching_aids/Punnetts_square_worksheet.jpg (Punnett Squares Worksheet)
http://mrsleeskinderkids.blogspot.com/2010/09/all-about-me.html (Pie graph)
http://mspan.weebly.com/1/post/2009/04/punnett-square-exercise-with-mm.html (M&M activity)
http://mspan.weebly.com/1/post/2009/04/punnett-square-activity-with-mm-part-2.html (M&M activity)
https://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=257184#.WCes5IWcF9B (Jeopardy game)
https://d1uvxqwmcz8fl1.cloudfront.net/tes/resources/6101516/fa45acdf-8fed-4f67-bf52-
7c655edbed02/image?width=500&height=500&version=1421789355464 (Teacher Observation Form)
List of materials:
Day one:
https://classflow.com/classflow/#!/product/itemId=c5d327a5e8c741c3949d75324257d9f5 (Heredity flipchart- Pre-test)
https://classflow.com/classflow/#!/product/itemId=55070ad1d86540bbb7c9c5f9bcf9d98d (Inherited & Acquired Traits flipchart)
20 Journals
20 sheets of loose leaf Paper
20 Name sticks
Whiteboard
Computer
Promethean Board
Day two:
https://s-media-cache-ak0.pinimg.com/564x/e2/60/fd/e260fdd6839a9a8e8f2860d69b11f186.jpg (foldable example) (My example
attached)
https://s-media-cache-ak0.pinimg.com/564x/e9/57/12/e9571233278bce0aadc3e0ccdcab0e54.jpg (Internet example) (My example
attached)
40 sheets of Construction paper
20 Scissors
20 Markers
Vocabulary terms
White board
20 Textbooks
20 Journals
Day three:
http://mrsleeskinderkids.blogspot.com/2010/09/all-about-me.html (Pie graph example)
https://classflow.com/classflow/#!/product/itemId=4660e7ae99d74054ad7cf2f460488a97 (Punnett Square flipchart)
http://www.exploringnature.org/graphics/teaching_aids/Punnetts_square_worksheet.jpg (Punnett Square Worksheet)
20 sheets of Brown, Blue, Green, (Brownish/greenish) Hazel Construction Paper
20 Sheets of White Paper
Large tag board
20 Glue sticks
20 Scissors
Punnett Square flipchart
20 Punnett Square worksheets
Overhead/Elmo
Computer
Promethean Board
Day four:
http://mspan.weebly.com/1/post/2009/04/punnett-square-exercise-with-mm.html (M&M Activity)
http://mspan.weebly.com/1/post/2009/04/punnett-square-activity-with-mm-part-2.html (M&M activity)
10 bags of M&Ms
20 Brown Paper Bags
20 Markers
20 M&M Data Results Table
Data table example
Questions (in procedures)
Day five:
https://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=257184#.WCes5IWcF9B (Jeopardy Game)
https://classflow.com/classflow/#!/product/itemId=c5d327a5e8c741c3949d75324257d9f5 (Heredity flipchart- Post-test)
Jeopardy game
3 IPads
White board for scoring
20-White board markers
20-White board erasers
20-Mini white boards
Computer
Promethean Board
Assessment:
Students will be assessed on how much they know about heredity, and the amount of material they learned through the unit of study.
They will have a pre-test with 15 questions, but as well as the same exact test 2 ½ weeks later to see how much they learned.
Extensions of Lessons across the curriculum:
I plan to include the other standards into my lessons as well as including heredity into my other lessons. I can include math into my
unit about heredity such as working with probability and finding the percentages of the genotype and phenotype. I think we can do
different problems in math class that may involve inherited or acquired traits. I would also like to read a book about heredity later on
in the future to my class, and this would qualify as English. I feel I included technology into my unit by using promethean flipcharts,
IPads, overhead, as well as using interactive game websites about heredity.
Accommodations:
I will adjust my day to day lesson plans based of the needs of the students, and as to what their Individualized Education Plan states,
as well as ensure I follow the 504 plans. I will ensure to be aware of the needs in our units that the student is not meeting, and correct
these problems in order to help these students understand the material. I will keep all students in the classroom involved so we can
meet our goals and objectives as a class.
Activity Procedures Notes Assessment
Day One: Introduction to
Heredity
1) Check student’s prior
knowledge on heredity using Pre-
test questions on Promethean
Planet.
1) Teacher will turn on the
promethean board and use the
link provided in materials for
day one on heredity, and view
the flipcharts on Active Inspire.
(1 minute)
Teacher will hand out a sheet
of paper to every student in the
classroom & make sure they all
have a pencil. (1 minute)
Teacher will have students
number 1 to 15 on their sheet
of paper & make sure they put
their name in the right hand
corner of the paper. (1 minute)
Teacher will show the flipchart
on the promethean board one
question at a time & read the
question to the students and
they will quietly write their
answers on their sheet of paper.
They will repeat this process
until all 15 questions have been
read and answered. (7 minutes)
Teacher will collect the
student’s pre-test & put them
-Make sure to have loose leaf
paper for students.
-Make sure to pick up the pre-
tests to check for prior
knowledge.
-Make sure to have both flipchart
links provided.
-Have name sticks read and
available for use.
-Have the student’s journals
ready.
-Pick up the journals
-Review the pre-tests & journals.
-Pre-test over heredity on
promethean planet. Look over
these tests and see what we need
to work on.
-Formative: Teacher
Observation-Observe how well
the students are doing on the
inherited and acquired traits
flipchart. (Use sticky notes to
collect data on the student’s
work)
-Formative: Journal on 2 of the
new definitions that we learned
today and provide an example
with each definition you pick.
This will allow me to understand
how much the students actually
learned from the lesson.
2) View Inherited & Acquired
traits flipchart from promethean
planet as whole group.
into the completed work
mailbox. (1 minute)
2) Teacher will open the
inherited and acquired traits
flipchart on the smart board by
clicking the link or copy and
pasting it on the web, and
download it if needed. (1
minute)
Teacher will let students know
you are using the name sticks
to call on them.
Teacher will go through the
flipchart with the students one
slide at a time. Teacher will
draw one stick at a time and
allow that student that was
picked to come up to the front
of the classroom and use the
interactive smartboard. Teacher
will make sure the student
answers the question first, and
allow the student to reveal the
answer to the class. Teacher
will repeat this process and
continue calling on students to
interact with the promethean
board. (12 minutes)
3)Students will do a reflective
journal on two of the new
definitions that we learned today
and provide an example with each
definition you pick.
Teacher will make sure
students understand all the
definitions on the flipchart.
3) Teacher will pick two
students to hand out journals to
their classmates. Students will
then hand out the journals to
their classmates. (1 minute)
Teacher will write the journal
question on the white board for
them to see. The teacher will
read this prompt out loud to the
students as well. (1 minute)
Students will journal about 2
new definitions they learned
today, and give examples with
each one. Teacher will make
sure the students are journaling
about the topic that they were
given. (4 minutes)
Teacher will pick 2 different
students to pick up the
journals.
The two students will collect
the journals when class is over
and place these on my desk as
well. (1 minute)
Activity Procedures Notes Assessment
Day Two: Heredity
1) Students will create a
vocabulary word foldable.
1) The teacher will hand out
two sheets of construction
paper to every student in the
class & one marker. Students
will grab a scissors from the
scissor basket. (1 minute)
Teacher will write these 10
terms on the whiteboard.
-Inherited Trait
-Acquired Trait
-genotype
-phenotype
-allele
-Dominant allele
-recessive allele
-heredity
-chromosome
-genetics
(1 minute)
The students will fold their
sheets of paper hotdog style
which is the long way. (20
seconds)
The students will cut the first
page of their vocabulary
foldable half way. They should
be making 5 flaps on each
sheet of paper. ( 35 seconds)
-Have construction paper,
scissors, and markers ready.
-Provide an example of a
vocabulary foldable with the
terms listed.
-Look over the vocabulary
foldable.
-Create an example of a monster
for students to view that has
different traits on it.
-Have journals ready.
-Formative: Discuss the terms
with the class as a whole and
record how many of the terms
the students recall.
-Formative: Teacher observation
to make sure the students are
understanding the terms, and
writing the correct definitions in
their foldable. (Use sticky notes
to collect data on the student’s
work)
-Formative: Reflection on the
monster traits and decide
whether the traits are inherited or
acquired traits.
2) Students will create a monster
that has inherited and acquired
traits.
Teacher will make sure they
write their names in the right
hand corner. (5 seconds)
The students will write all 10
words on a different flap using
a marker. On the third page of
the booklet the students will
write the matching definition
of the word on their first page.
They will find these definitions
in that back of their textbooks.
(8 minutes)
Have the students hand these in
to the completed work
mailbox. (1 minute)
2) Teacher will hand out a
sheet of paper to each student
along with markers, and
scissors. (1 minute)
Teacher will explain to
students that they will create a
monster that has inherited or
acquired traits. Teacher will
read these examples to the
students.
Inherited trait ex: Eye color,
freckles, hair type, skin color,
body type, height, etc.
3) Students will reflect in journals
about their monsters and decide
whether the traits of their monster
is inherited or acquired traits.
Acquired traits ex: large
muscles, broken bones, short
hair, scars, bruises, dying hair
and etc. (1 minute)
Techer will tell the students to
write Monster Genetics on the
top of their papers. Allow the
students to create their
monsters and the teacher will
answer any questions the
students may have about these
traits. (9 minutes)
3) Teacher will pass out
journals. (1 minute)
Teacher will write the writing
prompt on the white board and
will read it out loud to the
students. (1 minute)
Students will write to this
prompt about the traits of their
monster in their journal and
close them when they are
complete? (4 Minutes)
Teacher will pick up the
student’s journals when they
are done and place them on the
front desk. (1 minute)
Activity Procedures Notes Assessment
Day Three: Heredity
1) Students will create a class eye
color pie graph together.
1) Teacher will put out 4
different colors of construction
paper on the front table of the
classroom that consists of blue,
brown, green, and a greenish-
brown(hazel) color. Teacher
will also make sure to include
white paper on the same table
as well. Make sure to have glue
sticks and scissors on the table
as well. (30 seconds)
Next ask the students to grab a
piece of construction paper that
represents the color of their
own eyes, and ask them to also
grab a piece of white paper as
well. (30 seconds minute)
Then explain to the students
that we will be making a pie
graph that represents the
different eye colors in our
classroom. (30 seconds)
Have the students draw their
eye or an eye on the white
sheet of paper. Tell the
-Have an example of an eye
color graph.
-Make sure all the materials are
ready.
-Have the worksheets ready.
-Have the flipchart ready.
-Have name sticks ready to call
on students.
-Make their own pie/circle graph
about the eye colors within their
family home.
-Present their eye color to the
class, and tell the class the eye
color of their parents.
-Last 2 problems on the
worksheet.
students to color their eye they
just made the color of their
own eye. Example if a student
has brown eyes they will color
the eye they just made brown.
(4 minutes)
When they finish coloring their
eyes have them cut their eye
out, and glue it onto the
construction paper they
grabbed that represents their
eye color as well. (1 minute)
Once they finish cutting their
eye out and gluing their eye
onto the construction paper.
Next, they will cut their
construction paper into a piece
of pizza, or a pie, but make
sure they cut around the eye. (2
minutes)
Next, hang a large piece of tag
board on the white board, and
call the students up one by one
to bring their eye color
representation to the front of
the room. Have the students
say their eye color to the class,
and then glue their paper onto
the tag board. Repeat this until
we have a pie graph of every
2) Introduce Punnett Squares using
the promethean planet link
provided. Explain what a Punnett
Square is as well.
student’s eye color in our
classroom. (6 minutes)
2) Tell the students what a
Punnett Square is.
Definition: a diagram that is
used to predict an outcome of a
particular cross or breeding
experiment. (1 minute)
Teacher will go through the
flipchart together as class. But
call on students to answer the
questions so they understand
what a Punnett Square is. (5
minutes)
Once finished going through
the flipchart, hand out the
worksheet on Punnett Squares.
(30 seconds)
Teacher will place a copy of
the Punnett Square worksheet
on the overhead projector so
the students can see the
worksheet on the promethean
board. (30 seconds)
Go through the first two
Punnett Square problems as a
class and call on students to fill
in the squares according to the
3) Punnett Square Worksheet
word problems provided. (4
minutes)
Once finished going through
the first two problems as a
class, allow the students time
to finish the last two problems
on their own. (4 minutes)
When the students complete
these last two problems. Have
the students flip their paper
over and put their pencil down.
When they finish collect their
worksheets. (30 seconds)
Activity Procedures Notes Assessment
Day four: Heredity
1) Punnett Square Activity with
M&MS.
1) Have the students pick a
partner to complete this
activity with. (30 seconds)
They will split the work
equally so they both play a role
in the assignment.
Teacher will explain to the
students they will be doing an
activity that shows a possible
understanding of how
probability plays a factor when
it comes to heredity. (30
seconds)
-Have M&M’s ready.
-Example of the data chart.
-Brown bags
-Walk around and watch how
students are doing
-Make sure everybody has a
partner.
-Teacher Observation, I will
check to make sure they are
completing the lab accurately.
-Create their own Punnett Square
based of their results from the
lab.
- Reflection on these 4
questions.
-1. What is the dominant trait in
your M&M activity? Red or
blue?
-2. What is the recessive trait in
your M&M activity? Red or
blue?
Teacher will pass out a bag of
M&Ms, 2 brown paper bags,
and a M&M Data Results
Table. (30 seconds)
Have the students pick the blue
and red colored M&Ms from
their bag of M&Ms and only
use these two colors in their
experiment. Example: blue &
red, students will only use
those 2 colors to represent their
data. (1 minutes)
Ask the students to put 15 red
M&M and 15 blue M&M into
one paper bag and label this
paper bag as "Female” with a
marker. Next ask the students
to get another paper bag and
put 15 red and white M&M
into this bag again, and label
this bag "Male" with a marker.
(1 minute)
Tell the students that these two
paper bags with red and blue
M&M chocolates will
represent your heterozygous
parents (Rr X Rr). (30 seconds)
Have the students and their
partner each reach into one of
-3. What are the genotypes of the
parents in this activity?
-4. What are the phenotypes of
the parents in this activity?
the paper bags at the same time
and pull out one of the M&M
candies. (1 minute)
Have the students record
genotype and phenotype on the
M&M Data Results Table.
Then return the chocolate back
into the bag. And repeat this
process 14 more times but
being sure they record their
observations on the M&M
Data Results Table everytime.
(10 minutes)
Remind the students the only
possibilities are RR
(homozygous red), Rr
(heterozygous red), or rr
(homozygous blue). (30
seconds)
Their data table should look
something like the example
attached at the end.
The students will then tally the
number of times they got each
genotype (RR, Rr, rr). record
these numbers on the bottom of
their data table. Next, calculate
2) Answer these 4 questions based
on their data they recorded.
-1. What is the dominant trait in
your M&M activity? Red or blue?
-2. What is the recessive trait in
your M&M activity? Red or blue?
-3. What are the genotypes of the
parents in this activity?
-4. What are the phenotypes of the
parents in this activity?
the percentage of each
genotype that occurred during
this activity. Example: 6/15,
would be 6 divided by 15 and
multiply by a 100 to get the
percentage, and you should
then have all the genotypes
calculated. (6 minutes)
2) Students will answer these
questions with their partner, on
a sheet of paper.
Teacher will read these 4
questions to the students, and
pull them up on the
promethean board so they can
see them. (1 minute)
-1. What is the dominant trait
in your M&M activity? Red or
blue?
-2. What is the recessive trait in
your M&M activity? Red or
blue?
-3. What are the genotypes of
the parents in this activity?
-4. What are the phenotypes of
the parents in this activity?
They will answer all these
questions with their partner and
then they will have to create a
Punnett Square by themselves
not in pairs based off their
answer to question number 3.
(7 minutes)
Once students complete this
have them turn in their papers.
(30 seconds)
Activity Procedures Notes Assessment
Day five: Heredity
1) Heredity Jeopardy game
1)Divide the classroom into 3
teams equally or as close to
being equal as possible. (2
minutes)
Then give each team an IPad to
connect to the jeopardy game.
(1 minute)
Students will then enter the
code provided on the screen in
order to join the game. (1
minute)
Then go from right to left and
have the teams pick a category
and point value.
Give each group 15 seconds to
answer the questions, and if
-Have the flipchart up and ready
for the post-test.
-Compare the results from the
pre-test and the post-test.
-Have extra markers & erasers
for the quiz.
-Have whiteboards, markers, and
erasers ready.
-Read the questions to them.
-Make sure everyone participates
in Jeopardy.
-Post-test using whiteboards.
Record who got the question
right, and record who got it
wrong along with the number.
-Teacher Observation. Observe
the answers given for jeopardy
and the discussion amongst the
groups to get these answers.
2) Post-test using the flipchart on
heredity from day one.
they can’t answer it give
another group a try. If that
group can’t answer the
question we will then discuss
what the answer is as a class.
If they answer the question
correctly give the group that
point value and the team who
has the most points wins. Be
sure to play as many point
values as time allows. (9
minutes)
2) Pass out white boards, white
board markers, and erasers to
every student in the classroom.
Show the flipchart on the
promethean board one question
at a time & read the question to
the students and have them
quietly write their answers on
their whiteboards. (1 minute)
Put up testing folders on each
student’s desk so they cannot
see what another student is
writing. (1 minute)
Give them 1 minute to come up
with their answer. Have the
students write their answer to
the question being shown on
their whiteboard. Once a
minute is up the students
should hold up their
whiteboards in the air so I can
see their answers, and tell them
they cannot discuss their
answers with any of the other
students. (14 minutes)
Once all 15 questions are
completed pick up the
whiteboards, and put the results
of the data collected on my
desk. (1 minute)
heredity foldable
Monster genetics
M&M Data Results Table
Trial Offsprings genotype Offspring’s phenotype
Example RR Red
1 Rr Red
2 rr blue
3
4
5
6
7
8
9
10
11
12
13
14
15