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3rd Grade Traits and Inheritence Lesson Plan

This lesson plan aims to teach students about inherited traits in plants through a hands-on activity where students work in groups or individually to determine the traits of offspring flowers based on given parent flowers. On day 3, students will work collaboratively in groups to select traits for parent flowers and draw the parents and offspring, explaining their reasoning. On day 4, students will complete the activity individually as a formal assessment. The lesson focuses on analyzing data to understand that offspring inherit traits from parents and variations exist within groups.

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181 views3 pages

3rd Grade Traits and Inheritence Lesson Plan

This lesson plan aims to teach students about inherited traits in plants through a hands-on activity where students work in groups or individually to determine the traits of offspring flowers based on given parent flowers. On day 3, students will work collaboratively in groups to select traits for parent flowers and draw the parents and offspring, explaining their reasoning. On day 4, students will complete the activity individually as a formal assessment. The lesson focuses on analyzing data to understand that offspring inherit traits from parents and variations exist within groups.

Uploaded by

api-381843574
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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You are on page 1/ 3

Miriam Pazos

Rosemarie Michaels
EDU 4000
2 December 2019
Week 1: Day # 3 and # 4
Title of Lesson: Inherited Traits in Flowers

Key Concept: Animals and Plants inherit traits from parents

Guiding Question: How similar are plants to their siblings and their parents?

Student Learning Outcome(s):


1. TSW be able to identify the traits plants inherit from their parent
2. TSW explain their reasoning on why offsprings look similar to their parents

Three Dimensions of NGSS


1. Science Standard:
a. 3-LS3-1 Analyze and interpret data to provide evidence that plants and animals
have traits inherited from parents and that variation of these traits exists in a group
of similar organisms
2. Science Practice Standard(s):
a. Analyzing and Interpreting Data
i. Analyzing data in 3–5 builds on K–2 experiences and progresses to
introducing quantitative approaches to collecting data and conducting
multiple trials of qualitative observations. When possible and feasible,
digital tools should be used.
1. Analyze and interpret data to make sense of phenomena using
logical reasoning
3. Cross-Cutting Concept(s):
a. Patterns
i. Similarities and differences in patterns can be used to sort and classify
natural phenomena.
4. Disciplinary Core Idea:
a. LS3.A Inheritance of Traits
i. Many characteristics of organisms are inherited from their parents.
b. LS3.B Variation of Traits
i. Different organisms vary in how they look and function because they have
different inherited information.

21st Century Skill(s) teacher is modeling &/or students are developing/practicing:


● Collaboration: Student would be working in table groups in creating a realistic offspring
of two parent flowers.
● Critical Thinking: Students would have to try and figure out with their prior knowledge
of inherited traits what the offspring would look like for the parent flowers.
● Creativity: Students would have to create an offspring from that came from the parent
flower. They have to choose from the variety of possibilities of what the offspring would
look like.
● Communication: Students would have to explain their reasoning behind what their choice
of offspring to the entire class.

List Materials for teachers and students:


Teacher:
1. Parent 1 and Parent 2 Anchor Chart
2. Print out characteristic cards and laminate them to reuse for the following year
3. Labeled envelopes (Traits)
4. Poster paper (enough for one per table group)

Students (include number of each item needed):


1. Color pencils
2. Two sheets of paper
3. Ruler (to measure stem)

Lesson:
Day 3
1. TTW review inherited traits with the students.
2. TTW asks students what they remember about the previous lessons on inherited traits
3. TTW explain the inherited flower traits activity to the students.
4. TTW already have prep the materials at their teacher table ready for the table leaders to
pick up the materials.
5. TTW have the table leaders to pick up the materials needed for the activity to their table.
6. Each group will have a large poster where they would have to draw the two parent
flowers and the one offspring.
7. TSW select at random from the envelope of characteristics cards what traits each parent
will have.
8. TSW draw out the parents on their groups poster.
9. TSW also label each part of the flower and what kind of characteristics it holds. For
example, a part of the flower is a stem, TSW label that part of the flower stem and then if
trait is that the stem is 4inches long then must also label is as 4 inches long.
10. TSW have to decide as a team what could be a possibility the offspring will look like.
11. Once each group is done with their predictions then TTW ask each group to come to the
front and present their poster.
12. TSW have to describe the parent flowers and why they think that the offspring they
create is related to the parents.
13. TTW help guide the explanations, if needed.
Day 4
1. TTW will do the same activity only difference is that instead of being group work it
would be an individual activity on regular paper.
2. TTW collect these and use them as a formal assessment on their understanding of
inherited traits.
Differentiated Instruction
● ELLs: TTW provide ELLs with vocabulary charts so that they can use as references.
TTW have instructions in their home language available, if needed.
● Students with Special Needs: TTW allow the student work in a smaller group with some
teacher assistance throughout the activity.

Closure:
To wrap up the lesson TTW have a class discussion on inherited traits and what traits get passed
down.
Possible Discussion Questions:
1. What traits does plant pass down to their offspring?
2. Which characteristics are most likely to get passed down and why?
3. What traits do you have that you go from your parents that you would most likely pass
down to your kids?

Assessment:
1. TTW use the activity to see if the students understand the concept of inherited traits.
2. The group activity(informal) would be used so that the students can get work
collaboratively with their peers and find out together what traits the plant would have.
3. The individual work(formal) is to see if each individual student is understanding the
concepts, this would show the teacher if a student needs extra help despite working with a
group the previous day.

References
● http://www.thesciencezone.org/uploads/1/0/7/2/10722737/plant_inherited_traits.pdf

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