Summarized Brainstorming

After a few failed attempts to brainstorm, either the brain was not storming or the ideas needed to be revised, I have enjoyed a conversation with Dr. Butler and she assisted me in putting together some thoughts on this lesson.  

I will be focusing on the similarities and differences between parents and offspring.  We will determine whether certain characteristics are inherited or learned.  I will be working with my daughter's 4th grade class to deliver this series of lessons and either the Texas State Aquarium or the local Vet.  This series of Science related lessons will cross into writing during the 2 week time frame.  I expect that it will require (4) 45 minute sessions.

 

 

FACTS Design: Lesson Plan

 

 

Foundations:

 

Literacy  

                    Symbols -Students will be introduced to the difference between inherited and learned traits.  Learners will brainstorm                               the traits that they share with their parents and traits that are learned.  Students will perform a reader's theatre                                                   "Polly's Family Tree" and use information from the script to create a family tree and chart of traits. Students                               develop their predictions of the traits of a litter of puppies. 

 

                    Discourse Forms - Students will be drawing information from various sources and having to synthesize concepts to                               create understanding. Students will understand concepts of presenting information visually and literally. 

 

                   Cognitive Proccesses - Learners will develop an understanding of the difference between inherited and learned traits. 

                              They will then make predictions on the observable outcomes of a litter of puppies applying what they have                               learned.    

Problem Solving 

                    Strategies:   

                              The learners will explore the similarities and differences between themselves and their parents.  They will also                               perform at reader's theatre skit about Polly's Family Tree and investigate the traits of Polly, her parents, and her                               grandparents.  

 

                    Authentic Problem: 

                              The first grade teacher's dog is pregnant.  The future mother is a yellow lab and the father is a chocolate lab.                                Both dogs will be introduced to the students and they will predict the outcomes of the litter.  A follow up visit                                will be conducted to introduce the puppies to the class in January so that students can determine if their                                                            predictions were correct.   

Knowledge  

               Disciplinary Structures-  

                         Public Speaking Structures: 

                               public speaking, vocabulary, voice, audience, purpose 

 

                         Geneticist Structures: 

                               Nature vs. Nuture, inherited traits, predictions based upon facts  

 

                         Data Analyst Structures: 

                               data collection, charting data, evaluating data

   

               Disciplinary Process: 

                         Public Speaking Processes: 

                              audience analysis, performing, projecting voice, overcoming anxiety 

 

                         Geneticist Processes: 

                              analyzing, reporting, making predictions

 

                         Data Analyst Processes: 

                              charting data, reporting, data collection, drawing conclusions, verifying 

 

                Disciplinary Discourse:   

                         Public Speaking Discourse: 

                              Students will be performing a reader's theatre for the entire class.  

 

                         Geneticist Discourse:  

                              The learners will be categorizing traits that are learned and inherited, they will be charting inherited traits from                               the Reader's Theatre script about Polly's Family Tree, learners will also be making predictions on future events                               (i.e. color of puppies)  

 

                         Data Analyst Discourse: 

                              Learners will develop charts from the script, they will also develop a T-chart of inherited and learned traits

    

AUTHENTIC ACTIVITIES

 

A1: Perform reader's theatre "Polly's Family Tree", create family tree from the script.

 

A2: Observe a pregnant dog.

 

A3: Discuss the likelyhood of a puppy being a boy or a girl.  (coin toss activity)

 

A4: Compile a list of colors that that type of dog can be.

 

A5: Hypothesize the gender, color and number of puppies a pregant dog with deliver.

 

A6: Compare their findings with the actual gender, color and number of puppies born.

 

 

 

BACKGROUND BUILDING ACTIVITIES

 

B1: Brainstorm characteristics and traits the students share with each other and their parents.

 

B2: Categorize their personal traits as either inherited or learned.

 

B3: Write to inform which of their personal traits are learned or inherited.

 

 

 

Constructing Activities

 

C1: Construct a T-chart of similarities and differences between students and their parents.

 

C2: Create visual family tree based upon the script "Polly's Family Tree"

 

  

 

Sharing Activities

 

S1: Perform reader's theatre "Polly's Family Tree"

 

S2: Published Predictions: each student will create an Excel Spreadsheet that itemizes the characteristics of the litter of puppies.  Printed copies will be published in the hallway outside the classroom door for all to see.

 

 

 

Content:

 

Science TEKS:

 

Grade 4

 

(2)  Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:

 

     (C)  analyze and interpret information to construct reasonable explanations from direct and indirect evidence;

 

     (D)  communicate valid conclusions; and

 

     (E)  construct simple graphs, tables, maps, and charts to organize, examine, and evaluate information.

 

(9)  Science concepts. The student knows that many likenesses between offspring and parents are inherited or learned. The student is expected to:

 

     (A)  distinguish between inherited traits and learned characteristics; and

 

     (B)  identify and provide examples of inherited traits and learned characteristics.

 

  

 

ELA TEKS:

 

Grade 4

(1)  Listening/speaking/purposes. The student listens actively and purposefully in a variety of settings. The student is expected to: 

     (A)  determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8);  

     (B)  eliminate barriers to effective listening (4-8); and 

 

     (C)  understand the major ideas and supporting evidence in spoken messages (4-8).

  

(5)  Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. The student is expected to: 

     (D)  use effective rate, volume, pitch, and tone for the audience and setting (4-8); 

 

(7)  Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels. The student is expected to: 

     (C)  demonstrate characteristics of fluent and effective reading (4-6); 

     (D)  adjust reading rate based on purposes for reading (4-8); 

 

     (E)  read aloud in selected texts in ways that both reflect understanding of the text and engage the listeners (4-8); and

  

(10)  Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to: 

     (H)  draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8); 

     (I)  find similarities and differences across texts such as in treatment, scope, or organization (4-8); 

 

     (L)  represent text information in different ways such as in outline, timeline, or graphic organizer (4-8).

  

(11)  Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to: 

     (B)  interpret text ideas through such varied means as journal writing, discussion, enactment, media (4-8); 

     (D)  connect, compare, and contrast ideas, themes, and issues across text (4-8). 

 

(21)  Writing/inquiry/research. The student uses writing as a tool for learning and research. The student is expected to: 

     (A)  frame questions to direct research (4-8); 

     (B)  organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer (4-8); 

     (C)  take notes from relevant and authoritative sources such as guest speakers, periodicals, and on-line searches (4-8); 

     (E)  present information in various forms using available technology (4-8); and 

 

     (F)  evaluate his/her own research and raise new questions for further investigation (4-8).

(22)  Writing/connections. The student interacts with writers inside and outside the classroom in ways that reflect the practical uses of writing. The student is expected to: 

 

     (A)  collaborate with other writers to compose, organize, and revise various types of texts, including letters, news, records, and forms (4-8)

 

     (B)  correspond with peers or others via e-mail or conventional mail (4-8).

 

  

 

 Tools

•  

  Computers with the following software

  • Microsoft Excel
  • Microsoft PowerPoint

•  

  Additional Hardware

  • digital camera

  • SMART board

•  

  Other Materials

  • Polly's Family Tree

 

Systems of Assessment

 

          The T-chart is an opening activity and an opportunity for students to connect to their prior knowledge and will be discussed in class but not graded.  Students will use a PowerPoint much like a teleprompter for the reader's theatre.  Each slide contains a line of the script.  The reader's theatre will be assessed based upon participation.  A checklist will be used for observation by the classroom teacher to evaluate the learner's understanding of the concepts of inherited and learned traits.  This determination will be made throughout the process in individual interviews of the learners while they are working on their group work. 

 

 

 

Learning Environment:

          Classroom: The T-chart and reader's theatre will occur in the classroom on the SMART board.  The creation of the visual family tree, and the preliminary hypothesis about the outcome of the litter of puppies will occur on paper in the classroom.

          Computer Lab: The final Excel spreadsheet (template provided) "Litter Hypothesis" will be created in the computer lab.  If a student needs extra time to complete the task they can complete it in the classroom.  All Excel sheets are to be printed and hung in the hallway.  

          Outside on the lawn under a tree: When the pregnant dog is brought to school she will meet the children under the tree outside the classroom and her owner will share the details about the mother and father that students will use to draw conclusions, apply their knowledge and synthesize the information into their hypothesis.