Monday: Monday will be a review of the space unit, as well as the earth/space unit, as per the Mentor
Teachers request. This class is only 50 minutes long. The next day is the unit quiz. Thus, Monday
does not have a complete 5e cycle.
Lesson Title: Review for the Space
Exam
Date:
Standards:
SC.8.E.5.7 - Compare and contrast the
properties of objects in the Solar System
including the Sun, planets, and moons to
those of Earth, such as gravitational
force, distance from the Sun, speed,
movement, temperature, and
atmospheric conditions.
SC.8.E.5.8 - Compare various historical
models of the Solar System, including
geocentric and heliocentric.
SC.8.E.5.12 - Summarize the effects of
space exploration on the economy and
culture of Florida.
EXPLORATION
What the Student does
(indicate individual, group, class
work)
Students will answer questions on the nearpod
presentation using plickers.
Even though students can just answer
questions through nearpod, some students
Author / source of lesson: Melly Diaz
Time required: 50 Minutes
Class (Grade/Course): 8th Grade
Integrative Science
Objective(s):
By the end of this review, students
should be able to:
Differentiate between the different
bodies of the solar system.
Compare and contrast the heliocentric
and geocentric models of the solar
system.
Summarize the effects of space
exploration on the economy and culture
of florida.
Describe the different properties of
different objects in the solar system.
Time in Min: 50 minutes
What the Teacher does
(include instructional strategies)
Teacher will have a nearpod presentation up,
just so that students can see the questions
more clearly on their own screens.
Questions on the exam will be derived from the
Intern / Apprentice: Melly Diaz
Mentor Teacher: Tredina Sheppard
Safety Considerations: None
Materials:
At least one plicker sheet for every
student (20 total)
Presentation:
https://docs.google.com/presentation/d/1uaoIs
Wkn3e0P8QtjXgqFviT6d1yXNalb9BhlFwE2u9
8/edit?usp=sharing
Test:
https://docs.google.com/document/d/10JBybfY
Bs3N_pQkpaeiBPPWc6Btv1aYFDC-
T9iTW1F4/edit?usp=sharing
Outcome/Artifact:
What probing questions will you
ask? What answers will students
give?
15 exam-style questions about space a along
with elaborations on every question for the
students that do not get the questions correct.
Powerpoint is listed above.
might not have their chromebook charged, or
might not have brought it. With plickers,
everyone can still participate, and they might
be excited to at least try something new.
Tuesday/Wednesday: Tuesday will be the unit exam that combines Earth Science and Space. The 35
minutes is devoted to the quiz, then a brain break, then the beginning/intro to the Life Science unit
begins.
Lesson Title: Review for the Space
Exam
And
Lesson 1: Why do humans look the way we
do?
Date:
Standards:
SC.8.E.5.7 - Compare and contrast the
properties of objects in the Solar System
including the Sun, planets, and moons to
those of Earth, such as gravitational
force, distance from the Sun, speed,
movement, temperature, and
atmospheric conditions.
SC.8.E.5.8 - Compare various historical
models of the Solar System, including
geocentric and heliocentric.
SC.8.E.5.12 - Summarize the effects of
space exploration on the economy and
presentation above.
Teacher will also explain classroom rules and
logistics based in regards to there being a new
teacher.
Author / source of lesson: IQWST, with
some tinkering by me (Melly)
Time required: 100 Minutes
Class (Grade/Course): 8th Grade
Integrative Science
Objective(s):
Complete the exam that covers the
Space Unit.
Identify traits of an organism
Identify the distinction between inherited
and acquired traits.
Analyze data about the traits of an
organism.
Earth science questions are not linked above
just yet, will talk to the mentor teacher to
discuss what earth science questions she
would want to include (Since I never taught
that information)
Intern / Apprentice: Melly Diaz
Mentor Teacher: Tredina Sheppard
Safety Considerations:
Materials:
Exam for every student is printed out. 20
copies for each student.
Sheets of paper for the Commit and Toss
assessment are also pre-cut, so students
do not have to rip the sheets
themselves.
Students will have their notebooks ready,
to add information for the same
culture of Florida. formative assessment.

After Exam: Exploration and Elaboration Worksheets

are below:
SC.7.L.16.1 Understand and explain that
https://docs.google.com/document/d/1Xf
every organism requires a set of
qNqR-
instructions that specifies its traits, that
13j6htBmxDSrqoOE5CenkR7ZkUrYS3WY
this hereditary information (DNA)
nfcQ/edit?usp=sharing
contains genes located in the
chromosomes of each cell, and that
Homework Assignment Attached Here
heredity is the passage of these
https://docs.google.com/document/d/1dIL
instructions from one generation to
pdL1qfIjIqY1OuYWzrerd3xfxFUr4EQxFSN
another.
CLUKU/edit?usp=sharing
Note: PK Yonge Follows the IQWST
Plickers printed out.
curriculum, the above standard was the
closest standard I could find that follows
the content of the lesson. The objectives
on the right are what are demanded by
the IQWST curriculum. Because my last
lesson plan about space was not required
by the IQWST curriculum (but was
necessary for the standardized test at
the end of the year) and my mentor
teacher was in California for half the
week, I was not able to fully talk with her
about how I need to integrate the IQWST
standards to the lesson. I did my best
using the suggested pacing guide.

EVALUATION Time in Min: 30 Minutes Outcome/Artifact: Exam

What the Student does What the Teacher does What probing questions will you
(indicate individual, group, class (include instructional strategies) ask? What answers will students
work) give?

Student completes exam, individually, by Teacher hands out exam, student dividers. No probing questions will be asked throughout
themselves. the exam.
Exam questions that will be asked from the
space unit will be provided under materials.
These questions were made by me (Melly
Diaz)

Exam questions will also include some

questions from the earth science unit which
was covered by Ms. Sheppard during my
observation week. Thus, questions that she
made are included as well.

ENGAGEMENT Time in Min: 10-15 minutes Outcome/Artifact:

What the Student does What the Teacher does What probing questions will you
(indicate individual, group, class (include instructional strategies) ask? What answers will students
work) give?

Students will attempt to answer the
driving question: Why do humans look
the way they do? on a pre-cut, sheet of
paper.
This will be done individually and silently, on genetics and heredity.
to not ruin the anonymity of the
assignment.
Instructional Strategy used = Formative
Assessment Number 7, Commit and Toss.
Teacher will allow 3 minutes for students
to brainstorm and answer this question.
This is to examine their prior knowledge
Additionally, students will write down
their original answer in their notebook.
Humans look like their parents because
they were born from them
Humans can decide the way they want
to look
Potentially, someone can say Because
God made us this way -> what would I
actually do in this situation?
Probing questions may include:
Why do we all have different hair color,
or skin color?
Why do we all have different colored
eyes?
Why do some people look more like each
other than other people?

Students switch with at least 6 different After the 3 minutes are up, students will
sheets of paper, while sitting on their hand out their sheets of paper to other
seats. students in the classroom, while in their
seats. They will exchange papers to 6
different students before stopping and
reading the sheet of paper that they get.
 The idea is that students will randomly
get another students answer.

Once they receive another students

answer, they will take another 2 minutes
to read their answer. In their
chromebooks, students will answer the
same question on nearpod, which is open
for submission.
After students submit their answer, using
a show of hands, students will signal
whether or not their idea changed based
on the information from the other
students.
Teacher will select 2 student responses
from the nearpod presentation in which
students explain why the believe humans
look the way they do, and ask them if
there are any pre-determined factors.
Teacher will walk around with a ziplock
bag, and collect all of the students small
sheets of paper to read and check for
any misconceptions students may have
had prior to coming to the class.

EXPLORATION Time in Min: 25 Minutes Outcome/Artifact: Sticky Note Vocab

Words

What the Student does What the Teacher does What probing questions will you
(indicate individual, group, class (include instructional strategies) ask? What answers will students
work) give?

Student opens nearpod lesson. Teacher uses this presentation:

https://docs.google.com/presentation/d/1
XM1AFc3Yz76fvUxh5SlQoYOmBthna1N39
sQwin4jTk4/edit?usp=sharing
Teacher proposes the main idea for the
lesson:

Why do humans look the way they do?

Slide 4 on the presentation appears.
How were you able to distinguish the
different things here? What kind of
categories can you form?
-Plants, Animals. Felines, fish.
If you had to extend these categories
outside of this slide, what do you think
other plants would look like?
-All are green, have leaves, etc.
What about other fish?
-Have fins, swim under water, have a fin
in the back.
How do you know that other plants will
look the same?
-The idea is that plants produce other
plants, fish produce other fish.

Is there something that all of these

things have in common?
-Theyre all alive.

Biologists group organisms into separate

categories, until they reach the species
level. Categories begin very broadly,
such as plants, animals. Animals might
be divided to fish, or mammals, etc. Until
they reach the Species level.

Slide 5; pictures of different species of

birds.

On a smaller scale, pay close attention to

what is different about these organisms.
List the differences. (Nearpod question.)

EXPLANATION
What the Student does
(indicate individual, group, class
work)
Students put away their chrome books.
1) Are there traits that you are born with?
2) Are there traits that changed over time?
Now that we know characteristics that -Color is a characteristics. The birds are
make these organisms different, try to different colors, like red, white, black,
find ways that those characteristics are etc.
different among them.
Details the difference between a trait,
and a variation.
Time in Min: 5 Minutes Outcome/Artifact: Sticky Note Vocab
Words
What the Teacher does What probing questions will you
(include instructional strategies) ask? What answers will students
give?
Students work on the exploration
worksheet linked below.
https://docs.google.com/document/d/1Xf
qNqR-
13j6htBmxDSrqoOE5CenkR7ZkUrYS3WY
nfcQ/edit?usp=sharing
After part one is over, teacher will pause
students and go over the two important
questions of the worksheet.
This line of reasoning will lead to the
words Acquired and Inherited traits
Questions are on the powerpoint to guide
students to the definition. (slide 13)
Students will receive part 2 of the
worksheet.
 ELABORATION
What the Student does
(indicate individual, group, class
work)
Students will open chromebooks and
resume nearpod lesson.
Time in Min: 20 Outcome/Artifact:
What the Teacher does What probing questions will you
(include instructional strategies) ask? What answers will students
give?
Teacher will gather class data on
nearpod.
Question on nearpod is embedded as
Describe one human Trait, and one
variation on that trait
From there, students as a class will
decide on two traits to use for the class
data portion of the worksheet.
So, for example, if class agrees on the
Hair trait, and the variations being hair
type (Curly, straight, wavy), the class will
have to collectively gather data on the
variations of hair among each other. This
will be controlled by the teacher though,
so
How many of you have curly hair
-Students raise hand-
-Teacher writes on the board the number-
Continue for every variation.
Students copy data.
Students will analyze data on the What is the best way to represent these
elaboration worksheet. data?
What will this data be displaying to us?
 EVALUATION Time in Min: 5 minutes. Outcome/Artifact: Student Drawings

What the Student does What the Teacher does What probing questions will you
(indicate individual, group, class (include instructional strategies) ask? What answers will students
work) give?

Reading 1.3 of their life science in their Formative Assessment 3, Annotated

chromebooks for homework. Student Drawings.

In your science notebooks: Choose a

particular species of animal, and draw it
twice. Include variations on at least two
different traits. Add a small description to
detail what the variations are. Go wild,
make a tiger blue, just make sure you
label what the trait and variations are.

Show students my own example and

walk around with camera that displays
student work as teacher walks around!

(Homework assignment.) Time in Min: 40 minutes. Outcome/Artifact:

What the Student does What the Teacher does What probing questions will you
(indicate individual, group, class (include instructional strategies) ask? What answers will students
work) give?

Reading 1.3 of their life science in their Reading 1.3 will be a homework
chromebooks for homework. assignment.

Homework Assignment Attached here

https://docs.google.com/document/d/1dIL
pdL1qfIjIqY1OuYWzrerd3xfxFUr4EQxFSN
CLUKU/edit?usp=sharing
Thursday/Friday: 5E Cycle that continues the beginning of the life science unit.
Lesson Title: What Traits Get Passed
On?
Date: January 2nd/3rd
Standards:
SC.7.L.16.1 Understand and explain that
every organism requires a set of
instructions that specifies its traits, that
this hereditary information (DNA)
contains genes located in the
chromosomes of each cell, and that
heredity is the passage of these
instructions from one generation to
another.
Note: PK Yonge Follows the IQWST
curriculum, the above standard was the
closest standard I could find that follows
the content of the lesson. The objectives
on the right are what are demanded by
the IQWST curriculum. Because my last
lesson plan about space was not required
by the IQWST curriculum (but was
necessary for the standardized test at
the end of the year) and my mentor
teacher was in California for half the
week, I was not able to fully talk with her
about how I need to integrate the IQWST
standards to the lesson. I did my best
using the suggested pacing guide.
Author / source of lesson:
IQWST Curriculum + Melly Diaz
Time required:
100 minutes.
Class (Grade/Course):
8th grade Integrative Science
Objective(s): Students will
Identify traits of an organism
Identify the distinction between inherited
and acquired traits.
Analyze data about the traits of an
organism.
Analyze data about inherited traits to
determine if two traits are related.
Provide evidence to distinguish between
the influence of inheritance and
environment on traits.
Intern / Apprentice:
Melly Diaz
Mentor Teacher:
Tredina Sheppard
Safety Considerations:
Materials:
20 copies of each worksheet.
Brussel sprout x 20
PTC slips x 20
Flowers x 20
Dissection tools, 1 set for each for a pair
of students (10)
Foldable worksheet x20
Exploration Worksheet
https://docs.google.com/document/d/1M0
m2DqxBNAoBHsKAwKNylYwW8dWZjMZ4
p _wGetVGVuk/edit?usp=sharing
Elaboration Dissection worksheet.
https://docs.google.com/document/d/1qR
u0XH8mCf6Nq65WxIt13wZdpem2BQkXk
VQ6AsdL-SE/edit?usp=sharing
Powerpoint/Nearpod presentation
https://docs.google.com/presentation/d/1
mNAu_H4QdGv8BWiWuRn-
eEic8UWBkKjbobdfhab0ksQ/edit?
usp=sharing
 Bell Ringer
Students will open up their notebook
and begin studying FCAT questions
for the standardized test the students
have to take in May.
Homework Discussion +
ENGAGEMENT
What the Student does
(indicate individual, group, class
work)
Students take out chromebook, log into 1) First question is a near pod question,
near pod.
2) Teacher will differentiate acquired and
Teacher will write 2 of these questions on
the board before students walk into
class:
https://docs.google.com/document/d/11G
iDBDxiBnnszzjrREIyrvFxnXu6lgb5ITAYnsK
O_Nw/edit?usp=sharing
Time in Min: 15 Outcome/Artifact: Relationship between
DNA, where it is, and relating it to
Chemistry.
What the Teacher does What probing questions will you
(include instructional strategies) ask? What answers will students
give?
asking students what an acquired trait is.
inherited trait again as a review.
Slide 3)
Furniture question, image on the board.
Close your eyes, no talking, just think
about this.
You just bought furniture from ikea, and
you want to build it. Its a drawer. All you
have are the nails, the (electric)
screwdriver, and the wooden drawer
pieces. Do you know how to fit all the
pieces together? Try to walk through the
 building process in your mind.

No, there are no instructions.

Lets go back to the topic of traits for a -Your parents

minute, especially of inherited traits. You
are born with these traits, but where do
you get them from?

**Note: This whole line of reasoning is -DNA, in your cells.

supposed to be to get the background
knowledge that students already know Misconception: Your heart/brain is in
about biology, as dictated by the charge of everything happening in your
curriculum. body.

But how are those traits being

transferred to you? Where are those sets
of instructions?

What is inside your body, that is directing

all of the different processes?

Picture of a cell appears. Direct students What do you understand about the
to the nucleus, and pin point that that is nucleus?
where DNA is located. -Nucleus is like the brain of a cell.

Relate DNA to matter. Atoms (Although some students might

say cells. )
Earlier in the year, in the Chemistry unit,
you learned about the smallest possible
denomination of matter, that makes up
everything in the universe. What is it?

DNA is in (almost) every cell in your

body, in the nucleus specifically. In the
nucleus, it is structured like
chromosomes.

Students put chromebooks away, receive

worksheets that are being passed out.

EXPLORATION Time in Min: 20 minutes Outcome/Artifact: Exploration Worksheet

What the Student does What the Teacher does What probing questions will you
(indicate individual, group, class (include instructional strategies) ask? What answers will students
work) give?

Are Traits Connected Worksheet Teacher will walk around the classroom, Are out tongues all structured the same?
monitoring student activity and keeping Do we have the same kinds of receptors
Students will list inherited traits and students on task. on our tongues?
acquired traits, along with their
variations. This can be completed with After students both taste the brussel Why dont we all taste the same way?
their table group. The first example is sprouts and the PTC slips, collect class
written on the worksheet. data to have a bigger pool for the class What kind of trait are you studying?
tally. (Taste)
Following the table, a series of questions What are the variations of the trait that
are listed on the worksheet. Students will Students will take out their chromebooks, you are finding out? (Bitterness, lack of
continue to answer those questions. and register a google form answering the taste, etc)
Students may work by themselves or questions
with their tablemates. https://docs.google.com/forms/d/e/1FAIp
QLSc2h0GPP2HsqOGUYuKHUUdlGzWQOK
Students will work on the exploration YKTBxr4fKuCwYit5CdGQ/viewform
worksheet: This will be in the nearpod presentation
https://docs.google.com/document/d/1M0 they have.
m2DqxBNAoBHsKAwKNylYwW8dWZjMZ4
p _wGetVGVuk/edit?usp=sharing 1) Do you like the brussel sprouts? Yes/no
2) Did you taste the PTC? Yes/no

Pull this data together into a class set

after the students submitted while they
watch
https://www.youtube.com/watch?
v=zwibgNGe4aY
 EXPLANATION
What the Student does
(indicate individual, group, class
work)
Students will log into their chrome books
and go onto nearpod. Lesson on acquired
traits and genetics will begin, going over
the worksheet.
ELABORATION
What the Student does
Time in Min: 15 Outcome/Artifact: Data analysis
What the Teacher does What probing questions will you
(include instructional strategies) ask? What answers will students
give?
Explanation begins,
Explanation is the making sense
questions of the data that students input
about the brussel sprouts and PTC, after
the google form is completed.
1) Based on the data from your group,
do you think there is a connection
between disliking brussels sprouts and
being able to taste PTC? Explain your
answer.
Students will answer this based on group
data on the worksheet.
2) Answer this question after the class
discussion about this activity. Now that
you have seen the data from the whole
class, would you change your answer to
question number 1 above? Why?
To answer this question, the teacher will
present the data from the google form,
to pull up a larger sample size.
5 minute brain break.
Time in Min: 35 Outcome/Artifact: Foldable for the flower
What the Teacher does What probing questions will you
 (indicate individual, group, class
work)
Students will dissect a flower to note
down their reproductive parts.
Students will also create a foldable about
the flower and its part. Foldable looks
like this:
Dissection worksheet is here:
https://docs.google.com/document/d/1qR
u0XH8mCf6Nq65WxIt13wZdpem2BQkXk
VQ6AsdL-SE/edit?usp=sharing
Students will be working as a PAIR to
dissect the flower.
(include instructional strategies) ask? What answers will students
give?
HOW THIS IS AN ELABORATION is
detailed on the following Monday.
Essentially, the students are studying the
flowers today, and prior to class the
teacher is supposed to prepare seeds
that, OVER THE WEEKEND are being
germinated. By the time students come
in on monday of the next week, students
will be able to observe the traits and
ratios for the traits.
Teacher will provide instructions about
the foldable construction, as well as the
dissection tools, especially about the
safety involved with them.
Diagram to help students dissect the
flower parts is included on every
students tables.
 EVALUATION Time in Min: 5 minutes Outcome/Artifact: Exit Ticket in the form
of the fist to five-)

What the Student does What the Teacher does What probing questions will you
(indicate individual, group, class (include instructional strategies) ask? What answers will students
work) give?

Student logs into nearpod and completes Fist-to-Five Formative assessment as a

the google form that is embedded onto google form (but, going up to 4, because
it. the mentor teacher has an established
system going up to 4. So its a form-to-
four instead)

(Homework assignment.) Time in Min: 40 minutes. Outcome/Artifact:

What the Student does What the Teacher does What probing questions will you
(indicate individual, group, class (include instructional strategies) ask? What answers will students
work) give?

Reading 2.1 and 2.2 of their life science Reading 2.1 and 2.2 will be a homework
in their chromebooks for homework. assignment.

Homework Assignment is on the

students online workbook.