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Azmi- Design for Instruction- Evolution Transitional Instructional System – 80 min Traditional Instructional System – 80 min 20 / 40 / 20 Minutes Class Structure 25 / 30 / 25 Minutes Class Structure First 20 Minutes - Opening First 25 Minutes - Opening o Detailed Review o Detailed Review o Instructional Objective OR Inquiry Question o Instructional Objective o Limited Teacher Input / Student Presentation o Teacher Input (Lecture / Demonstration / o Cooperative Groups, Case Study, Inquiry Second 40 Minutes – Work Period Discussion) Second 30 Minutes – Work Period o Student Organization / Focus o Student Small Groups o Individual or Group Investigation o Investigate, Discover, or Complete Tasks o Experiments, Model Building, Projects o Students Practice or Experiment o Researching New Information Last 20 Minutes - Closing Last 25 Minutes - Closing o Usually Return to Large Group o Individual Presentation OR Sharing o Debriefing with Students and Teacher o Group Presentation or Comparisons o Teacher Closure of the Lesson o Individual, Group, Class Assessment o Student Assessment o Teacher-Student Closure 1 Azmi- Design for Instruction- Evolution Planning Template Content Area(s): Life Science INMAN MIDDLE SCHOOL Designer: Sadia Azmi GPS/CBU LESSON PLAN Topic: Evolution Big Ideas & Core Knowledge/ CBU Connections: What is the story of change? Stage 1-Desired Results Content Standard(s): S7CS8. Students will investigate the characteristics of Scientific knowledge and how that knowledge is achieved. S7L3. Students will recognize how biological traits are passed down to successive generations. Enduring Understandings: LG1: Small differences between parents and offspring can accumulate (through selective breeding) in successive generations so that descendants are very different from their ancestors. LG2: Individual organisms with certain traits are more likely than others to survive and have offspring. LG3: Changes in environmental conditions can affect the survival of individual organisms and entire species. LG4: Many thousands of layers of sedimentary rock provide evidence for the long history of the earth and for the long history of changing life forms whose remains are found in the rocks. LG5: More recently deposited rock layers are more likely to contain fossils resembling existing species. LG6: Most species that have lived on the earth are now extinct. Extinction of species occurs when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. LG7: Reproduction is necessary for the survival of any species. Essential Questions: What do you mean by Evolution? Is evolution the study of Life’s origins? What are adaptations? And how do organisms adapt to their environment? How do birds and fish use adaptations for survival? So how does Evolution happen? How does Natural Selection work? What is Geological Time and its different units? What are the different methods of dating fossils? What is the half life of an element? 2 Azmi- Design for Instruction- Evolution Students will know . . . Students will be able to . . . the meaning of Evolution and how adaptations can help Show how adaptations in organisms help them survive in organisms survive. Selective Breeding and Natural Selection their environment. Show how Natural Selection affects and their role in the evolution of species. The Geologic Time the survival of species and how the half life of atoms is Scale and its different units. Different types of rocks. Students important for Radiometric dating. will know the difference between Relative and Radiometric Dating and how scientists use different dating methods for finding the age of rocks. Stage 2 – Assessment Evidence Performance Tasks: Other Evidence: Can you Survive Activity Mechanisms for Evolution Worksheet Quizzes, daily class work, and Uncovering Student Ideas Adaptations Artistry Project in Science starters. Finches Beak Experiment Half Life Activity. DAY #1 Topic: Adaptations Work Period/Activity: Notes on Evolution and Exploring Adaptations Activity. Learning Goal Alignment: Learning Goals #2, 3, 6 and 7. DAY #3 Topic: Introduction to Evolution Work Period/Activity: Notes on Evolution and Can You Survive Activity. Learning Goal Alignment: Learning Goals #2, 3, 6 and 7 DAY #2 Stage 3 – Learning Plan Topic: Adaptations Artistry Project Work Period/Activity: Students will be introduced to the Adaptations Artistry Project Learning Goal Alignment: Learning Goals #1, 2, 3, 6 and 7. 3 DAY #4 Topic: Adaptations Artistry Project Work Period/Activity: Students will continue working on their Adaptations Artistry Project. They will draw sketches of their bird or fish and start working on their story. Learning Goal Alignment: Learning Goals #1, 2, 3, 6 and 7. DAY #5 Topic: Natural Selection Work Period/Activity: Group Activity where students will read about certain animals and how Natural Selection has helped them to evolve and survive. They will then write short essays and present their findings as a group to the class. Learning Goal Alignment: Learning Goals #1, 2, 3, 6 and 7. DAY #6 Topic: Natural Selection Work Period/Activity: Darwin’s Finch Beak Lab. Learning Goal Alignment: Learning Goals #1, 2, 3, 6 and 7. DAY #7 Topic: Natural Selection Work Period/Activity: Darwin’s Finch Beak Lab and Reading Activity Day 2 Learning Goal Alignment: Learning Goals #1, 2, 3, 6 and 7. DAY #8 Topic: Geological Time Scale Work Period/Activity: Notes and Discussion about Geologic Time Scale. Activity will be Scavenger Hunt for different organisms and highlights of each Era Learning Goal Alignment: Learning Goals #4, 5, 6 and 7. DAY #9 Azmi- Design for Instruction- Evolution Topic: Fossil Dating Methods: Relative Dating & Radiometric Dating Work Period/Activity: Notes and Discussion about Fossil Dating Methods; Relative Dating and Radiometric Dating Learning Goal Alignment: Learning Goals #4, 5, 6 and 7. 4 DAY #10 Azmi- Design for Instruction- Evolution Topic: Fossil Dating Methods: Half Life Activity Work Period/Activity: Half Life Activity Learning Goal Alignment: Learning Goals #4. How Will Learning Be Extended or Remediated? Extension Activities: If Learning Does Not Occur: Review and Tutorial Current Media on Science activity Learning Goals Modification based on Pre-Assessment Data After analyzing Pre Assessment data, I realized that almost two thirds of the class demonstrated proficiency for most of the learning goals. However, I also found that one third of the class is seriously lagging behind. In order to remedy this situation, I want to take the following steps: 1. I would need to modify my teaching of the content such that it challenges the majority of the students that are proficient. I can do that by having students explore more of the why and the how questions embedded in the content. For example, I can challenge students by having them research and write about the evolution of the peppered moths of England. Essentially, students will have to explain why in the early 1900s the peppered moths’ population in England changed from moths being white with black spots to more moths being grey with black spots? 2. By the same token, I would like to scaffold the learning of the students who are below proficiency levels by assigning or paring with student tutors in class during independent or group work. Additionally, I would use vocabulary building strategies and have students come during after school tutorials. 5 Azmi- Design for Instruction- Evolution Activities Associated with Unit Activity Can You Learning Goal Alignment In class activity where Pre-Assessment & Contextual Factors Alignment Materials & Technology Assessment This Activity is designed to challenge Two Pringles Cans, Class discussion of the and enhance student understanding of two paper clips, following questions: different environmental the mechanisms of Evolution and the masking tape, any What traits are important challenges and learn what reasons behind what causes certain tall doorway or high for survival? What traits characteristics are important individuals and populations to survive feature in the room do you think the for the survival of the species. while others perish? for students to offspring of the survivors touch. will have? What would Survive? Activity students will experience 3 Learning Goals #2, 3, 6 and 7. happen if the environment changed? Adaptations Students will follow rubric and This project is designed to Students will have Criteria and Rubric Artistry Project complete several steps to demonstrate and challenge students’ freedom to choose provided in Appendix. create their own three creativity and knowledge gained their own materials dimensional species of bird or through classroom learning and peer based on what is fish with favorable interactions so far in the unit. This available and what Half Life Activity adaptations. Learning Goals # project also addresses students’ need they need to 1, 2, 3, and 7 will be for diversification of assessment complete their addressed. strategies based on contextual factors. project. Students will do an in-class Even though Pre-Assessment data Handout for Half Life Conclusion questions lab to understand carbon indicates that most students are Activity, plain paper provided on the Handout dating in fossils and Half-life proficient at these two learning goals, for each student, will be used for class of atoms. Learning Goals # 4 students need an in-depth pens and pencils. discussion and analysis. and 5 will be addressed understanding of Radiometric Dating through this activity. and how it relates to the element Carbon-14. 6 Azmi- Design for Instruction- Evolution Appendix: Adaptation Artistry Project: General Description: Students will create a new species of bird or fish based on hypothetical environmental pressures. Students will successfully complete several steps to creating their three dimensional organism and presenting a short report on it. Grading Rubric: The project grade is made up of 100 points. The breakdown of the activities and their grading rubric is as follows: Reading assigned textbook pages either about a bird or fish and completing assigned Section Assessment – 10 points Completing assigned workbook pages – 10 points Completing chart on organism’s habitat, climate, food source, predators and adaptations for reproduction – 10 points Sketching organism with its adaptations and its habitat – 10 points Creating three dimensional organism – 30 points Writing a story about organism and its adaptations based on different characteristics of its environment – 10 points Presenting an oral report to class about their organism – 10 points. Turing in project on time – 10 points. 7