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Hannah Moriarty Teaching and Learning Evolution Time-Line LAP Dr. Letina Jeranyama 3/19/14 LAP: Evolution Time-Line LAP: I. Content: Describe what it is you will teach. What is the content? In this lesson students will be exposed to how our world has evolved as a whole. They will be asked to examine different occurrences in the world throughout history and identify where they think they have fallen over the last 4.5 billion years. Students will learn different monumental events that have occurred to transform our planet into the place it is today as well as observe that evolution is a gradual process that happens over a great period of time. This lesson also aims to shock student about how old the Earth is and how many events have taken place to shape the world in which we live today. II. Learning Goal(s): Describe what specifically students will know and be able to do after the experience of this class. After this class students should be able to explain what evolution is in their own words as well as identify how old the Earth is. Students should have a general idea as to what evolutionary events have taken place to help shape the world in which we live and what sort of chronological order these events have taken place in. Students will work as a class to identify a chronological order they feel events in the world have taken place and during what time frame these events have occurred as well. At the end of this exploration period I will provide students with the correct answers to shock them and the way in which they view the world around them. Students will then record the actual chronological order. III. Rationale: Explain how the content and learning goal(s) relate to your Curriculum Unit Plan learning goals. This lesson will be the second lesson in our evolution unit. Prior to this lesson students will read articles about evolution and take student guided notes about what evolution is and how it has influenced the world in which we live. After this lesson students will further investigate elements of evolution such as natural selection and how natural selection influences evolution. Students will investigate the process of natural selection and the effects it has on particular populations. This lesson is a way to introduce to students that evolution is a long gradual process that has changed many times throughout the history of the Earth. IV. Assessment: Describe how you and your students will know they have reached your learning goals. I will assess if my students have met our learning goals in various ways throughout this lesson. First I will require each student to answer a warm-up question to get them thinking about evolution and how it has influenced the world in which we live. Next students will be asked to estimate where certain evolutionary events took place in what order and during what time frame. I will assess students based on their abilities to participate in the class and take notes on the correct answer. Students will get credit for attempting to correctly identify the most accurate sequential order and for being involved in class discussion. Students will then fill out an exit ticket that will help me to assess who was paying attention and grasped the concept at hand and who needs more individualized attention. V. Personalization and equity: Describe how you will provide for individual student strengths and needs. How will you and your lesson consider the needs of each student and scaffold learning? How specifically will ELL students and students with learning disabilities gain access and be supported? I.E.P: My students with I.E.Ps will receive similar accommodations as my students who are E.L.Ls as well as the rest of the class. All students will receive written and oral instructions as well as view a video on evolution to help strengthen their knowledge on this topic. The students will also work in groups to understand the chronological order of evolution and what events must occur in order to initiate this prolonged process. Finally all students will be required to fill out an exit ticket that will help me as a teacher decipher who has truly grasped the concepts at hand and who needs more individualized attention. E.L.L: I will offer my students who are E.L.Ls similar accommodations to as my students who have I.E.Ps as well as the rest of the class. Each student will be required to answer a warm-up question that will get them thinking like a scientist and introduce them to evolution. Students will be able to view a video on evolution to strengthen their knowledge on the topic. The students will also work in groups to understand the chronological order of evolution and what events must occur in order to initiate this prolonged process. Finally all students will be required to fill out an exit ticket that will help me as a teacher decipher who has truly grasped the concepts at hand and who needs more individualized attention. VI. Activity description and agenda a. Describe the activities that will help your students understand the content of your class lesson by creating an agenda with time frames for your class. Be prepared to explain why you think each activity will help students on the path toward understanding. i. Warm-Up: How old is the Earth? How many animals do you think have gone extinct? This question will help students to think in an evolutionary context ii. Video Students will view a short video-clip that is an introduction to timeline of evolution iii. Activity Students will put evolutionary events in a chronological order they believe in which they occurred in groups The group that is the closest will receive a prize iv. Class Re-cap/Notes We will go over the actual answers as a class v. Exit Ticket What was one event you guessed correctly or were close to? What was one event you were surprised about? Why? b. What particular challenges, in terms of student learning or implementing planned activity, do you anticipate and how will you address them? I could see students giving up and not being invested in finding the correct chronological order of these evolutionary events. I hope to avoid this issue by offering the group that is the most accurate a prize. This way I hope to motivate the students to become more invested in the activity at hand. VII. 5.1 List the Massachusetts Learning Standards this lesson addresses. Explain how evolution is demonstrated by evidence from the fossil record, comparative anatomy, genetics, molecular biology, and examples of natural selection. VIII. Reflection a. In light of all areas of planning, but especially in terms of your stated purpose and learning goals, in what ways was the activity(ies) successful? How do you know? In what ways was it not successful? How might the activity be planned differently another time? This activity went extremely well with my third period class. The students were engaged and enjoyed this particular activity and viewed it almost as a puzzle or a mystery they needed to figure out. With my second period class who is less academically motivated this activity didn’t go over as well and the students were less invested in the lesson. This lesson has taught me to either find a better hook to motivated less academically motivated students or to simply not do a lesson such as this with a class that isn’t academically invested in learning. I will make sure to cater my lessons better the personalities of my classes. b. What did you learn from the experience of this lesson that will inform your next LAP? For my next lesson I will make sure to find a better hook to draw my students in who are less academically motivated. I will also make sure to better tailor my lessons to meet the needs of my students as a whole. There is no point to attempt to make a lesson work that isn’t appealing to a particular class. I as a teacher need to engage them and best meet there needs, not the other way around.