After teaching the lesson, which is very similar to most of the
lessons we do, a few thoughts have emerged.
During the pair share portions we have a space where we have them add
one question to the side of their notes and after a few minutes we move on. I
think it would be better to immediately review what questions have been written
down and make it quick, down and dirty review session to help the whole
class. It would get them involved and break up the day. I also think for periods of
teaching where we are labeling something, such as labeling the cell, getting students to come up to the board
and do it together and then have them do it individually would help with
students not loosing interest and be more involved.
1.
TITLE OF THE LESSON
Ecology
– Evolution Introduction
|
2. CURRICULUM AREA &
GRADE LEVEL
Biology
1A – 9/10
|
3A.
STUDENT INFORMATION: English Language Learners
1.) Readiness Level
2 ELL, all are above a 3.
Carlos-Recent immigrant, good
English and fluent in Spanish. Does
not like to read. No previous Biology
Alleta-Good writer but poor reading
comprehension. Had previous Biology but doesn’t remember much.
2.) Learning Profile
Psycomotor,
Auditory
3.) Interest
Soccer, friends and
family
|
3B.
STUDENT INFORMATION: Students w/ Special Needs
1.) Readiness Level
Student with SLD – Has problems with auditory
processing and reading comprehension (short term Memory)
2.) Learning Profile
Student is a multi Mododal learner and needs
information and instruction in a variety of ways to acquire content
3.) Interest
N/A
|
4.
RATIONALE
A. Enduring Understanding- Long term
relations, how everything is connected.
What is Evolution? How does Natural Selection affect
differential survival of groups of organisms? Define and explain the
mechanisms of Natural Selection. How
does geographic isolation affect speciation?
B. Essential Questions
What is natural Selection? Who is Charles Darwin? Explain the types of
evolution-Macroevolution and Microevolution. How does Isolation affect
evolution?
C. Reason for Instructional Strategies
and Student Activities
Student activities will increase retention by
explaining concepts to their partners.
Small group pairing is less intimidating so students are more likely
to participate.
|
|
5. CONTENT STANDARD(S)
7d – Students know variation
within a species increases the likelihood that at least some members of a
species will survive under changed environmental conditions.
8a – Students know how
natural selection determines the differential survival of groups or
organisms.
8d – Students know
reproductive and geographic isolation affects speciation.
|
6. ELD
STANDARD(S)
Listening
and Speaking 5I – Participate in social conversations with peers and adults
on familiar topics by asking and answering questions and soliciting
information.
El students are assessed at the I+1 standard and will be assessed during pair share activities and within response to specific Q&A from teacher. |
7.
LEARNING GOAL(S) - OBJECTIVE(S)
A. Cognitive
After the PPT lesson SWBAT students will
demonstrate their understanding by answering and explaining what evolution
is. SWBAT define Natural Selection and
explain it affects differential survival of groups of organisms? SWBAT
explain how geographic isolation affect speciation?
B. Affective
Students will demonstrate their understanding
through observed pair/share activities where the students are asked questions
related to Evolution and Natural Selection and what they mean and how they
are related through classroom activities such as think/pair/share, relating
concepts taught to real world examples or experiences. For example, moths have protective
camouflage for particular backgrounds.
C. Psychomotor
At the end of this lesson, students will Create
of quiz cards with definition or concept on one side and the answers on the
other. They will further do summary
writing at the end of the period on the topic(s) that was just covered. As I walk around, I’m looking to see if
they can put the ideas of the day into a sentence or two or that they are at
least trying. Writing both quiz cards
and summary makes them review information again, read it and then write it
again.
D.
Language Development
Vocabulary and terminology of related topics will
be explained. Complicated words are
said aloud with the whole class, with student repetition and break down of
what it sounds like and what it’s meaning is.
|
8.
ASSESSMENT(S)
A. Diagnostic/Entry Level
Students will do a quick write on what knowledge
they have or heard on the upcoming topic.
Bullet points are ok.
B. Formative
– Progress Monitoring
Students will be assessed during daily homework
checks and incorporating teacher observed pair-share blocks throughout each
class. Individual Q & A throughout
class, where I present questions to everyone and then choose 3-4 students to answer and share aloud. In addition, students will write summaries
at the end of the lesson or will be given essays to do as homework.
C. Summative
Weekly open note quizzes with self-grading by
students and teacher guidance to correct answers. Students will be able to self evaluate
their progress in understanding vocabulary and concepts. Students will further be assesses through
end of Unit exams covering content from last test. Included are essay questions for conceptual
understanding and being able to apply what they have learned.
|
9A.
EXPLANATION OF DIFFERENTIATION FOR
ENGLISH
LANGUAGE LEARNERS
1.)
Content/Based
on Readiness, Learning Profile or Interest
Students keep Biology notebook where they use
Cornell notes for organization of power Point presentation. For homework and in class, students make
quiz cards of current vocabulary terms and or concepts for the day. Checked throughout the week as a homework
assignment.
2.)
Process/Based
on Readiness, Learning Profile or Interest
Through think/pair/share students learn to
explain ideas and concepts to partner.
Even simply repeating the notes as verbal practice is observed and
encouraged.
3.)
Product/Based
on Readiness, Learning Profile or
Interest
|
9B. EXPLANATION OF
DIFFERENTIATION FOR
STUDENTS WITH SPECIAL NEEDs.
1.) Content/Based on
Readiness, Learning Profile or Interest
Students keep Biology notebook where they use
Cornell notes for organization of power Point presentation. For homework and in class, students make
quiz cards of current vocabulary terms and or concepts for the day. Checked throughout the week as a homework
assignment.
2.) Process/Based on
Readiness, Learning Profile or Interest
Through think/pair/share students learn to
explain ideas and concepts to partner.
Even simply repeating the notes as verbal practice is observed and
encouraged.
3.) Product/Based on
Readiness, Learning Profile or Interest
Increased verbal explanations through pair/share
activities linking written notes to
oral recognition. HELP!!!!!
|
10. INSTRUCTIONAL STRATEGIES
(Describe what the teacher does.
Include differentiation strategies.)
A. Anticipatory Set/Into
Students are instructed to work on bellwork,
answer question of the day and write out HW assignment. Question of the day: What is the evidence of
Evolution proposed by Darwin?
(8 min)
B. Instruction/Through
Provided through Power Point presentation to
introduce students to new Unit on Evolution. (30 min)
C. Guided Practice/Through
Students are instructed to pair share with their
partner to answer questions and terminology asked by teacher about
Evolution/Natural selection. Teacher
calls on random pairs to discuss concepts or vocabulary. Twice throughout the
lecture.
(5 min/each – 10 min)
D. Independent
Practice/Through
Demonstrate Cornell note taking within PPT
lecture with pictures of what it looks like and how it’s used. Entire PPT is laid out as a template for
students to follow. For independent
practice students make quiz cards as homework and for studying. (8 min)
E. Closure
Students are instructed to write a summary of the
lesson of the day explaining the difference in Evolution and Natural
Selection and what evidence Darwin used to turn Evolution into a working
theory. (2 min)
F. Beyond
Textbook pg. 371 (Fig 15-3). Describe the 3 types and explain how each
adapted to its island habitat.
|
11. STUDENT ACTIVITIES
(Describe what the students does.
Include differentiation activities.)
A. Anticipatory Set/Into
Students get to work on copying down homework and
answering question of the day. (8 min)
B. Instruction/Through
Students take notes using Cornell Notes and
follow template provided through power point.
(30 min)
C. Guided Practice/Through
Students pair share with their partner to answer
question asked by teacher about Evolution/Natural selection. Teacher calls on random pairs to discuss
concepts or vocabulary. Twice throughout the lecture (5 min/each – 10 min)
D. Independent
Practice/Through
Students practice their knowledge through pair
sharing. They receive questions from the teacher that have to ask their
partner to answer. What are the four
types of evidence that Darwin uses to prove Evolution? What is the difference between
Macroevolution and Microevolution?
Give an example of each. Define
Succession and its role in proving Evolution. (8 min)
E. Closure
Students write summaries of the day explaining
the differences in Evolution and how natural selection plays a roll. (2 min)
F. Beyond
Textbook pg. 371 (Fig
15-3). Describe the 3 types and
explain how each adapted to its island habitat.
|
12.
RESOURCES
See PPT
| |
No comments:
Post a Comment