L4+Hudson+Kimberly

=**UMF LESSON PLAN FORMAT**=

**Grade Level: Topic:**

 * =**Objectives**:= ||
 * Student will understand that there is evidence that supports evolution. ||
 * Student will know homologous, analogous and residual structures. ||
 * Student will be able to decide which evidence best shows evolution. ||

E5: Evolution Grade 9- Diploma Students describe the interactions between and among species, populations, and environments that lead to natural selection and evolution. b. Describe the origins of life and how the concept of natural selection provides a mechanism. Rationale: This lesson will provide students with the knowledge to describe interactions between species and populations that lead to natural selection. ||
 * =**Maine Learning Results Alignment**= ||
 * Maine Learning Results: Science and Technology- E. The Living Environment

After showing students the hook I will ask them question see if they know anything about homologous structures first. This will allow me to change my instruction based on their answers. Give them the required notes before handing out the E-charts. They will receive one E-chart for each definition and each will have the word and then three things that support is as well as the definition. This will help them keep these concepts straight. This will be done in class using sources that I have provided. I will be walking around the room to check and make sure that they are on right track and to also see the connections that the students make. This will show me the level of understanding. Students will then be doing group work to share these ideas and receive feedback. || The E- Charts will be used to create an informal wiki to portray these connection with supporting evidence. This will be counted as an homework grade. They will receive feedback from their peers as well as me. The wiki will then be turned into a comic life that shows these concepts creatively. The E-charts will also be counted as a homework grade as well. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = English: Even thought the wiki is informal expect the text to be free of grammatical and spelling errors. Graphic Arts: students will have to be creative and create some images in their comic life. ||
 * =**Integration**= ||
 * Technology: Students will be using a computer to create a wiki page and then use the discussion section to provide feedback. I will also be using a computer to show the hook in the beginning of the class. The students will then create a comic life based on the basic ideas from their wiki.


 * =**Groupings**= ||
 * Students will be put into groups of four to six. After they are done completing their own E-Charts, students will share their ideas with the round robin style of grouping. There will be one person recording the ideas for each concept that is being said. Students will share their answers in the round robin style. ||

Verbal: Students will have a group discussion about their ideas. Logical: E chart is used to help organize these ideas. Kinesthetic:Students will be moving and standing while participating in the debate. Visual: students will be using pictures for comic life and will be shown pictures during the lecture. Interpersonal: Students will be using groups to brainstorm. Musical: Music will be playing in the background while students are working. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**
 * //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//**

If a student is absent it is their responsibility to get notes from another classmate or from me. Any work that was due the day that he or she was absent is due the next day that they are in class, otherwise it is an automatic zero. The exception is if the student has a legitimate excuse(note from a doctor, parent, legal guardian) where it was not possible to complete the work, I will gladly negotiate an extension with the student. If work is not turned in by that extended day then it will become a zero. || I will be showing the hook and several images during the lecture part of my lesson using a computer (type I). Students will be using the information and ideas that they gather in class to create and informal wiki page (type 1) and will then be providing feedback using the discussion section of the wiki page (type II). Students will then take this wiki page and turn it into a comic life depicting these complex concepts(type II). ||
 * //Absent Students://**
 * **Extensions**

Projector E-Chart Pencils Paper ||
 * =Materials, Resources and Technology= ||
 * Labtop

Picture of analogous and homologous structures - http://encarta.msn.com/media_461553540_761554675_-1_1/analogous_and_homologous_structures.html Picture of skeleton- http://www.coloradocenter4pt.com/posture.html Hook for the Humpback Whale- http://www.youtube.com/watch?v=eOS20plm7UM Definitions for analogous and homologous structures- http://www.biology-online.org/dictionary/Main_Page Definition for residual structure- need to find a good source || Wikispaces Tutorial - http://www.wikispaces.com/site/tour#introduction
 * =Source for Lesson Plan and Research=



Verbal: Students will have a group discussion about their ideas. Logical: E chart is used to help organize these ideas. Kinesthetic:Students will be moving and standing while participating in the debate. Visual: students will be using pictures for comic life and will be shown pictures during the lecture. Interpersonal: Students will be using groups to brainstorm. Musical: Music will be playing in the background while students are working. ||
 * =Maine Standards for Initial Teacher Certification and Rationale= ||
 * __Standard 3__ - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
 * Rationale:** This lesson meets the Maine standards for initial teacher certification in the following ways. During this lesson students will be doing a short mount of research, there will be several different resources to help students reach their goals. They will also be sharing these ideas in a group and will be providing feedback. This helps establish a connection with the other students and create a comfortable environment where the student is not afraid to share his or her ideas. This will also help students make connections with other species that are related to them. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson meets the Maine standards for initial teacher certification in the following ways. These concepts relate to all the species that inhabit this earth. By showing how a whale has a similar bone structure shows that whales and humans are distantly related. After the students learn these concepts they will be able to apply it to other species that I have not mentioned in my lecture. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:**Students will be using technology in the following ways. First they will be creating an informal wiki that shows the ideas and connections that they mapped out on their E-charts. Students will then reviews these and provide feedback using the discussion section of the wiki page. Student will then be converting this information into a Comic Life presentation. This will show that they have a deep understanding of the concepts and be able to express them creatively through the comic life comic.
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** This lesson meets the Maine standards for initial teacher certification in the following ways. In order to pre evaluate the students I will first show my hook and ask a series of questions to test the knowledge of the students. Depending on that knowledge level I will then give my lecture. After I will have them do some brainstorming with their E-Charts which I will look at as I am walking around the room. The wiki page that will be based off this E-chart will be graded on the connections that the students made as well as the accuracy of the information given. The comic life will be graded also on these connects, but also how creativly they can express these complex ideas. ||

10 Minuets- Discussion 20 Minuets- Notes 20 Minutes- E-charts/ research 20 Minutes- round robin/ group debate The class will be set up in a semi circle with the desks facing the front of the room where the projector is set. This way all the students can see the hook and the notes when they are presented. The hook will be presented about Humpback whales. I want to see if students can figure out what structure a whale has that has the same exact bones as humans do. This will be the discussion part of the lesson. After the discussion, the notes will be presented in a quick power point with pictures. Students will then use the E charts to organize their ideas.Students will then use the round robin method to discuss these ideas. During this time music will be playing in the background. The students will then create an informal wiki which will later be turned into a comic life. Students will understand from this lesson that there is evidence that supports evolution. This will then relate to the fact that there is evidence that humans have evolved and are somewhat related to distant species. This shows the interactions between species and populations. What, Where, Why, Hook, Tailor: Linguistic, Logical, Verbal, Visual, Kinesthetic, Interpersonal. ||
 * =Teaching and Learning Sequence:= ||
 * 10 Minuets- Hook
 * Students will have to learn the concepts of analogous, homologous and residual structures. This will be done by the way of lecture and the hook. I will then ask students to complete the E-chart and make connections that were not made in the lecture. This will force the students to make connections using the resources that I provide for them. By observing them while this is going on I can tell which students have a deeper understanding of the subject than others. For those who I can see that are struggling I will provide an alternate explanation of these concepts and try to push them in the right direction.Equip ||
 * Once the students have their ideas on the E-chart they will be put into groups and share their ideas using the round robin style. In each group there will be a recorder who will write down what each person says for each concept. The group will then talk about the ideas that were said and the students will have the chance to rethink the ideas that are down on the page. Students will be able to decide which evidence supports evolution from this. The group will then hold a small debate which will allow students to refine their ideas even more. The students will create a wiki that will provide more feedback before they create the comic life comic. Explore, Experience, rethink, revise, refine ||
 * Students will self assess by sharing their ideas with the larger group. This way by listening to other students' ideas they will have an understanding of the concepts of those they might not have before. This also allows them to have feedback once everyone has spoken. Once the students create a wiki they will receive feedback the next day. This will then connect to the final project that deal with expressing these ideas creatively. ||

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