L3+Hudson+Kimberly

=**UMF LESSON PLAN FORMAT**=

**Grade Level: Topic:**

 * =**Objectives**:= ||
 * Student will understand that ** there is evidence that supports evolution.
 * Student will know ** disruptive selection, stabilizing selection, directional selection, and allopatric speciation.
 * Student will be able to ** compare and contrast the different forms of natural selection.
 * Student will know ** disruptive selection, stabilizing selection, directional selection, and allopatric speciation.
 * Student will be able to ** compare and contrast the different forms of natural selection.
 * Student will be able to ** compare and contrast the different forms of natural selection.

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. ||
 * =**Maine Learning Results Alignment**= ||
 * Maine Learning Results: Science and Technology- E. The Living Environment

The hook that I am going to show at the beginning of the class will have a discussion to follow it. This will tell me what the students understand from the day before. I will have the students use a Venn diagram to compare and contrast the ideas that they have already been exposed to. While the students are working on this I will be walking around the room checking in. By doing this I will observe my students level of understanding with the types of comparisons the students are making. When they get into groups I will listen into the conversations going on to also determine the level of learning and understanding. The end result of the group work is for the students to produce a wiki page on the comparisons and or differences of these types of selection. I will judge what kind of learning is occurring by the connections that students make with the evidence they provide; if they can make connections within a species or between species as well as identify what kind of selection occurred. The wiki page will be graded on the accuracy of the information as well as the evidence that the students use to support their connections.
 * =Assessment= ||
 * **Formative** (Assessment for Learning) ||
 * **Summative** (Assessment of Learning) ||

= = English: Students will be writing a wiki space that needs to be free of grammatical and spelling errors. ||
 * =**Integration**= ||
 * Technology: A computer will be used to show the hook in the beginning of the class. The students will also use a computer to create a wiki space and then provide feedback.


 * =**Groupings**= ||
 * Students will be organized by numbers. The students will count off from 1-4 and will then organize into the groups corresponding to that number. There will be a leader who will make sure that everyone has a fair chance to speak. Once everyone has, individually, shared their ideas the students will pair up in the group according to birthday. Which ever two students in the group have the closet birthday will pair together and share their ideas again. ||

Logical: Students will organize their information in the form of a Venn diagram. Musical: Music will be playing in the background during working in groups. Interpersonal: Students will be working in groups to compare answers and receive feedback. Intrapersonal: Students will be working as an individual before working in groups. Natural: The hook will relate to the species on the Galapagos. Verbal: There will be a brief lecture as well as writing the wiki space. ||
 * =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. || The hook will be shown on the computer at the very beginning of the class (type I). The student will then use comparisons that are done on the Venn diagram to create a wiki space that shows these comparisons (type I). Students will then visit each others wiki spaces and provide feedback using the discussion section of the wiki (type II). ||
 * //Absent Students://**
 * **Extensions**

Lab top Projector ||
 * =Materials, Resources and Technology= ||
 * Venn Diagram worksheet

Video on the Galapagos Finches- http://www.youtube.com/watch?v=l25MBq8T77w Source for definitions on disruptive selection, directional selection, and stabilizing selection- http://www.evotutor.org/Selection/Sl5A.html Source for the definition of allopatric speciation- http://www.pbs.org/wgbh/evolution/library/05/2/l_052_03.html [|Stabilizing Selection picture] [|Disruptive Selection picture] [|Directional Selection Picture] [|Allopatric Speciation Picture] http://www.wikispaces.com/site/tour#introduction
 * =Source for Lesson Plan and Research= ||


 * =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 because in many different ways. Students will be putting their ideas about the different types of selection on a Venn Diagram. This allows the students to reflect and organize their ideas. Students will then move into groups which allow them to communicate with each other. The environment will be extremely informal, with music playing in the background to promote a comfortable classroom environment. By interacting with each other students will be able to discover new ideas that they might not have thought of before. They will be exposed to the different ideas of their peers. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson will expand on the concepts that were taught in the previous lesson along with one new concept. The showing of the hook is an example of this new concept and I will ask students what they think about it after I show it. With this knowledge, they will take the old and new concepts and compare and contrast them. This forces the students to make connections that they have not made before. Also, being able to make these connections shows that they have a deep understanding of these concepts. This lesson also shows the views of Charles Darwin who was the first to suggest the theory of natural selection. By listening to everyone in the groups ideas about how these concepts connect, the student will then be able to reevaluate their own thinking. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** This lesson meet the Maine standards for initial teacher certification by using the technology in the following ways. The first is that a video will be shown that connects the ideas of natural selection to the species found on the Galapagos Islands. This will be used to provoke questions about what specifically cause these species to do what they did. Also a wiki space will be used to make comparisons with evidence for these concepts. Students will then be able to provide feedback on each others wiki spaces by using the discussion part of the wiki space.
 * Logical:** Students will organize their information in the form of a Venn diagram.
 * Musical:** Music will be playing in the background during working in groups.
 * Interpersonal:** Students will be working in groups to compare answers and receive feedback.
 * Intrapersonal:** Students will be working as an individual before working in groups.
 * Natural:** The hook will relate to the species on the Galapagos.
 * Verbal:** There will be a brief lecture as well as writing the wiki space. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** I will use the discussion after the hook to be an assessment of what the students understand from the former lesson that was taught. By the answers that are given, I will be able to tell what I might have to go over again in a different way for the students to understand it. While the students are doing the Venn Diagram I will be observing their connection and that will also tell me the level of their understanding. Students will then receive feedback from each other. This will then be turned into a wiki page that will be graded. The grade will be based on the depth of the information and the connections that are made with supporting information. ||

8:00-8:10-(10 minutes) Hook http://www.youtube.com/watch?v=l25MBq8T77w 8:10-8:25-(15 minutes) discussion 8:25-8:35-(10 minutes)Notes 8:35-8:55- (20 minutes) individual work on Venn Diagrams 8:55-9:20-(25 minutes) group work The room will be set in a semi circle around the projector. This will ensure that everyone will be able to see the hook when it is presented. The hook http://www.youtube.com/watch?v=l25MBq8T77w is a video on different finch species in the Galapagos Islands. While this video is playing I will ask the students to look for differences in the birds and the habitats that the birds live in. I will then pose questions to get the students thinking (see content notes) about why these species are only found on the Galapagos Islands. I will then begin to present the notes that have definitions and explanations of these concepts. I will also include pictures in this presentation. I will then hand out the Venn diagram and ask them to compare and contrast the concepts that were in the notes to the best of their ability. When the students are working together the desks will be moved into clusters. The students will count off from one to four and get into the groups with the corresponding number. Their will be an elected leader of the group that will ensure that every member of the group gets a chance to speak. Once this is accomplished students within this larger group will be paired. They will be paired based on their birthdays. The students in the group that have the closets birthdays to each other will work together. From this lesson students will be able to compare and contrast the different forms of natural selection. During this time calming music will be playing in the background. This will then be related to the species on the Galapagos, as well as species around the world. This will show how species interact with each other. **Where, What, Why, Hook, Tailor: Visual, Verbal, Naturalistic, Intrapersonal, Interpersonal, Logical, Musical.** Students will need to know terminology such as disruptive selection, stabilizing selection, directional selection, allopatric speciation (see content notes). The first three will be in a power point and will be used as a quick review for those who might have forgotten these concepts. I will also ask if these types of selections are present on the Galapagos Islands. This way there will be an interval between me talking and the students processing. By their connections and ideas about if these concepts are present or not, I will be able to assess their learning. I will also be walking around the classroom while the students are working on their Venn diagram and while they are discussing them. By the connections made here I will also be able to tell if the students are learning or not. **Equip, Tailor: Visual, Verbal, Naturalistic, Intrapersonal, Interpersonal, Logical** Students will be using a Venn diagram to help organize their original thoughts on how these concepts can relate to each other. The students will then get into groups according to number and share their ideas with each other. This will allow them to evaluate their own ideas about the concepts before they start to work on the wiki page. There will be one leader of the group that will make sure that every gets a turn to share what they think. Once the wiki page is done students will also receive feedback from each other using the discussion part of the page. They will then use these suggested to refine their wiki before it is evaluated by me. **Explore, Experience, Revise, Rethink, Refine** Students will self assess by comparing their answers to each other; this way if a student does not understand a particular concept another student has a chance to teach them before they ask me. After the students compare answers they will converse and provide instant feedback to each other. Also students will receive feedback from each other on the wiki the day after the wiki is posted. They will have time to edit their wiki before I give a final grade. This lesson connects to the physical evidence of evolution as well as human evolution that is going to be in the next lesson. **Evaluate**
 * =Teaching and Learning Sequence:= ||

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