L5+Hudson+Kimberly

=**UMF LESSON PLAN FORMAT**=

**Grade Level: Topic:**

 * =**Objectives**:= ||
 * Student will understand that all forms of life exhibit evolution ||
 * Student will know creationism, intelligent design, natural selection, and evolution ||
 * Student will be able to assume the role of someone who believes in intelligent design ||

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

I will know that students have learned by the way that they react to this lesson. I am doing this to show the other side of evolution because intelligent design is something that many people believe in. The hook will be used to inspire controversy inside this class for this lesson. Also when the students are doing the persuasion charts I will be walking around and observing what the students are doing. This will allow me to see if everything that they have learned about evolution in the past four lessons will come to life here. If the student is taking the position of evolution then the evidence that he or she uses will tell me if he or she is learning. Also if a student chooses intelligent design, he or she will have to point out the flaws in the evolution theory. This will also tell me if the student is learning. Students will also be putting together their ideas about the subject. The concepts that they incorporate into these skits will also tell me if they have a deep understanding of these concepts. The skit that the students are doing will not be graded; however, I will provide feedback for them so they can create the final product. The skit that the students are doing will not be graded, however, I will provide feedback for them so they can create the final product. This product will be an Imoive that is based off the skit that is done in class. This will judge their learning because they have to have a deep understanding of evolution and intelligent design in order to get their point across. This product will be graded on the accuracy of the information and the connections that the students make with it. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning) ||
 * **Summative** (Assessment of Learning)

= = Art/Theater: Students will be doing a skit in class to help show these concepts and their ideas about them English: This skit will have a written outline or script. ||
 * =**Integration**= ||
 * Technology: A powerpoint will be used to show students the concepts for this lesson. Also the hook will use a computer to present it to the class. Students will be using Imoive to turn their skit into an Imoive product.


 * =**Groupings**= ||
 * Students will be using a think pair share for this lesson. Partners will be decided by height. Those that are the closest in height will work together. Once in these pairs the students will work individually on their persuasion charts. When they complete these charts to the best of their ability they will then share their ideas with their partner. After both individuals have shared their ideas with each other they will come up with a short skit to portray these ideas to the class. ||

Naturalistic: Students can work on the skit outside if they so choose. Logical:Students will use a persuasion chart helps organize thoughts. Verbal:Students will talk to others about their ideas. Kinesthetic: Students will be getting up and putting on a skit. Visual: Students will be using the Imovie as a source of explanation. Interpersonal: Students will be working together on all aspects of the project ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**
 * Extensions**
 * //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. || Students will be using type II technology to create an Imovie. This will be based off the skit that they have already done in class. ||
 * //Absent Students://**
 * **Extensions**

Projector pencils colored paper persuasion chart Imovie tutorial ||
 * =Materials, Resources and Technology= ||
 * Labtop

Intelligent design- http://www.intelligentdesign.org/whatisid.php Hook- http://www.youtube.com/watch?v=w7jBVWMXC4M Imovie Tutorial- http://www.design.iastate.edu/LABS/tutorials/imovie/basic.html
 * =Source for Lesson Plan and Research= ||

Naturalistic: Students can work on the skit outside if they so choose. Logical:Students will use a persuasion chart helps organize thoughts. Verbal:Students will talk to others about their ideas. Kinesthetic: Students will be getting up and putting on a skit. Visual: Students will be using the Imovie as a source of explanation. Interpersonal: Students will be working together on all aspects of the project ||
 * =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 for several reasons. The first is that those students who like having some freedom will be able to express it with the skit. They can portray their ideas anyway they want with this activity. Students will also be using a persuasion map in order organize their thoughts. This will tremendously help those students who like to have everything organized. This also allows students to make deeper connections with the content and the questions that are being asked. Students will also be working together to create this skit which allows students to grow comfortable with each other. Also music will be playing while they are working to ensure that the classroom remains comfortable. ||
 * __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. This lesson ties in with another theory for the origin of life. Students have to interpret the differences and or similarities with the concepts of intelligent design and evolution. This lesson forces them to look at evolution from the other side. There are many people in the world who do not believe that evolution is possible. The skit is to show the students that there are other views in the world besides just this one. This will allow the students to interact effectively with someone who might have different ideas about evolution than they do. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:**This lesson meets the Maine standards for initial teacher certification in the following ways.
 * __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 standards for initial teacher certification in the following ways. Students will be connecting the theory of evolution with the theory of intelligent design. At the beginning of this lesson I will be showing students the hook and ask them their views on it. By their responses I can tell if learning has occurred. Also, Students will be working on a persuasion chart both individually and within a group. By observing the connections that are being made I will also be able to tell if learning has occurred. The final product is an Imoive which will be graded and based off the skit that was done in the groups. ||

The classroom will originally be set up in a semi circle around the projector. This allows the students to see the notes and the hook that are being presented. I will then show the class the hook. The hook is about a town in Pennsylvania that required teachers to incorporate intelligent design in the science classrooms. This will be used to inspire controversy inside my own classroom. After this I will present the notes on a brief power point. After that I will hand out the persuasion maps which the students will work on individually at first. They will next move into think pair share to share these ideas with each other as well as work on the skit. I want the students to think about the views of other people across the country. This is because ideas and beliefs evolve over time. Also this shows how the human race interacts as a species and population. This shows even more that all life forms go through some form of natural selection. What, Where, Why, Hook, Tailor: intrapersonal, interpersonal, visual, verbal, kienestetic || Students are going to be working on the persuasion chart to help organize their thoughts on these concepts. Once the students are done working on them by themselves they will then be share these thoughts in a think pair share. This will allow them to share their ideas with each other in a comfortable environment. By doing this the students will be able to assume the role of someone who believes in the ideas of intelligent design. The students will take their ideas and create a skit out of it. This will then be presented to the class. They will then receive feedback from the class and from me at the end of the skit. This skit will then be turned into their final product which is an Imovie**. Explore, Experience, rethink, revise, refine** Their assessment will first be persuasion chart. I will be walking around the room to see the connections that they are making. This will also occur when the students are doing the think pair share. By listening in to their conversations I will be able to tell the level of their understanding. Also I will be providing feedback after they are done presenting their skits. This will allow me to see the deep connections they have made by how the present and what information they put in their skits. These skits will then be turned into an Imovie. This will be formally graded and will also show me if they took the feedback to heart and included it in their Imovie. **Equip**
 * =Teaching and Learning Sequence:= ||
 * * Hook (10 minuets)
 * Brief discussion(5minutes)
 * Notes(10 minutes)
 * Individual work on persuasion charts(20 minutes)
 * Group work on skit(15 minutes)
 * Skit presentations (20 minutes)
 * Students will need to know creationism, intelligent design, and evolution (see content notes). Creationism and intelligent design will initially be introduced through the hook. This will briefly introduce these concepts. Next I will present the notes in a brief power point. I will then pass out the persuasion chart for them to fill out individually. This will allow me to see the connections that the students are making while they are working. This will allow me to assess the understanding level of the students. I will also be able to redirect them if needed. Equip, Tailor: visual, interpersonal, intrapersonal ||

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