L1+Hudson+Kimberly

=**UMF LESSON PLAN FORMAT**=

**Grade Level:9-10 Topic:Evolution**
Student will know fossil record, natural selection, evolution, and adaptation. Students will be able to describe the origins of life and how natural selection provides a mechanism for evolution. ||
 * =**Objectives**:= ||
 * Student will understand that there is evidence that supports 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

Before the lesson is taught students will do a KWL chart so I know where they are on the subject. At the end of the formal lesson they will receive another KWL chart. This way I can better grasp what is confusing them. Students will also be creating a skit in groups for this lesson. This shows understanding because they are going to have to explain things to the group members who might not understand something. Also they are going to be revised by peers and by me. This allows me to make sure that they are on the right track.
 * =Assessment= ||
 * **Formative** (Assessment for Learning) ||

The product for this lesson will be an Imovie that is based off an in class skit. The Imovie will not actually be graded, but will be given a certain amount of points based of the rubric. This demonstrates learning because it requires students to take these complicated ideas and make them into something that is creative. If students do not want to do an Imovie, garageband, or comic life will be available as choices. Directions for the comic life will be presented in a WebQuest. These will also be given point values based off rubrics which will then attribute to their final grade. These will be graded using a rubric.
 * **Summative** (Assessment of Learning) ||

= = English: Students will have to write a skit to preform in front of the class. This will lay the ground work for the final project. Art/Theater: The skit that will be created as well as the final project is considered in the arts ||
 * =**Integration**= ||
 * Technology: I will use a video and students will use Imovie, garageband, and Comic Life


 * =**Groupings**= ||
 * After the last KWL is done a jigsaw grouping is going to be used. Each student in the group will be given a topic that they fully understand and will have to explain it to the other in the group. The class is going to be broken into groups of four. One student is going to be the time keeper and make sure that each person in the group has a full 5 minutes to talk. Each of the students are going to be their own recorder. Also one student will be used to lead the group and maintain order within the group(making sure there is only one person explaining at a time). ||

Absent Students://** 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. || A video will be shown about how man is thought to be at his peak of evolution(type II) to spur conversation about what evolution is and how it effects the human race. Once the lesson is done and the students have finished their skits Imovie, Garageband, or Comic Life to take these to the next step(type II). ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * Verbal:** Students will talk with each other and explain ideas to students who do not understand.
 * Logical:** Students will use the time order chart to organize their thoughts.
 * Kinesthetic:** The skit will allow them to move around and learn in a bodily way.
 * Intrapersonal:** Students first have to work on their own. Interpersonal: students have to work in groups for their skits.
 * Musical:** music will be playing in the background when students are working in groups. ||
 * **Modifications/Accommodations**
 * //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * **Extensions**

Projector Projector screen Rubrics for Imovie,Garageband, Comic Life Pencils Paper Laptop KWL Chart Time Order Chart ||
 * =Materials, Resources and Technology= ||
 * Video: [|http://www.youtube.com/watch?v=F7slnVngFjg]

Video Clip [|http://www.youtube.com/watch?v=F7slnVngFjg] Definition for fossil record http://www.biology-online.org/dictionary/Fossil_Record Picture of fossil record http://www.britannica.com/EBchecked/topic/214564/fossil-record Picture of evolution http://www.sliceofscifi.com/2008/02/19/science-standards-will-call-evolution-scientific-theory/ Definition for evolution http://www.biology-online.org/dictionary/Evolution Definition for natural selection http://www.biology-online.org/dictionary/Natural_selection Definition for adaptation http://www.biology-online.org/dictionary/Adaptation Garage band Tutorial http://homerecording.about.com/od/garagebandtutorials/ss/getting_started.htm Imovie Tutorial http://www.design.iastate.edu/LABS/tutorials/imovie/imov0001.html Comic Life tutorial- pdf file (see content notes)
 * =Source for Lesson Plan and Research= ||

This lesson meets the Maine standard for initial teacher certification because it uses technology in the following ways. First it is used in the form of a video to interest the students. Also students will have a chance to use Imovie, Garageband, or Comic Life, which all require technology to work, in the final product for this lesson. The lesson will be taught using clear explanations of the concepts. Students will then break into groups to help each other understand these concepts by teaching them to each other. When the students are ready to work on their skit they will be using a time order chart to help organize their thoughts. This skit will also allow them to express their creative thinking through moving. Also music will be used as a calming agent while the students are working with each other in the class.
 * =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 it allows students to develop in these areas. Using the KWLs allow students to explore what they know and how their knowledge progressed at the end of the lesson. Allowing the students to then teach each other both help their peers shows their ability to communicate effectively to each other. It also allows students to voice what they agree with or disagree with. The skit that they eventually produce will allow them to be active within the classroom as well as express themselves creatively. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson meets the Maine standard for initial teacher certification by using KWLs. This allows me to see where the students are starting so I can better tailor my lesson to what they already know or don't know. The skit that is going to be written is going to receive feedback from me before it has the essential concepts before it is presented to the class. Also the MI theory will be implemented to meet as many of the intelligences possible. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** ||
 * Verbal: ** Students will talk with each other and explain ideas to students who do not understand.
 * Logical:** Students will use the time order chart to organize their thoughts.
 * Kinesthetic:** The skit will allow them to move around and learn in a bodily way.
 * Intrapersonal:** Students first have to work on their own.
 * Interpersonal: ** students have to work in groups for their skits.
 * Musical:** music will be playing in the background when students are working in groups.
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** Students will be given a KWl chart to assess what they would like to know and what they already know. These will then be taking in consideration when teaching the lesson. Also observing how well students are able to explain these concepts to each other while doing the jigsaw group activity and working together for their skits will show how well they understand. The skit will receive peer as well as teacher feedback which will also show their understanding. At the end of this lesson an creative project (Imovie, Garageband, Comic Life) that will be graded. ||

Day 1: 8:00-8:10- Attendance (10 minutes) 8:10-8:25- Tell class plan for the day (15 minuets) 8:25-8:40- Show hook [|http://www.youtube.com/watch?v=F7slnVngFjg] (15 minuets) 8:40-8:50- Reactions from students 8:50-9:20- Notes on evolution Day 2: 8:00-8:10- Attendance 8:10-8:30- KWL 8:30-8:45- Jigsaw/time order chart 8:45-9:20- explain skit and final project/ group work on project The classroom will be arranged in a semicircle with the focus on the projector screen. I am first going to show them the hook [|http://www.youtube.com/watch?v=F7slnVngFjg], which is a video on a theory that man is at the peak of his evolution, and then ask them for their reactions to it. Next, a KWL will be handed out so I can assess where everyone is in respect to the content area. I will then tell them that we are planning on taking some notes and begin presenting notes on evolution. Next, I will break them up into groups based on the concepts that I would be presenting and proceed to describe the jigsaw and I will also hand out the time order chart. During the time of their group work music will be playing in the back ground. At the end of this I will explain to them the skit and the final project that is based on the wiki. Once the final project is complete, the students will be presenting it in front of the class. The project will then be graded using the attached rubrics. They will be required to show the interactions between species and populations that lead to natural selection. **Where, What, Why, Hook, Tailor: Verbal, Logical, Kinesthetic, Interpersonal, Intrapersonal, Musical** Students will know terminology such as fossil record, natural selection, stabilizing selection, disruptive selection, and directional selection. These will be first given as power point presentation. I will keep checking during the lecture to make sure students are with me and if they are not I able to recognize that and back track. I will check for learning by doing the KWL charts as well as observing my students while they are doing the jigsaw activity. Students will be given each a subject and each group will be required to have at least one person from each subject. During this group work students will be filling out the time order chart. I will also be able to gauge their level of understanding when giving them feedback on their skits. **Equip, Explore, Rethink, Tailor: Interpersonal, Logical** Students will receive another KWL to assess where they are and will also be in groups to work on their time order charts. Students will then be able to describe the origins of life and how natural selection provides a mechanism for evolution. In the groups, their will be a group leader to lead the discussion and make sure each student is allowed to explain their assigned topic. Their will also be a student as a time keep and each student will be their own recorder. I will observe them while they are teaching each other through the jigsaw activity as well as when they are working on their skits. By seeing how the students can explain and creatively express these ideas will give me an idea about their level of understanding. When they have a final version of their skit they will arrange a meeting with me and I will provide them with feedback. I will allow them time to revise the skit before it is presented to the class. Once it is presented to the class, they will receive feedback from their peers before working on the Imovie, garageband, or comic life. **Explore, Experience, Rethink, Revise, Refine, Tailor: Verbal, Logical, Kinesthetic** Students will self assess by being able to work together as well as using a KWL multiple times thought this lesson. Feed back for the skit will be given on the same day that the script for the skit is presented to me. Peer feedback will be given to the group the day after they have presented their skit. This will lead into the next lesson because it gives the basic for natural selection. The next lesson goes into the facets of natural selection. **Evaluate, Tailor: Interpersonal, Kinesthetic**
 * =Teaching and Learning Sequence:= ||

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