L2+Hudson+Kimberly

=**UMF LESSON PLAN FORMAT**=

**Grade Level:9-10 Topic: 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. ||
 * =**Objectives**:= ||
 * Student will understand ** that there are multiple forces that drive evolution.
 * Student will know terminology: ** stabilizing selection, directional selection, and disruptive selection, and adaptation.
 * Student will be able to ** illustrate some forms of natural selection.
 * =**Maine Learning Results Alignment**= ||
 * Maine Learning Results: Science and Technology- E. The Living Environment
 * Student will be able to ** illustrate some forms of natural selection.
 * =**Maine Learning Results Alignment**= ||
 * Maine Learning Results: Science and Technology- E. The Living Environment

Students will be doing group work and will eventually create an informal oral report. The oral report will then be evaluated by another group. After they have peer feedback, they will have a chance to edit their report before handing it into me. By looking at the information and how they are planning to report it to the class, I will be able to tell if they have a deep understanding of the material. One the day of the oral report, the classmates will be evaluating it to once again give more feedback. I will also do the same. This oral report will not be graded and will be used for the frame work of the wiki that will be graded. Students will take their oral report and create a wiki space using the information from their oral report. This will graded by seeing if the information is accurate and goes beyond what was given in the class. Also, I will be looking to see if they used all the multiple feedback mechanisms that I have provided for them. I will also look for creativity in the wiki. I will tell them to ask some questions that their peers can answer using the discussion part of the wiki page. There will also be a small quiz that will be graded.
 * =Assessment= ||
 * **Formative** (Assessment for Learning) ||
 * **Summative** (Assessment of Learning) ||

= = English: English will be used in writing the oral report. Even though the oral report is not going to be graded I expect it to be grammatically correct as well as perfect spelling. Art/theater: Students can choose to present the oral report in any way they feel conferable. This allows students to use skits. Music: Students can choose to write a song or musical performance to present their oral presentation. ||
 * =**Integration**= ||
 * Technology: Students will be using a wiki space to report information as well as ask questions. They will then use the discussion section to answer these questions.

Students will be using a team pair share. The students will be paired by their birthdays. Those that have the closest birthdays will be paired together. I will give them definitions or a word from the notes and ask them to draw a physical representation. After completing the worksheet on their own students will then be randomly partnered with another. They will compare answers and help explain the concepts to each other. I will be walking around checking to make sure that students are explaining the correct concepts to each other.
 * =**Groupings**= ||


 * =Differentiated Instruction= ||
 * **Strategies**
 * Visual:** Pictures of the selections to help the students understand them.
 * Interpersonal:** Students will be working in groups.
 * Verbal:** There will be a lecture about these concepts.
 * Musical**: Music will be playing in the background when students are working in groups.
 * Kinesthetic:** An interactive demonstration that allows the students to get up and move around.
 * Intrapersonal**: Students work individually on oral report ||
 * **Modifications/Accommodations**
 * //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.

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 wiki will be used as a final project(type I). Students will then give feedback using the discussion part of the wiki page(type II). A projector will be used to show the pictures of the English Peppered Moth (type I). ||
 * **Extensions**

Projector Computer four column chart paper pencils Books for small amount of research if needed
 * =Materials, Resources and Technology= ||

http://www.evotutor.org/Selection/Sl5A.html for definitions http://biology.clc.uc.edu/Courses/bio303/natural%20selection.htm for information on the English Peppered Moth http://wps.prenhall.com/esm_freeman_biosci_1/0,6452,499573-,00.html- Stabilizing Selection Picture http://www.verticalthought.org/issues/vt14/moths.htm- Disruptive Selection Picture http://timpanogos.wordpress.com/2007/08/- Directional Selection Picture http://www.wikispaces.com/site/tour#introduction – Wikispaces tutorial
 * =Source for Lesson Plan and Research= ||
 * Google Images for pictures of English Peppered Moth ||

This lesson meets the Maine standards for initial teacher certification because it allows students to learn this information in several different ways. The first is by me presenting the information in a power point. I will explain what each of the selections are and I will also show pictures of them. Also there is an activity that is going to be reinforcing this lecture. Students will also be teaching each other what they do not understand. This allows them to communicate with each other effectively and comfortably. The oral report will show if they are capable of explaining in front of their peers and will also help them become more comfortable with their peers. Using the wiki as a discussion center will allow students to voice opinions and give feedback. It will also cause a deeper sense of discovery by coming up with questions about the subject. This lesson meets the Maine standards for initial teacher certification because students are going to be explaining these concepts to each other. By doing this they are showing that they have understanding of the material. The activity will allow students to apply what they know about these concepts. By recognizing these concepts the students will be able to pick out which type of selection is being used. This can then be applied to different species around the world. Finally, students’ IEPs, 504s or ELLIDEPs will be reviewed and the appropriate modifications and accommodations will be made.
 * =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:** ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** ||
 * __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 because it uses technology in the following ways. The first is to be showing pictures of the English Peppered Moth and how that species demonstrates these types of selections. Students will then use a wiki page to report information as well as come up with questions that they would like answered. Other students will then visit this wiki page and use the discussion section to give feedback and give possible answers to the questions that are posed.
 * Visual:** Pictures of the selections to help the students understand them.
 * Interpersonal:** Students will be working in groups.
 * Verbal:** There will be a lecture about these concepts.
 * Musical**: Music will be playing in the background when students are working in groups.
 * Kinesthetic:** An interactive demonstration that allows the students to get up and move around.
 * Intrapersonal**: Students work individually on oral report ||
 * __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 assessed in several different ways during this lesson. The first is that they will teach each other what they understand and be taught what they don't understand by another student. By observing and walking around the classroom I will be able to tell if learning is taking place. Also, student will receive peer feedback as well as feedback from me on their oral reports. By looking at these I can see how deep their understanding is. This oral report will be turned into a wiki which will be formally graded. There will also be a short quiz on the terms. ||

8:00-8:30-notes (30 minutes) 8:30-8:40- Peppered Moth pictures(10 minutes) 8:40-8:50- Team Pair share(10 minutes) 8:50-9:10- Group work on oral report and feedback (20 minutes) 9:10-9:20- Quiz (10 minutes) This classroom will be arranged in a semi circle facing the front of the room so that the students can clearly see the notes. First, I will show the hooks, which are pictures of the English Peppered Moth. This will get them thinking about how one species can have so many different variations. Next, I am going to present the notes to the students in a power point. The four column chart will be used for them to write down what they remember from the notes. This will also help keep the different types of selection in order. The students will then get into groups of two to explain the different types of selection to each other. The students will then write and oral report and receive teacher and peer feedback; by doing this students will understand that there are different types of selection that can drive natural selection. This will also show how a species can have different color schemes and adaptations. This will also show the interactions of species and populations. Students will know terminology such as directional selection, stabilizing selection, and disruptive selection. These will be given in a presentation using a power point. I will also show how these relate to the English Peppered Moth. I will check for understanding by observing what is going on during the team pair share by walking around and listening in. The students will be grouped based on their birthdays. They will then share what they wrote down on their four column chart and how they can apply to different species. While this is occurring music will be playing in the background. After this they will be organizing an informal oral report on how these concepts can apply to a different species. They will receive oral feedback from the class as well as the teacher. Students will then take the information that was presented in their oral report and convert it into a wiki. Using the discussion page of the wiki, classmates will once again give feedback. Students will have one day to make revisions before it is submitted for a grade. These will be graded based on a rubric. Also at the end of the period students will receive a small quiz that will be graded. **Equip Tailor: Interpersonal, Visual, Verbal, Intrapersonal, Logical, and Musical** Students will use a four column chart to keep track of the different selections. This will allow them to compare and contrast them with less confusion. They will then use the team pair share to help each other explain them to each other, as well as draw a physical representation of them. This will allow them to illustrate these forms of natural selection. There will only be two people in a group, but there are no specific roles for each of them to play. Once students have a rough draft of their oral report they will receive feedback from their peers as well as me and have a chance to revise it. Once the oral report is done in front of the class they will receive feedback from their peers as well as me before they convert their oral report to the wiki. **Explore, Experience, Rethink, Revise, Refine Tailor: Interpersonal, Verbal, and Visual** Students will self assess themselves by doing a four column chart. This allows them to see what specific concepts they understand or those that they don't and need help on. Feed back from their peers and from me will be given back immediately after reading the rough draft of the oral report. Once the report is done feedback from the class and from me will be given back the next day. This connects to the next lesson because we are going to go into depths with some other forms of natural selection that are more complicated. It also relates to the bird populations on the Galapagos Islands. ** Evaluate **
 * =Teaching and Learning Sequence:= ||
 * What, Where, Why, Hook, Tailor Visual, Interpersonal, Intrapersonal, Verbal, Logical. **

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