L1+Stevenson,Elizabeth+Kate


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name:** Elizabeth Stevenson Lesson 1- Explain
 * Grade Level:** 10 **Topic:** Premise of Evolution

__**Objectives**__

 * Student will understand that** ... All life as we know it has evolved through genetic transfer and natural selection.
 * Student will know** ... the premise of evolution (who first came up with the theory, how it has taken off).
 * Student will be able to do** ... Describe the premise of evolution.

__**Maine Learning Results Alignment**__
Maine Learning Results: Science and Technology- E. The living Environment E5. Evolution Grade 9-Diploma Students describe the interactions between and among species, populations, and environments that lead to natural selection and evolution.


 * Rationale:** I am introducing the concept of evolution to students and exploring how we have come to see evolution today.

__**Assessment**__
Students will use a spider chart graphic organizer to to help organizer major concepts. Students will self assess their organizer and provide feedback. I will provide feed back for organizer and final product.
 * Formative (Assessment for Learning)**

Students will use iMovie or another video editing program to create a digital short film. Students will use the information that they learned in their three minute review groups to create a digital short film that clearly states/explains theories of evolution.The videos will be graded on provided rubric. Students will also be graded on participation using a team-presentation point guide.
 * Summative (Assessment of Learning)**

Rubric.

__**Integration**__
Technology: Students will use iMovie to create a short film about evolution. Students will use terms, theories, and historic figures that they have learned about in this lesson.

Social Studies: Students will research and learn about important historic figures that have played a major role in the studies and theories of evolution.

__Groupings__
Students will be split into teams of three or four and participate in three-minute review groups. Teams will have a discussion leader, a time keeper, a selector and 1-2 members at large. Each team will reflect, clarify, and ask questions. Each team will be given an historic figure to research. Teams will share within their groups.

__**Differentiated Instruction**__
__Bodily__: Students will participate in the bean and spoon game that will help introduce unit and lesson. __Interpersonal__: Students will work in teams both in the three-minute review groups and on final product. __Visual__: Students will create and watch the short films about the theory of evolution. __Linguistic__:Students will ask questions about unclear aspects of evolution and process information by using graphic organizer. __Intrapersonal__: Students will complete assessments individually. __Verbal__: Students will listen to lectures and watch films about the theory of evolution.
 * Strategies**


 * Modifications/Accommodations**

Absent: If a student is unable to for any reason not make it to class during this lesson or is unable to complete the necessary work for that class then students should contact the professor. I will meet with each student and create an agenda that will allow them to complete work to their satisfaction. This will allow students to not be overwhelmed and still complete assignments on time.
 * //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//**

Students will be using iMovie to create a short film that shows their understanding of the premise of evolution. I will teach the students how to use iMovie before the project.
 * Extensions**

__**Materials, Resources and Technology**__
White board Markers Projector Screen Computer Video Laptop cart Graphic organizers

__Source for Lesson Plan and Research__
http://www.eduplace.com/graphicorganizer/ http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities http://www.aboutdarwin.com/ http://www.allaboutscience.org/darwins-theory-of-evolution.htm http://www.gnmagazine.org/booklets/EV/

__**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:**

I will include choices for activities in my lesson. This will allow for personal freedom and choice (beach ball). Students will also be doing work in groups (puppy).

This demonstrates my understanding of the MLR Standard: //Students describe the interactions between and among species, populations and environments that lead to natural selection and evolution//. By the end of this lesson students should be able to explain the premise of evolution.
 * //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:**

__Bodily__: Students will participate in the bean and spoon game that will help introduce unit and lesson. __Interpersonal__: Students will work in teams both in the three-minute review groups and on final product. __Visual__: Students will create and watch the short films about the theory of evolution. __Linguistic__:Students will ask questions about unclear aspects of evolution and process information by using graphic organizer. __Intrapersonal__: Students will complete assessments individually. __Verbal__: Students will listen to lectures and watch films about the theory of evolution.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

(Summative) Students will use iMovie or another video editing program to create a digital short film. Students will use the information that they learned in their three minute review groups to create a digital short film that clearly states/explains theories of evolution.The videos will be graded on provided rubric. Students will also be graded on participation using a team-presentation point guide. (Formative) Students will use a spider chart graphic organizer to to help organizer major concepts. Students will self assess their organizer and provide feedback. I will provide feed back for organizer and final product.

__Teaching and Learning Sequence__
DAY 1: Pass out pre-quizzes to students (not graded). Allow students time to answer as best they can (10 minutes). The class will then go outside to participate in Bean and Spoon game (20 minutes). Returned to classroom and start board work (5 minutes). Board work on Charles Darwin (30 minutes). Introduce final product (10 minutes). Break (5 minutes). Tutorial using iMovie (15 minutes). Have students team up (5 minutes). Allow groups to do external research on Darwin and the premise of evolution (20 minutes). HOMEWORK: Continue research on Darwin and the premise of evolution. Brainstorm ideas for video. DAY 2: Have students return to groups and work on video (120 minutes with multiple breaks). HOMEWORK: Continuine to work on film within groups. DAY 3: Allow for last minute touch ups on videos. Submit videos online (15 minutes). Present Videos (30 minutes). Have teams complete team presentation point guide and allow for feedback and questions (20 minutes). Have students reflect on project (i.e. what could be changed) (10 minutes). Hand out post-quiz to students. Allow students to answer (10 minutes). Break (5 minutes). Video leading to next lesson (30 minutes).

My classroom arrangement will be centers. This will allow students to work together easily in teams on products and other assignments or assessments.This arrangement will also allow for students to receive help easily if necessary. Students will understand all life as we know it has evolved through genetic transfer and natural selection (where). It is important for students to understand how species have become what they are today (why). Students will also know the premise of evolution (who first came up with the theory, how it has taken off). The Hook that i will use is the Bean and spoon game in which students will explore natural selection first hand and how the environment plays a crucial role in natural selection. Tailors: __Bodily__: Students will participate in the bean and spoon game that will help introduce unit and lesson.

Students will know premise of evolution (who first came up with the theory, how it has taken off) (equip). This knowledge will be provided through the participation of the Bean and Spoon game and the creation of a iMovie video presentation. By incorporationg these activities into the lesson I will broaden the students understanding and intelligence levels and ask them to think outside of the box. Students' porjects will be graded by the completition of a team-presentation point guide. Students will also be given feedback and have a peer assessment on their projects. Tailors: __Visual__: Students will create and watch the short films about the theory of evolution. __Verbal__: Students will listen to lectures and watch films about the theory of evolution. __Interpersonal__: Students will work in teams both in the three-minute review groups and on final product.

Students will be able to describe the premise of evolution. Students will be given a spider chart as a graphic organizer (explore). This will help students organize their thoughts and new knowledge that they have learned. Students will be split into teams and use their knowledge to create a digital short film (using imovie or another video editing program) to share with the other teams (experience). Students will be expected to work as a team and put in equal amount of effort. Teams will recieve feedback from the teacher throughout their porject. Tailors: __Interpersonal__: Students will work in teams both in the three-minute review groups and on final product. __Visual__: Students will create and watch the short films about the theory of evolution. __Linguistic__:Students will ask questions about unclear aspects of evolution and process information by using graphic organizer.

Students will be evaluated a varying times throughout the lesson. Teams will be providing feedback to each other and other teams. Students will also complete a Team-presentation point guide after the final project is complete (evaluate).Students will be able to self assess at three different points during the lesson. Students will get immediate feedback on projects and pre-quiz. Feedback for post-quiz will be given the following class. Students will need to know the premise of evolution as it is the building blocks of the entire unit. Tailors: __Verbal__: Students will listen to lectures and watch films about the theory of evolution. __Intrapersonal__: Students will complete assessments individually.


 * Content Notes**
 * Charles Darwin
 * voyage to the Galapagos
 * challenges of evolution
 * terms
 * theories
 * other historic figures
 * Handouts**
 * spider chart