L2+Stevenson,Elizabeth+Kate


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


 * Teacher’s Name:** Elizabeth Stevenson **Lesson-2 Analyze**
 * Grade Level:** 10 **Topic:** Natural Selection

__**Objectives**__

 * Student will understand that**... Interactions between species, populations, and environments lead to natural selection and evolution.
 * Student will know**... How natural selection affects populations and specie groups.
 * Student will be able to**... Analyze concepts of natural selection 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 explaining natural selection as this is the most common type of evolution.**

__**Assessment**__
Students will track their learning through the use of the KWL graphic organizer. This style of graphic organizer will help students visually see wht they have learned and what they still need to learn. Students will also assess their learning while making their podcasts. The students should be providing feedback and reflecting on their podcasts as a work in progress and as a final product.
 * Formative (Assessment for Learning)**

As a final project students will be creating a podcast that demonstrates their knowledge of natural selection as it pertains to evolution. This podcast will include key points and important vocabulary terms. The final product will be graded based on a rubric that will be given to the students. Students will also be providing sandwich feedback to each of the groups.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will use Garage Band or another audio editing program to create a podcast the demonstrates the students knowledge of natural selection. I will give a tutorial on how to use Garage Band and students will been given a short time to experiment with the program before starting their final product. The finl product can be in any form the students would like to perform (i.e. talk show hosts, song, radio dj, commercial, etc.).

English: Students will be required to hand in a final written copy of their performance, whether it be a script, lyrics, etc. This will be pushing students to use their english skills in a higher level of thinking and outside the english classroom.

__Groupings__
Students will be working individually on their KWL graphic organizers and then will be partnered up (or a group of three if need be) to complete their final project. The final project will be the podcast. Both students should put in equal amount of work. Students should communicate heavily so as to maximize their work time in the classroom. There will be no roles as students are equals when working on this project. Each group should complete a task sheet and a contract to each other and the teacher.

__**Differentiated Instruction**__

 * Strategies**

__Interpersonal__: Students will be working in pairs on project. __Music__: Students will be creating a podcast. __Visual__: Students will be using a graphic organizer. __Intrapersonal__: Students will provide sandwich feedback. __Bodily__: Students will participate in the Peppered Moth simulation. __Linguistic__: Students will be sharing information with teammates in their group work.


 * 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.//**


 * Extensions**

Students will use Garage Band or another audio editing program to create a podcast the demonstrates the students knowledge of natural selection. I will give a tutorial on how to use Garage Band.

__**Materials, Resources and Technology**__
Grapic organizers LCD screen and projector Laptop Laptop cart (students) White Board Markers

__Source for Lesson Plan and Research__
[] - A basic over view of key terms of evolution.

[] - Gives history of the theory of evolution.

[] - Gives history and background of Charles Darwin and his contributions to the theory of evolution.

[] - Gives specific examples of natural selection and the genetic mutations involved.

[] - Key terms and important vocabulary.

[]- Peppered Moth simulation, worksheets and lab.

[] - Description of island diversity.

[] - Graphic organizer.

[] - Description of cooperative learning activity.

__**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:**

Beach Ball: By having students work together in groups, beach ball students will be able to offer their ideas to their groups and have some freedom and intrepretation on their final product. Clipborad: Students will be working with a graphic organizer that will keep their thoughts organized and provide some guidelines and framework. Puppies: Students will be working in groups to create a podcast. Microscope: Students will be discussing their findings of the simulation in groups.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**

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 the lesson students should be able to provide a thorough explaination of natural selection and its connection to the environment and analyze concepts of natural selection of evolution. (See content notes).


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**

__Interpersonal__: Students will be working in pairs on project. __Music__: Students will be creating a podcast. __Visual__: Students will be using a graphic organizer. __Intrapersonal__: Students will provide sandwich feedback. __Bodily__: Students will participate in the Peppered Moth simulation. __Linguistic__: Students will be sharing information with teammates in their group work.


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

(Formative) Students will track their learning through the use of the KWL graphic organizer. This style of graphic organizer will help students visually see wht they have learned and what they still need to learn. Students will also assess their learning while making their podcasts. The students should be providing feedback and reflecting on their podcasts as a work in progress and as a final product.

(Summative) As a final project students will be creating a podcast that demonstrates their knowledge of natural selection as it pertains to evolution. This podcast will include key points and important vocabulary terms. The final product will be graded based on a rubric that will be given to the students. Students will also be providing sandwich feedback to each of the groups.

__Teaching and Learning Sequence__
DAY 1: Class will get settled. Give a brief exlpaination of the [|Peppered Moth Simulation] (Hook) and allow students to create their own simulations (15 minutes). Have students answer and submit the questions on the follow-up and analysis page of the simulation (20 minutes). Have a class discussion on their findings of the simulation (10 minutes). Introduce final product (Podcast) (10 minutes). Break (5 minutes). Board work demonstrating different scenarios of natural selection (25 minutes). Tutorial of Garage Band (15 minutes). Pair students up and have them begin podcast project (20 minutes). HOMEWORK: Work on podcast if needed. DAY 2: Have students re-group immeadiately and continue to work on podcasts (50 minutes). Break (5 minutes). Allow for any last minute add ons (5 minutes). Set up stations and have each group to rotate, allowing teams to listen completely to peers podcasts and provide ample feedback (40 minutes). Hand out post-quiz to students (10 minutes). Wrap up and dismiss (10 minutes).

The classroom will be arranged so desks or workstations will be in pairs. This will provide a supportative classroom and learning environment and allow students to work on their fianl projects in their groups. Students will understand that interactions between species, populations, and environments lead to natural selection and evolution. Students will also know how important natural selection is and how it is affected by the environment. The hook that I will be using in this lesson is the Peppered Moth Simulation. This will actively engage students and encourage them in further self learning.
 * Where, What, Why, Hook, Tailors**: Bodily, Linguistic

Students will need to know how natural selection affects populations and specie groups. I will provide this knowledge by having students complete the Peppered Moth Simulation and by creating a podcast. By doing thses activities in a variety of settings and groupings, I will be able to reach all types of learners and intelligences. I will check for understanding by grading students podcasts and reviewing their worksheet and post quiz that will be handed in or submitted.
 * Equip, Explore, Rethink, Tailors**:Interpersonal, Music, Linguistic

Students will be able to analyze concepts of natural selection of evolution. I will provide students with a KWL graphic organizer that will help students track their progress and explore natural selection. Students will be challenged to use their knowledge in creating a podcast that will be presented to the class. Students will create their final project in pairs using Garage Band. Students will be expected to put in an equal amount of effort. Students will be providing feedback and revising their work throughout the lesson.
 * Explore, Experience, Revise, Tailors**: Visual

Students will provide feedback on their own work and (sandwich) feedback for their peers' work. Students will also be given a non-graded post-quiz that will bring together all of the major points and concepts from the lesson. The feedback on their podcasts will be given to students the following class along with the feedback on the post-quiz. Students will be need to know the basis of natural selection and its' effects on from the environment as the next lesson will be to evaluate why some organisms have characteristics that have no apparent survival or reproductive advantages.
 * Evaluate, Tailors**: Intrapersonal, Linguistic

-natural selection: the process by which forms of life having traits that better enable them to adapt to specific environmental pressures, as predators, changes in climate, or competition for food or mates, will tend to survive and reproduce in greater numbers than others of their kind, thus ensuring the perpetuation of those favorable traits in succeeding generations. -generation: Group of genetically related organisims constituting a single step in the line of descent.The act of producing offspring or multiplying by such production.Relating to humans of similar age, or the differentiation of family trees by parent and their offspring. __-__population: A group of organisims of one species that interbreed and live in the same place at the same time -species: a class of individuals having some common characteristics or qualities; distinct sort or kind. -environment: the air, water, minerals, organisms, and all other external factors surrounding and affecting a given organism at any time. -genes: the functional unit of heredity -gene pool: the total genetic information in the gametes of all the individuals in a population. -genetic drift: random changes in the frequency of alleles in a gene pool, usually of small populations. -adaptive ratiation: the diversification of an ancestral group of organisms into a variety of related forms specialized to fit different environments or ways of life, each often further diversifying into more specialized types.
 * Content Notes**
 * Terms:
 * Demonstrate how close envirnment is tied to species success (Peppered Moth Simulation)

- **Antibiotic resistant bacteria** - this is the ability of bacteria to survive an attack by an antibiotic and is an excellent example of natural selection at work. Bacteria that develop a mutation that allows them to survive an antibiotic will live long enough to reproduce and so spread the 'survival' gene to subsequent generations. Those bacteria with this gene will survive and become more numerous in the bacterial population.
 * Provide different scenarios of natual selection

- **Fast-evolving deer mouse** - found in sandy soils in Nebraska. Over a period of several thousand years the deer mouse evolved a pale coat that helped it to evade predators. Deer mice are widespread across North America, but they usually have dark coat, so that they can blend into dark soils and stay hidden from owls. Scientists at Harvard and at the University Of California at Berkeley discovered a single gene called //Agouti// in light coloured mice which is expressed in higher amounts and for longer than the genes that code for dark hair. The gene emerged about 4,000 years ago, which was only a few thousand years after the dark coated mice colonised the new sandy home. Its spread was rapid. Most animals that quickly evolve new traits do so from variations of existing genes, but in deer mice the trait evolved from a completely new gene. //Agouti// did not occur before the colonisation of the sandy environment, and when it did appear selection acted on it to confer an advantage, making it more widespread.

- **Peppered moths** - the deer mice are similar to the classic example of natural selection - the peppered moths of northern England. Originally they were light coloured and so blended in with the light bark of trees. However, due to the Industrial Revolution soot and particulate matter covered trees making them darker, and so the light coloured moths stood out like sore thumbs. They became easy pickings for predators. Darker coloured moths were able to avoid predation and so passed on their genes to subsequent generations because they were able to hang around long enough to breed. Dark coloured moths therefore survived. The whole process was completely reversed when cleaner air returned, allowing the trees to revert back to their pale colour; the lighter moths thrived once more. Darwin identified 13 species of finches that he had collected on the Galápagos Islands. This was puzzling since he knew of only one species of this bird on the mainland of South America, nearly 600 miles to the east, where they had all presumably originated. He observed that the Galápagos species differed from each other in beak size and shape. He also noted that the beak varieties were associated with diets based on different foods. He concluded that when the original South American finches reached the islands, they dispersed to different environments where they had to adapt to different conditions. Over many generations, they changed anatomically in ways that allowed them to get enough food and survive to reproduce. Today we use the term adaptive radiation to refer to this sort of branching evolution in which different populations of a species become reproductively isolated from each other by adapting to different ecological niches and eventually become separate species. || ||
 * Darwin's finches
 * Finches from the Galápagos Islands ||
 * Island diversity

Peppered moth Analysis KWL chart
 * Handouts**