L4+Stevenson,Elizabeth+Kate


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


 * Teacher’s Name:** Elizabeth Stevenson **Lesson 4- Empathy**
 * Grade Level:** 10 **Topic: Structural and behavioral adaptations**

__**Objectives**__

 * Student will understand that** natural selection provides an evolutionary mechanism that can be advantageous or disadvantageous to the next generation.
 * Student will know** how environmental affects can effect a species.
 * Student will be able to relate** structural and behavioral adaptations of an organism to its survival in the environment

__**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 the connection between the environment and the adaptations of species.**

__**Assessment**__
Students will track their learning through the use of the idea wheel 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 easliy be able to see how these adaptations connect to the environment. Students will also assess their learning while exploring the google earth worksheet. The students should be providing feedback and reflecting on their participation and as a final product.
 * Formative (Assessment for Learning)**

As a final project students will be completing a google earth worksheet that demonstrates their knowledge of structural and behavioral adaptations of an organism to its survival in the environment. This worksheet will include key points and important vocabulary terms. The final product will be graded the point-grade system that will be given to the students.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students are exploring and using Google Earth in the lesson. This is an important tool in learning about island diversity and structural and behavioral adaptations of an organism to its survival in the environment. I will give a tutorial on how to use Google Earth and students will been given a short time to experiment with the program before starting their final product.


 * Geography: Students will have to call on their geography knowledge in order to complete their final product. This is also relivant as it is current and could have a world wide affect.**

__Groupings__
Students will be working in pairs to complete the googl earth exercise and worksheet. This will allow students some freedom in their learning setting and style.

__**Differentiated Instruction**__

 * Strategies**


 * __Logical__: The use of the idea wheel will help students organize their thoughts.**
 * __Intrapersonal__: Exploring google earth will be done individually.**
 * __Interpersonal__: Students will share their findings with the rest of the class.**
 * __Linguistic__: Students will share their findings with the rest of the class.**
 * __Naturalist__: Students must think of realistic examples that are found in the environment.**
 * __Visual__: Students will interact with Google Earth.**


 * 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 Google Earth to complete the given exercise and worksheet that demonstrates the students knowledge of structural and behavioral adaptations. I will give a tutorial on how to use Google Earth.

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

__Source for Lesson Plan and Research__
[] - Description of island diversity.

[] - Biodiversity and hotspots.

[] - Interactive hotspot map.

[] - Structural and behavioral adaptations.

[] - Island Biodiversity.

[] - Graphic organizer.

[] - Description of cooperative learning activity.

[] - Key terms and important vocabulary.

[] - Google Earth download and programs.

__**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 pairs, beach ball students will be able to offer their ideas to each other 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 pairs to complete the Google Earth Worksheet. Microscope: Students will be discussing their findings of the program in pairs.


 * //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:**


 * __Logical__: The use of the idea wheel will help students organize their thoughts.**
 * __Intrapersonal__: Exploring google earth will be done individually.**
 * __Interpersonal__: Students will share their findings with the rest of the class.**
 * __Linguistic__: Students will share their findings with the rest of the class.**
 * __Naturalist__: Students must think of realistic examples that are found in the environment.**
 * __Visual__: Students will interact with Google Earth.**


 * //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 idea wheel 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 easliy be able to see how these adaptations connect to the environment. Students will also assess their learning while exploring the google earth worksheet. The students should be providing feedback and reflecting on their participation and as a final product.

(Summative) As a final project students will be completing a google earth worksheet that demonstrates their knowledge of structural and behavioral adaptations of an organism to its survival in the environment. This worksheet will include key points and important vocabulary terms. The final product will be graded the point-grade system that will be given to the students.

__Teaching and Learning Sequence__
DAY 1: Class comes in and gets settled (5 minutes). Have students download and explore Google Earth ( 30 minutes). Return attention back to teacher and begin board work of island diversity ( 30 minutes). Break (5 minutes). Hand out Google Earth worksheet and have students pair up. Allow for clarifying questions ( 10 minutes). Have students work on exercise and worksheet (40 minutes). At the end of class students will hand in worksheet.

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 worksheets in pairs. Students will understand that structural and behavioral adaptations of an organism are directly and indirectly related to its survival in the environment. 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 Google earth Download and programs. This will actively engage students and encourage them in further self learning.
 * Where, What, Why, Hook, Tailors**: Visual

Students will need to know how environmental affects can effect a species. I will provide this knowledge by having students download and complete the Google Earth Simulation and by completing the worksheet. 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 understang by reviewing their worksheet.
 * Equip, Explore, Rethink, Tailors**:Interpersonal, Linguistic

Students will be able to relate structural and behavioral adaptations of an organism to its survival in the environment. I will provide students with an idea wheel graphic organizer that will help students track their progress and explore adaptations. Students will be challenged to use their knowledge when completing the worksheet as thoroughly as possible. Students will complete their final project in pairs using Google Earth. 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**: Logical, Interpersonal, Visual

Students will provide feedback on their own work and feedback for their peers' work. Students will also be graded on their completion of the worksheet that will bring together all of the major points and concepts from the lesson. Students will be graded using the point-grade system. Students will be need to know why species have sturctural and behavioral adaptations that are linked to their environment.
 * Evaluate, Tailors**: Intrapersonal, Linguistic


 * Content Notes**

Islands and their surrounding near-shore marine areas constitute unique ecosystems often comprising many plant and animal species that are endemic—found nowhere else on Earth. The legacy of a unique evolutionary history, these ecosystems are irreplaceable treasures. They are also key to the livelihood, economy, well-being and cultural identity of 600 million islanders—one-tenth of world population. Island species are also unique in their vulnerability: of the 724 recorded animal extinctions in the last 400 years, about half were island species. Over the past century, island biodiversity has been subject to intense pressure from invasive alien species, habitat change and over-exploitation, and, increasingly, from climate change and pollution. This pressure is also keenly felt by island economies. Among the most vulnerable of the developing countries, small island developing States (SIDS) depend on the conservation and sustainable use of island biodiversity for their sustainable development.
 * Google Earth tutorial- []
 * island biodiversity:

All organisms have adaptations that help them survive and thrive. Some adaptations are **structural**. Structural adaptations are physical features of an organism like the bill on a bird or the fur on a bear. Other adaptations are **behavioral**. Behavioral adaptations are the things organisms do to survive. For example, bird calls and migration are behavioral adaptations. Adaptations are the result of evolution. Evolution is a change in a species over long periods of time. Adaptations usually occur because a gene **mutates** or changes by accident! Some mutations can help an animal or plant survive better than others in the species without the mutation. For example, imagine a bird species. One day a bird is born with a beak that is longer than the beak of other birds in the species. The longer beak helps the bird catch more food. Because the bird can catch more food, it is healthier than the other birds, lives longer and breeds more. The bird passes the gene for a longer beak on to its offspring. They also live longer and have more offspring and the gene continues to be inherited generation after generation. Eventually the longer beak can be found in all of the species. This doesn't happen overnight. It takes thousands of years for a mutation to be found in an entire species. Over time, animals that are better adapted to their environment survive and breed. Animals that are not well adapted to an environment may not survive. The characteristics that help a species survive in an environment are passed on to future generations. Those characteristics that don't help the species survive slowly disappear.
 * structural vs. behavioral:


 * adaptations


 * Handouts**
 * -Idea wheel graphic organizer**
 * - Google Earth worksheet**