L3+Stevenson,Elizabeth+Kate


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


 * Teacher’s Name: Elizabeth Stevenson** **Lesson 3-** Interpretation
 * Grade Level:** 10 **Topic: Reproductive advantages**

__**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 evolutionary mechanism work and apply them to living species.
 * Student will be able to** evaluate why some organisms have characteristics that have no apparent survival or reproductive advantages.

__**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: It is important that we know why certain species have certain traits, even if there is no apparent advantage to them.**

__**Assessment**__

 * Formative (Assessment for Learning)** Students will be using a T-chart throughout the lesson and this will help students organize their learnings. Students should also be able to tell that they are up to par with the material when have group discussions. These group discussions will be a good indicator of their mastery of the subject.


 * Summative (Assessment of Learning)** Students will be rating their participation in the round-robin group work. This rating will be done by a checklist. I will also be checking in on all the of the discussion groups as they are discussing to make sure their rating is valid. Students will create a final product of a newspaper or magazine article. The article will be graded using a rubric. Students will recieve a rubric before the starting the article.The article must be formal writing and professional.

__**Integration**__
Technology: Students will use the Microsoft Word Article Wizard to create their own article for the newspaper or magazine of their choice. Students must put in many hours of research before they can start outlining and writing their article. Students should submit a copy of their outline ahead of time. I will provide feedback to the students before they start on the final step.

English: Students will be using the skills they mastered in english to create a professional article for a magazine or a newspaper. The students spelling and grammar must be correct. Students will also incorporate their knowledge of essay writing (topic sentence, introduction, paragraph structure, conclusion, etc.) in their article.

__Groupings__
Students will be completing their T-charts individually throughout the lesson. Students will also complete the newspaper or magazine article individually. The steps that studetns take throughout the lesson should prepare them with the information and skills necessary to create a quality final product as an individual. Students will start off in brain-storming groups in a round-robin style. Students will then regroup and share new ideas and information. This requires students to be activly engaged in their discussion groups, and be good listeners as they must bring the new knowledge back to their other group. Students will not be assigned groups in the discussion groups.

__**Differentiated Instruction**__

 * Strategies**

__Visual__: Students will watch the clip of the octupus changing. __Interpersonal__: Students will brainstorm in groups. __Intrapersonal__: Students will work independently on final product. __Naturalistic__: Students should look/be inspired by examples in nature when brainstorming. __Logic__: By using a graphic organizer students should be able to organize thoughts. __Linguistic__: By brainstorming in groups, students can bounce ideas off of each other.


 * 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 Microsoft Word Article Wizard to create a newspaper or magaine article the demonstrates the students knowledge of characteristics that have no apparent survival or reproductive advantages. I will give a tutorial on how to use Microsoft Word Article Wizard.

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

__Source for Lesson Plan and Research__
__[]__ - Reproductive advantage overview.

[] - Unique genetic traits: earlobes

[] - Species Characteristics overview.

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

[] - Graphic organizer.

[] - Description of cooperative learning activity.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Beach Ball: Students will have some freddom for how the execute each task throughout this lesson. Microscope: Students will need to research and explore a specific characteristic that has no apparent survival or reproductive advantage. Puppies: Studetns will be given the opportunity to work in groups and by their self during this lesson. Clipboard: Students will use a graphic organizer to help organize thoughts and ideas.
 * //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:**

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 evaluate why some organisms have characteristics that have no apparent survival or reproductive advantages. (See content notes).


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

__Visual__: Students will watch the clip of the octupus changing. __Interpersonal__: Students will brainstorm in groups. __Intrapersonal__: Students will work independently on final product. __Naturalistic__: Students should look/be inspired by examples in nature when brainstorming. __Logic__: By using a graphic organizer students should be able to organize thoughts. __Linguistic__: By brainstorming in groups, students can bounce ideas off of each other.


 * //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 be using a T-chart throughout the lesson and this will help students organize their learnings. Students should also be able to tell that they are up to par with the material when have group discussions. These group discussions will be a good indicator of their mastery of the subject.

(Summative) Students will be rating their participation in the round-robin group work. This rating will be done by a checklist. I will also be checking in on all the of the discussion groups as they are discussing to make sure their rating is valid. Students will create a final product of a newspaper or magazine article. The article will be graded using a rubric. Students will recieve a rubric before the starting the article.The article must be formal writing and professional.

__Teaching and Learning Sequence__
DAY 1: Class wil come in and get settled (5 minutes). Have students watch the [|Octupus] clip ( 2-5 minutes). Have studetns get into first portion of Round-robin discussion groups. Discuss in groups (10 minutes). Break (5 minutes). Have students split up and pick research specific characteristics of species that have no apparent survival or reproductive advantage (30 minutes). Students should pick and sign up for one of the traits they come accross in their research to further develop and produce final product one (10 minutes). Break (5 minutes). Students will have the rest of the period to continue research on chosen trait or characteristic (50 minutes). HOMEWORK: Continue research if wanted or needed. DAY 2: Continue research (100 minutes). Breaks inbetween (two 5 minute). Have students and outline of article by the end of class. HOMEWORK: Continue research if wanted or needed. DAY 3: Following outline and feedback given, work on article (60 minutes). Break (5 minutes). Continue on article and correct format of resources (50 minutes). Sign up for presentation times (5 minutes). HOMEWORK: Continue work on article if needed. DAY 4: Each students will present a brief overview of their article (5 minute presentations, from 100 to 120 minutes). Have students post or link their article on to the class page.

The classroom will be arranged in clusters or centers. This will allow for group discussions to happen easily and for independent work to take place. Students will understand that species develop characteristics or traits that have no apparent reproductive or survival advantages. Students will know how evolutionary mechanism work and apply them to living species. I will be using a video hook to introduce the lesson to students. This will capture students attention and encourage studetns to learn further.
 * Where, What, Why, Hook, Tailors**: Visual, Naturalistic

Studetns will need to know how evolutionary mechanism work and apply them to living species. I will provide this knowledge to students through the completion of the graphic organizer and the final product. Students will be challenged in researching to find the information needed to create an appropriate and accuate atricle. By completing these tasks in various settings I will be able to teach to all intelligences and learning styles. I will check for understanding by grading students articles by the given rubric.
 * Equip, Explore, Rethink, Tailors**: Interpersonal, Intrapersonal, Logic, Linguistic

Students will be able to evaluate why some organisms have characteristics that have no apparent survival or reproductive advantages. I will provide students with a T-chart graphic organizer that will help students organize their thoughts and research. Students will be challenged to use their knowledge in creating a newspaper or magazine article. Students will create their articles in Microsoft Article Wizard. Students will be graded on their participation and effort on their research.
 * Explore, Experience, Revise, Tailors**: Intrapersonal, Logic

Students will provide feedback on their own work in their discussion groups. Students will also recieve feedback on their article outlines. Feedback on their outlines will be given to students the following class. Studetns will need to know why some organisms have characteristics that have no apparent survival or reproductive advantages.
 * Evaluate, Tailors :** Intrapersonal


 * Content Notes**


 * unique genetic traits that do not have a reproductive or survival advantage-
 * Earlobes:** Free ear lobes (dominant trait) vs. Attached ear lobes (recessive trait) Free earlobes are those that hang below the point of attachment to the head. Attached ear lobes are attached directly to the side of the head.
 * Forelock:** White forelock (dominant trait) vs. No white forelock (recessive trait) A white forelock is a patch of white hair, usually located at the hairline. Widow's Peak (below) is dominant over no widow's peak hairline.
 * Dimples:** Dimples (dominant trait) vs. No dimples (recessive trait) Dimples are natural dents in the face to the right or left of the mouth. If a person has only one dimple, they should be counted as having dimples.Cleft chin is dominant over no cleft.


 * Thumbs:** Straight thumb (dominant trait) vs. Curved thumb (recessive trait) When viewed from the side as in the illustration below, curved thumbs can be seen as part of a circle.

**Mid-digit hair:** Mid-digit hair (dominant trait) vs. No mid-digit hair (recessive trait).
 * Pinky:** Straight pinky (recessive trait) vs. Bent pinky (dominant trait).
 * Longer 2nd toe** is dominant over 2nd toe shorter than big toe.
 * Tongue-Rolling**: Rolling up edges (dominant trait) vs not rolling (recessive).
 * Characteristic: a distinguishing feature or quality
 * Trait: A physical characteristic brought about by the expression of a gene or many genes.


 * Handouts**
 * T-chart graphic organizer**
 * Article rubric**