A Walk In Time Lesson Plan
NAME Astrid Laido DATE Feb.5-15
Lesson Element
1. TITLE OF LESSON
1. CURRICULUM AREA & GRADE LEVEL
1. TIME NEEDED for the lesson
1. RESOURCES-Materials:
5.a CA COMMON CORE STANDARD(s)
5.b CA CONTENT STANDARD(S):
6. CA ELD STANDARD(S)
1. BIG IDEA ADDRESSED/ENDURING
UNDERSTANDING:
8. Essential Question(s):
Time: 1.08 -2.15 pm
Your Response:
A Walk in Time
Biology 2, Freshmen
1 hour 7 min.
Student posters (researched and created in
the previous lesson), chalk, graphic
organizers, rubric, pencils
CCSS.ELA-LITERACY.RST.9-10.1
Cite specific textual evidence to support
analysis of science and technical texts,
attending to the precise details of explanations
or descriptions.
8e. Students know how to analyze fossil
evidence with regard to biological
diversity, episodic speciation, and mass
extinction.
5. Listening actively.
Demonstrate comprehension of oral presentations and
discussions on a variety of social and academic topics
by asking and answering detailed and complex
questions that show thoughtful consideration of the
ideas or arguments with light support.
Over the long period of time that our
earth existed, very different plant and
animal communities developed over
time, with increasing degrees of
differentiation and specialization.
How and when did life develop on earth?
What were the conditions like in earlier
periods of time, and how did they influence
the evolution and /or extinction of plant
and animal species?
 A Walk In Time Lesson Plan

9. OBJECTIVES Content: Students will be able to explain

the geologic timeline phenomena by
listening to a poster presentation, and
filling out a graphic organizer with all
important relevant information about the
time periods.
ELD: Students will be able to understand
poster presentations by listening actively
and asking questions if necessary.
1. ASSESSMENT(S):. Informal formative -: teacher circulates
among students and checks for
understanding.
Formal formative: the poster presentation
will be graded (both the appeal and
accuracy of the poster and the oral
presentation by the students), combined
with understanding by all other students
(fill in graphic organizer)

INSTRUCTIONAL STRATEGIES

11. TEACHER STRATEGIES 12. STUDENT ACTIVITIES

1. Objectives and Purpose:

Students will be able to analyze fossil and other evidence and distinguish the
time periods in our geologic timeline, and explain the animals and other
characteristics of this period, by orally presenting a group-created poster for
a specific time period to their peers.
1. Anticipatory Set: Anticipatory Set:
Teacher asks students to imagine Students imagine being sent back in
they were in a time machine, time and be in the middle of a
catapulted millions of years back, and geologic era. They think about what
were supposed to record what they information to record to best describe
see at that time. this era.
 A Walk In Time Lesson Plan

1. Modeling:
Teacher hands a graphic organizer to
his students. Teacher introduces the
oldest periods, the Precambrian and
Cambrian, and shortly describes its
characteristics.
Modeling:
Students listen to the teacher offering
facts about the oldest time periods,
and compare what they hear, to what
is already filled in on their graphic
organizer.

1. Checking Understanding: Checking Understanding:

Teacher walks students out to a
street and draws a chalk line at the
Ordovician. Teacher imagines a
starting point = Pre-Cambrian
(down the road at 7/11). He then
walks them to the Ordovician.
Students follow teacher out and then
walk to the Ordovician period. They
visualize the timeline along the road
with one step equal to 2 million
years.

1. Guided Practice: Guided Practice:

Teacher walks with the student group Students listen to the first
prompting them when to stop and presentation and fill their graphic
present their poster orally to their organizer in.
peers.

1. Independent Practice Independent Practice

Teacher leads the students to the
next station (time period), makes a
chalk mark, and initiates the
corresponding poster presentation..
Students walk a total of 500 million
years in 250 steps. Students walk and
listen to the different period
presentations and fill in their graphic
organizer.

1. Closure: Closure:
Teacher asks some open ended Students share their ideas among
questions: What really surprised you? each other, and a volunteer will share
What else would you like to know? out an answer.

Adaptation for special needs student:

One-on-one supporting instruction during circulation time. Offer what is
needed according to student IEP (in this case: Offering additional time, addi-
tional personal support, allowing breaks).
 A Walk In Time Lesson Plan

Adaptation for English learner:

Prepare a vocabulary list and hand out early in lesson. Hand out Graphic or-
ganizer and rubric and explain the terms in person (during circulation time,
spend extra time with EL student).
EL students are placed in groups with native speakers and high performers,
to encourage verbal exchange and help in understanding.

Adaptation for High performer:

A high performing student can be provided with additional specifics for the
poster presentation (e.g. more details about the typical animals, more de-
tails about a big change in that time period, etc.). Mix group with low per-
former so peer support is encouraged.

Adaptation for Average performer:

No specific adaptation, visuals are provided, guidance is available. Teacher
circulates and checks for understanding. Every student can ask for addition-
al support.

Adaptation for Low performing student:

Provide vocabulary list. Check understanding during group work time while
circulating. Provide visual vocabulary list and graphic organizer beforehand
(before the walk).