Student_____Gabriella LoMacchio______ Professor____Mary Brower____

Course EDU 527 Date___4/20/17___

Grade__9th __ Topic: Evolution Content Area__Living

Environment___

INSTRUCTIONAL OBJECTIVES

After a vocabulary review using a word cloud and taking guided notes, students will engage in a

role playing activity and answer a kahoot with 90% accuracy.

CCLS/+NYS STANDARDS AND INDICATORS

RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over

the course of the text, including how it emerges and is shaped and refined by specific details;

provide an objective summary of the text.

Indicator: This will be evident when students use the role playing transcript to follow the

development of Darwins and Lamarcks contrasting ideas on how evolution occurs and

answer analysis questions based on the details of their theories

ISTE.1c Students use technology to seek feedback that informs and improved their practice and

to demonstrate their learning in a variety of ways

Indicator: This will be evident when students use Kahoot to demonstrate their

understanding of the theorists and theories of evolution

ISTE. 6c Students communicate complex ideas clearly and effectively by creating or using a

variety of digital objects such as visualizations, models or simulations

 Indicator: This will be evident when students use a word cloud to demonstrate their

covaculary knowledge. This will also be evident when students compare and contrast

Lamack and Darwins theories of evolution using an avatar from the Vokie.com for

homework. Students will also use google slides to take notes and synthesize information

into a graphic organizer

HS-LS4-2. Constrict an explanation based on evidence that the process of evolution primarily

results from four factors (1) the potential for a species to increase in number, (2) the heritable

genetic variation of individuals in a species due to mutation and sexual reproduction, (3)

competition for limited resources, and (4) the proliferation of those organisms that are better able

to survive and reproduce in the environment.

Indicator: This will be evident when students learn about the differences in each of the

theories of evolution through a google slides presentation and take notes in their graphic

organizers

INSTRUCTIONAL RESOURCES

Smartboard
Google slides
Pen/pencil
Role play worksheet and analysis questions
Word Cloud
Kahoot
Guided notes graphic organizer
Smart phone
MOTIVATION
There will be a red word cloud with words relevant to the lesson and unit displayed on

the Smartboard when the students enter the classroom

 DEVELOPMENTAL PROCEDURES
Students will identify words that they are and are not familiar with, for a total of five

words per student, from the word cloud

Teacher will review the vocabulary words with the students in a class discussion format
Students will then view a brief google slides presentation and fill in their guided notes

graphic organizer on varying theorists of evolution

Students will then be placed in groups of four to role play and answer analysis questions
Teacher will review answers to the analysis questions with the students
Teacher will collect analysis questions from the role playing worksheet
Students will play Kahoot answering 5 questions based on the theorists and their varying

theories of evolution

INSTRUCTIONAL STRATEGIES

Cooperative learning
o Indicator: this will be evident when students work with their partner during the

role-playing activity and to complete the analysis questions

Group discussion
o Indicator: this will be evident when students and teacher discuss the vocabulary

works from the word cloud and discuss the answers to the analysis questions after

role-playing
Direct instruction
o Indicator: This will be evident when the teacher goes through the google slides

presentation on the theories and their theories of evolution while students take

notes in their graphic organizers

ADAPTATIONS
Students with a hearing impairment will be provided with preferential seating at the front

of the classroom
Students with a learning disability will be provided with text-to-speech (TTS) technology

for all handouts and written classroom material

 DIFFERENTIATION OF INSTRUCTION

All students will receive a guided notes graphic organizer similar to the google slides

presentation that is displayed on the overhead so that those with difficulty processing information

can stay organized. Students will use their smartphones to play Kahoot. Each student will be

provided with their own copy of the transcript for the role playing activity so that they may refer

back to it after the activity, to help answer the analysis questions. Before beginning the activity,

key vocabulary words are reviewed/defined using a word cloud so that students can have a better

understanding of the material for the lesson. Struggling students may be paired with an advanced

student during the role playing activity. Advanced students may be provided with a role-playing

transcript with a higher lexile level. Average students will be partnered with an advanced or

struggling student based on their each students particular needs and understanding of the

information being presented.

ASSESSMENT

As a formative assessment the students will play Kahoot, which can be found at:

https://play.kahoot.it/#/k/59d21059-dc95-4b34-b36d-08f5373f3a9b, demonstrating their

understanding of the theorists and their theories. After role playing, students will complete the

analysis questions with their group members. The answers to these questions will be discussed as

a class and collected at the end of the period. Teacher will circulate during the activity and assess

student progress.
 INDEPENDENT PRACTICE

For homework, students will create a 2 minute Voki summary of what was learned in class that

day, discussing the differences between Lamarcks and Darwins theories. The Voki link should

be submitted to the teacher in class the following day.

FOLLOW UP: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT

Academic Intervention: For the students who have difficulty attaining the objective, the teacher

will provide one-on-one help by circulating the classroom during the work-time activity. The

teacher will also speak with students who need up close directions. The teacher will also offer

additional help during lunch-time or after school

Academic Enrichment: Students who easily attain the objective and would like to learn more can

research Charles Darwin further in preparation for the following days lesson. These students can

provide a link to the teacher on an appropriate educational video/article that conveys accurate

information on Charles Darwin and his theories

 TEACHER REFERENCES

Engageny. (2016, October 13). Retrieved from https://www.engageny.org/resource/new-york-state-p-12-

common-core-learning-standards/?combine=science&page=2

ISTE Standards for Students (n.d.) Retrieved April 20, 2017 from http://iste.org/standards/standards/for-

students-2016

Lawrence Hall of Science. 2016. Science & Life Issues: our genes, ourselves, evolution.

Berkeley, CA: SEPUP

Miller, Kenneth, R. and Levine, Joseph. 2006. Prentice Hall Biology.Pearson Education Inc. pgs.

8-12, 366-392.

NGSS Lead States. (2016, October 2016). Next Generation Science Standards: For States, By States.

Retrieved from http://www.nextgenscience.org/pe/hs-ps1-1-matter-and-its-interactions

Word Art Word Art Creator. (n.d.) Retrieved April 20, 2017, from https://wordart.com/