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Class Title Lesson Title Unit Title Grade Levels Total Minutes
Mechanisms of
Life Science Adaptation 9th 300 minutes
Evolution
STANDARDS AND LESSON OBJECTIVES
Students will be able to analyze and interpret lab data about bacterial Student written CER statement answering the question: How do
adaptation in small groups with minimal teacher input. environmental changes affect bacterial populations?
STUDENT ASSESSMENT (PHIL)
Purpose/Focus of
Type Implementation Feedback Strategy How Informs Teaching
Assessment
This informs Teaching primarily
By listening to student
by allowing the Teacher to
responses, the Teacher can
gauge students current
The purpose of an Entry respond to correct answers
knowledge of the topic, as well
Level Assessment is to Write-pair-share activity in positively, reaffirming their
as unearth any misconceptions
unearth any student response to teacher provided prior knowledge. In response
that need to be addressed. This
misconceptions and gauge prompts. Full classroom to misconceptions, the Teacher
Entry Level gives the teacher a gauge of
students current discussion at the beginning of can address the errors and
where students are currently at
understanding of the class. provide correct knowledge to
in regard to the topic at hand.
concepts taught during this guide the class towards a
This allows the Teacher to
unit. consensus. Students also
focus on particular parts of the
receive peer feedback in small
lesson and get through others
group discussion.
more efficiently.
The purpose of a This will be done in 2 ways, the
Feedback for the progress Both formative/progress
formative/progress progress monitoring
monitoring is instantaneous, monitoring assessments
monitoring assessment is to assessment is informal, in
with the Teacher addressing provide the Teacher
ensure students are which the Teacher will ask
misconceptions and gaps in immediate, continuous
continuously engaged in the clarification questions
learning immediately during feedback on how the students
Formative/ lesson. This assists the throughout the lesson to check
lecture. By allowing students to of that period are doing, as in
Progress teachers in evaluating if for understanding. The second
ask/answer questions, both the which concepts they are
Monitoring students are comprehending assessment is formal, in which
Teacher and students receive struggling with. This allows the
the content or not. This also the students will engage in the
feedback. The software Teacher to instantly adapt the
allows the Teacher to actual set up and pre-prep of
programs provide the Teacher lesson for not only the next
interact with students and the lab. The Teacher will walk
feedback on how the students day, but for the next period as
assist them with the task at around and ensure everyone is
of that period are doing, as in well.
hand. engaging in the lab correctly,
answering any questions which concepts they are
students may have. struggling with.
Teacher will show a short introductory video showing how fast Students will come into class, take their seats while the Teacher
bacteria can evolve. takes roll
https://www.youtube.com/watch?v=plVk4NVIUh8
Students will watch an introductory video showing how fast
Teacher will then show another short video that explains bacteria can evolve.
antibiotic resistance occurs and why it is a problem
https://youtu.be/znnp-Ivj2ek The students will watch another short video that explains how
antibiotic resistance occurs and why it is a problem
The teacher will then pass out sketch notes to students that
pertain to natural selection and the mechanisms of evolution. The students will draw, color and annotate their sketchnotes as
1 day The teacher will discuss, color and annotate the notes with the the teacher is lecturing. The students will listen to the teacher
students. and discuss/ask questions when prompted.
The teacher will conduct an activity where students will The students will participate in an interactive activity where they
pretend to be bacteria and they will act out as a class how will act as bacteria and see how evolution can take place in a
bacteria can evolve over time. The teacher will facilitate this short amount of time. The students will use the new vocabulary
activity and pass out the action cards of the game as the from their sketch notes as they complete the activity.
student progress. The teacher will prompt students to use the
new vocabulary they learned in the sketch notes as they are Students will complete a KWL exit ticket about antibiotic
completing this activity. resistance in order to wrap up the class and let the students think
about what they will want to know about antibiotic resistance.
The last five minutes of class the teacher will prompt students
to do a KWL exit ticket about antibiotic resistance.
Lesson Body (DANIEL)
Students come into class and sit in their seats. Students actively
Teacher welcomes students into class and goes over the
listen to the teacher go over the agenda and learning goals for
agenda and learning goals for the day.
the day.
Teacher will explain the CER rubric to the students
Students will listen to the teacher explain the CER rubric. The
students will ask for clarification on any parts they are unsure
The teacher will show students a sample CER to give them an
with.
example of a good CER. The teacher will have students read
the CER in groups. The teacher will then lead a short reflection
The students will read the sample CER as a group and reflect on
discussion on the CER in order to get students thinking about
what was well executed in the CER. They will then participate in a
what is necessary to include in a good CER.
class discussion about what they need to include in order to
1 Day create an effective CER.
The teacher will explain that the students need at least three
credible sources in their reasoning section. The teacher will let
The students will work in groups to complete their CER. The
students work in groups to complete CER. The teacher will walk
evidence should have already been collected and graphed during
around the room checking for understanding and helping
the previous days lesson. The students will develop a claim based
students as they need it.
on their evidence. They will then conduct research to develop a
reasoning that explains their claim and the evidence that was
The last 7 minutes of class the teacher will facilitate a gallery
collected. Students will write reasoning.
walk where students can view the work of their peers and
learn from each other.
The last 7 minutes of class the students will set up their CERs at
their station and the students will participate in a gallery walk
learning about the CERs created by the other groups.
Instructional Materials, Equipment, and Multimedia (DANIEL)
powerpoint slides, petri dish, q-tips, paper towels, agar medium, tic-tacs, soap, bread crumbs, handouts, incubator
The teachers will participate in team teaching and one-teach one-assist teaching throughout the week of lessons. This is a collaborative teaching
environment and the students respond well to both teachers.
DIFFERENTIATION (PHIL)
English Learners Striving Readers Students with Special Needs Advanced Students