MultiMedia Tools

Lesson Idea Name: Evolutionary biology project

Content Area: Biology
Grade Level(s): 9th / 10th
Content Standard Addressed: SB6. Obtain, evaluate, and communicate information to assess the theory of
evolution.
c. Construct an argument using valid and reliable sources to support the claim that evidence from
comparative morphology (analogous vs. homologous structures), embryology, biochemistry (protein
sequence) and genetics support the theory that all living organisms are related by way of common descent.

Technology Standard Addressed: Facilitator

Educators facilitate learning with technology to support student achievement of the ISTE Standards for
Students. Educators:
6a. Foster a culture where students take ownership of their learning goals and outcomes in both independent
and group settings.
6b. Manage the use of technology and student learning strategies in digital platforms, virtual environments,
hands-on makerspaces or in the field.
6c. Create learning opportunities that challenge students to use a design process and computational
thinking to innovate and solve problems.
6d. Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.

Selected Technology Tool:

☒ Movie (list application): Google Slides, PowerPoint, or any suggested presentation platform.
☐ Audio (list application):
☐ Other: (list)
URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):

☐ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☒ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☒ Level 2: Exploration ☒ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

It is important to provide alternative modalities for expression, both to the level the playing field among
learners and to allow the learner to appropriately (or easily) express knowledge, ideas and concepts in the
learning environment.
Constructing useable knowledge, knowledge that is accessible for future decision-making, depends not upon
merely perceiving information, but upon active “information processing skills” like selective attending,
integrating new information with prior knowledge, strategic categorization, and active memorization.
Individuals differ greatly in their skills in information processing and in their access to prior knowledge
through which they can assimilate new information. 
Giving the students the choice of what they present their project on gives them autonomy and recruits
interest, they get to pick what organism they do it on so this will get them more involved in the product.

Lesson idea implementation: The teacher will introduce the subject of the different types of evolution. This
give kids the chance to see evolution and its process. Once the subject is introduced the teacher will
introduce examples of evolution in present day animals, ex wolf > whale and dinosaur > chicken. This will grab
Spring 2018_SJB
 MultiMedia Tools
the students attention and have them think about other animals today. The teacher will then introduce the
project. The student will pick an animal and create a ‘youtube style’ informational video about the animal of
their choosing and construct an argument for their animal. They must present about the evolutionary story of
their animal. This will take 2 days of information gathering, 2 days of recording and one day of presentations.
The students will be assessed based off creativity, quality of information in video and production. The final
product can be used to gauge the students presentation skills, technological skills and the information
presented will show students knowledge of evolution. Based off of which animal the students picked can also
inform differentiation for the students and the skill level they believe themselves to have. To extend to a
higher level you are able to assign a more complex animal. To conclude this lesson after presentations
students will be introduced to evolution as communities and scientist who led this idea ex Darwin.

To give feedback we will watch all videos in class and all students will review the video and write critiques on
their argument and presentation. All feedback will be collected and vetted (as to make sure no harmful words
are used) and given to the person/group who created the video. As well as my own feedback students will
write a short 1 page paper about their presentation, feedback and what they would do to improve their
presentation next time.
Importance of technology: Giving kids the chance to implement technology and have it support learning is
always needed. For this project students are able to practice their presentation skills as well as skills with
utilizing technology. Also using a multimedia authoring tool is critical to the project so we know that the
student is using a safe program for their information. This project could not be completed without
technology, the student would have to record themselves presenting their stance. If students or teacher are
not able to provide technology there is a possibility f creating a written posterboard and presenting in front of
the class. If this were to happen students would not be able to hone their technological skills.
Internet Safety and Student Privacy: Make sure you use sources your school provides to you. You can
go to the commons your school has purchased and use sources from there. As well as clipart images,
these can be easily used. Internet Safety - Use technology on the schools internet, the school
provides safeguards for the students and restricts certain unsafe websites. This is an easy way to
make sure students are safe when using the internet at school. Student Privacy - Check the websites
sign up procedure or their rules to make sure your students are able to use it without giving their
information. Accounts where students have to sign up with an email are strongly discouraged. This
can be taken care of through the teacher creating an account that the students are all able to use.
Reflective Practice: With this activity it will have students create an argument, create their own
video/presentation and critique another’s presentation. Along with so many others, these skills are necessary
for growth as an individual and growth within the biology class. This project is done as a linking activity, it
connects evolution of individual species to furthering the knowledge of evolution as a whole.

Spring 2018_SJB