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INSTRUCTIONAL OBJECTIVES
After a vocabulary review using a word cloud and taking guided notes, students will engage in a
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;
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
ISTE.1c Students use technology to seek feedback that informs and improved their practice and
Indicator: This will be evident when students use Kahoot to demonstrate their
ISTE. 6c Students communicate complex ideas clearly and effectively by creating or using a
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
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
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
theories of evolution
INSTRUCTIONAL STRATEGIES
Cooperative learning
o Indicator: this will be evident when students work with their partner during the
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
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
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
ASSESSMENT
As a formative assessment the students will play Kahoot, which can be found at:
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
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
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
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.
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.
Word Art Word Art Creator. (n.d.) Retrieved April 20, 2017, from https://wordart.com/