Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date 4/14/14 Cory Doot Subject/ Topic/ Theme Natural Selection and Mutation Grade _____9th_______

I. Objectives How does t is lesson connect to t e unit !lan"

This is the second lesson in this unit The students !ill build on !hat they learned about or"anisms chan"in" to #it an en$ironment %adaptation& by loo'in" at ho! that happens Natural selection is a !ay that or"anisms become better adapted to their en$ironment They !ill ans!er the (uestion) !hat are some o# the #actors necessary #or natural selection to ta'e place*

Learners will be able to# Distin"uish bet!een mutation rate and selection stren"th and ho! these a##ect ho! populations e$ol$e Determine !hy there !ill be no e$olution !hen there is no mutations -nderstand that mutations can be bad or "ood #or an or"anism -se data to ma'e "raphs and interpret data Common Core standards $or %LCEs if not available in Common Core& addressed#

co"niti$e+ , - .p .n / C0

physical de$elopment

socio+ emotional

-1 .p1 / -1 .n1 / .p1 .n1 / 2 2

34 1d /5plain ho! a ne! species or $ariety ori"inates throu"h the e$olutionary process o# natural selection 6S+7S4+8 Construct an e5planation based on e$idence that the process o# e$olution primarily results #rom #our #actors) %1& the potential #or a species to increase in number1 %8& the heritable "enetic $ariation o# indi$iduals in a species due to mutation and se5ual reproduction1 %9& competition #or limited resources1 and %4& the proli#eration o# those or"anisms that are better able to sur$i$e and reproduce in the en$ironment M: 4 + Model !ith mathematics %Note# ;rite as many as needed <ndicate ta5onomy le$els and connections to applicable national or state standards <# an objecti$e applies to particular learners !rite the name%s& o# the learner%s& to !hom it applies & 0remember1 understand1 apply1 analy=e1 e$aluate1 create

II. 'efore (ou start Identif( !rere)uisite *nowledge and s*ills.

The students !ill need to build up #rom the pre$ious unit on DN. and mutations in order to understand the concepts in this unit They !ill also ha$e to ha$e some basic s'ills in charts and "raphs #or or"ani=in" and interpretin" data
Pre-assessment (for learning): Formative (for learning, helps teacher tweak teaching):

Outline assessment activities %applicable to this lesson&

The students !ill be #illin" out "uidance (uestions as they complete the lab
Formative (as learning, assessment help you learn): Summative (of learning&)

The teacher !ill as' (uestions durin" the application phase o# the lesson and !ill collect the lab pac'et to "rade + at barriers mig t t is lesson !resent" + at will it ta*e , neurodevelo!mentall(e.!erientiall(emotionall(- etc.- for (our students to do t is lesson"
Provide /ulti!le /eans of 0e!resentation :ro$ide options #or perception+ making information perceptible The students !ill be e5posed to many di##erent !ays o# $ie!in" the material %interacti$e lab1 charts1 "raphs& :ro$ide options #or lan"ua"e1 mathematical e5pressions1 and symbols+ clarify connect language Provide /ulti!le /eans of Action and E.!ression :ro$ide options #or physical action+ increase options for interaction Provide /ulti!le /eans of Engagement :ro$ide options #or recruitin" interest+ choice, relevance, value, authenticity, minimize threats

:ro$ide options #or e5pression and communication+ increase me!ium of e"pression

:ro$ide options #or sustainin" e##ort and persistence+ optimize challenge, collaboration, masteryoriente! fee!back

The students !ill be usin" e5cel to analy=e and interpret data

The students !ill be !or'in" to"ether in lab "roups and !ith partners and can collaborate !ith the "roup to ans!er (uestions on the lab handout

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:ro$ide options #or comprehension+ activate, apply highlight

/aterials1w at materials $boo*s- andouts- etc& do (ou need for t is lesson and are t e( read( to use"

3y seein" the process o# e$olution ta'e place1 the students !ill be able to understand !hat #actors "o into e$olution http)//!!! biolo"yinmotion com/e$ol/inde5 html Computers Student handout/ lab manual pa"es The pre+made e5cel document/ Goo"le Doc

:ro$ide options #or e5ecuti$e #unctions+ coor!inate short long term goals, monitor progress, an! mo!ify strategies

:ro$ide options #or sel#+re"ulation+ e"pectations, personal skills an! strategies, self-assessment reflection

The lab "roups !ill be responsible #or handin" in their completed lab handout by the end o# the class period

How will (our classroom be set u! for t is lesson" III. 2 e Plan 2ime Com!onents /otivation %openin"/ introduction/ en"a"ement&

The class !ill be at their lab tables but !ill !or' !ith partners They !ill be able to tal' to and share ans!ers !ith the rest o# the lab table in the #orm o# collaboration

67min

3escribe teacher activities A43 student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in*ing )uestions and5or !rom!ts. + :ass out the computers #rom the cart +.s the students come in they !ill chec' out a + tell the students to ta'e their lab "roup seats and computer #rom the cart and sit as their lab tables ta'e their noteboo's !ith them + The students !ill ans!er the (uestions #rom + ,emind students o# the pre$ious unit on memory or they can loo' bac' at the notes mutations) + >;ho can tell me !here mutations happen*? in the DN. or ,N. in a cell + >;hat can mutation a##ect*? the !hole or"anism + >;hat did !e say about mutations1 are they al!ays bad*? No1 they can help + This is !hat !e !ill be loo'in" closer at today1 ho! mutations help an or"anism sur$i$e and e$ol$e + ;e !ill be loo'in" at t!o #actor that a##ect e$olution1 mutation rate and selection stren"th /5ploration + 6andout student lab manual and (uestion handout + >.s lab partners !or' throu"h the lab acti$ity and ans!er the (uestions as you "o ? + %see the lab manual pa"es/ student handout& Today !e are continuin" our tal' about e$olution and !e !ill be loo'in" at some #actors that a##ect natural selection @ Sho! the !ebsite on the o$erhead and (uic'ly "o throu"h the directions + /5plain !hich trials each "roup !ill run and ho! to #ill out the Goo"le doc + So i# < !ere assi"ned trial A1 < !ould loo' at the Goo"le doc to see !hich #actor < ha$e and !hich + Students !ill #ollo! the lab acti$ity and ans!er the "uidance (uestions as they "o + Students !ill be usin" tables and "raphs to ma'e sense o# the data they are collectin" throu"hout the lab @ Students !ill ta'e out the lap tops and pull up the Goo"le spread sheet #rom our #older and "o to the !ebsite http)//!!! biolo"yinmotion com/e$ol/inde5 html @ The students !ill count o## 1+14 in order to ma'e "roups o# t!o

87min

3evelo!ment %the lar"est component or main body o# the lesson&

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number to chan"in" it to Trial A is selection rate at B B1 so < "o to the selection stren"th %in settin"s& and chan"e the number to B B and lea$e the other #actor alone + <# < !ere #illin" out the doc #or trial A1 < !ould type >8? #or cycle B because that is the startin" $alue and then < !ould clic' >"o one cycle? and a"ain record the mean phenotype @ >Ma'e sure to be #illin" out the obser$ations as you run the e5periment ? @ They !ill #ollo! the acti$ities sheet that !ill be turned in The teacher !ill "o around the room and help and ans!er any (uestion the students mi"ht ha$e Concept De$elopment Cnce the students ha$e #inished collectin" the data and imputin" it on the Goo"le sheet the teacher !ill project the class data and ma'e t!o "raphs1 one #or each #actor %mutation rate and selection stren"th& Some o# the data !ill need to be a$era"ed by the teacher @ The students !ill ma'e a s'etch o# the "raphs in their notes @ There !ill be a class discussion on the data that !as collected by the class + ;hy do you thin' !e see no chan"e !hen the mutation rate is =ero* %No $ariation& + ;hy doesnDt the "raph loo' the same as the others #or selection rate o# =ero* + Can you thin' o# an e5ample o# the selection rate bein" =ero in nature* ;e canDt "et to =ero1 but i# !e "et rid o# a selection #actor the population mi"ht loo' li'e our "raph until another #actor comes alon" 67min Closure %conclusion1 culmination1 !rap+up& .pplication + Eirst basic (uestions !ill be as'ed that tie bac' to (uestions that !ere in the lab pac'et + Then more challen"in" (uestions !ill be as'ed1 these !ill be deeper and !ill test to see i# the students understand the main concepts %see the e5planation and application on the handout&

+ The students !ill loo' at other "roupDs data and discuss similarities and di##erences + Share !ith the class %Collaborations& + Students !ill ta'e out notes and ans!er (uestions

+ The students !ill ans!er the (uestions

9our reflection about t e lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement for ne.t time. %;rite this a#ter teachin" the lesson1 i# you had a chance to teach it <# you did not teach this lesson1 #ocus on the process o# preparin" the lesson & I also ended u! teac ing t is lesson. It was arder t an I t oug t it would be to tr( to write t e directions in a clear wa(. + en I started teac ing I let t em go to t e lab tables rig t awa( and t en started to e.!lain t e directions- but once I let t em u! I lost t eir attention. I s ould ave *e!t t em in t eir seats to e.!lain t e directions and to s ow a demonstration. :ince I let t em u! and t e( weren;t being ver( focused it was ard to give t e directions so I ad a lot of )uestions and ended u! going table to table to e.!lain- w ic didn;t wor*. Part of t e struggle t oug was t at t e class is co1taug t so t ere are a lot more needs and struggles to tr( to address during t e lab- w ic made giving directions even more of a c allenge. Also t e students were sur!risingl( not ver( familiar wit using e.cel and gra! ing !rograms- w ic made it even arder to e.!lain t e directions since t e( didn;t ave muc e.!erience wit it. After m( teac ing- I sta(ed longer to <t !eriod to see m( teac er teac it erself- to see w at s e would c ange. : e was able to ma*e t e directions clearer on t e andout and s e *e!t t em in t eir seats w en s e gave t e directions. 2 is lab seemed to run a lot smot er- some of it was t e wa( s e andled t e classroom- but it was also t e fact t at t is class ad far less trouble starting and understanding t e directions. 1+19+19

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