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Student Kaitlyn Tuna Professor Mary Brower

Course EDU 527 Date 4/17/17

Grade 9 Topic Evolution Content Area Biology

INSTRUCTIONAL OBJECTIVE (Lesson Objectives)

After a brief discussion and activity on adaptations and evolution, students will answer questions

on Kahoot with 90% accuracy.

CCLS / +NYS STANDARDS AND INDICATORS

LE.L3.1f Species evolve over time. Evolution is the consequences of the interactions of (1) the

potential for a species to increase its numbers, (2) the genetic variability of offspring due to

mutation and recombination of genes, (3) a finite supply of the resources required for life, and

(4) the ensuing selection by the environment of those offspring better able to survive and leave

offspring.

Indicator: This will be evident when students complete an activity showing how changes

in environment effect peppered moth natural selection.

LE.L3.1g Some characteristics give individuals an advantage over others in surviving and

reproducing, and the advantaged offspring, in turn, are more likely than others to survive and

reproduce. The proportion of individuals that have advantageous characteristics will increase.

Indicator: This will be evident when students learn how different colored peppered moths

are able to survive better during different eras.

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

to demonstrate their learning in a variety of ways


Indicator: This will be evident when students use the data tables to input their data from

the activity and to see if their data has a consistent pattern with the classs data.

ISTE.1d Students understand the fundamental concepts of technology operations, demonstrate

the ability to choose, use and troubleshoot current technologies and are able to transfer their

knowledge to explore emerging technologies.

Indicator: This will be evident when students use multiple technologies in the lesson

including Google slides, QR codes, YouTube, and Kahoot.

ISTE.3c Students curate information from digital resources using a variety of tools and methods

to create collections of artifacts that demonstrate meaningful connections or conclusions.

Indicator: This will be evident when students use the Animal Planet article along with

additional resources for homework to complete a 100-word paragraph on which

adaptation they find to be the most important.

INSTRUCTIONAL RESOURCES

Teacher created handouts


Teacher created Google Slides
iPad
White paper
Newspaper
Hole puncher
Forceps
Stop watch
YouTube
Kahoot

MOTIVATION

Teacher will give students a Do Now to complete before the lesson where students will answer in

3 sentences when was the last time they dropped someone on the ground, what it was, how long

it took to find, and why they either found it right away or it took some time.
DEVELOPMENTAL PROCEDURES

Students will listen to a brief Google slides presentation on adaptations and types of

adaptations there are.


Students will complete a Turn-and-Talk with another student. What kinds of adaptations

do you know about in humans? In animals? In the environment?


Students will be given a worksheet with a set of QR codes to complete an activity.
To complete the activity, students will get 30 newspaper hole-punched circles, 30 white

hole-punched circles, a newspaper sheet, a white paper sheet, a timer, and forceps.
Students will use the forceps to pick up as many circles they can on different

backgrounds.
Students will record their data on the tables provided on the worksheet.
Students will watch a YouTube video about peppered moths after completing the activity.
Students will participate in a teacher-led discussion. How are the moths like the hole-

punched circles? Which background was ideal to hide in for the hole-punched circles?
Students will complete a Kahoot quiz before they leave class.

INSTRUCTIONAL STRATEGIES

Cooperative Learning
o Indicator: This will be evident when students work in groups to complete the

activity about adaptations.


Turn-and-Talk
o Indicator: This will be evident when students talk with a neighbor about types of

adaptations they know about.


Discussion
o Indicator: This will be evident when students discuss as a class how the hole-

punched circles are like the peppered moths in the YouTube video.

ADAPTATIONS
The student who has a grapho-motor disability will be provided with gripped writing

utensils.
The English Language Learners will be given a list of challenging content specific

vocabulary prior to the lesson.


The student with a hearing impairment will have preferential seating closer to the teacher.

DIFFERENTATION OF INSTRUCTION

Struggling Students

Student will be paired with an advanced student as a partner for the activity and will be given a

list of challenging vocabulary words as necessary.

Average Students

Students will be partnered with a struggling or advanced student for the activity based on

whether they need to teach the material for a better understanding or need the material taught to

them.

Advanced Students

Students will be paired with a struggling student for the activity so they can teach the struggling

student.

ASSESSMENT

Students will be informally assessed on their responses to the Kahoot quiz at the end of class.

INDEPENDENT PRACTICE
For homework, students will use the website http://www.animalplanet.com/wild-animals/animal-

adaptations/ and any additional resources they will need to discover some of the top animal

adaptations. Students will compose a 100-word paragraph on which they find to be the most

important or useful.

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT

Direct Teacher Intervention: The student will work with the teacher to play the peppered moth

simulated game on the website https://askabiologist.asu.edu/activities/peppered-moth for

students to see the activity with moths and birds.

Academic Enrichment: The student, for homework, will write two 100-word paragraphs one

paragraph on the adaptation they find to be the most interesting and the other paragraph any

adaptation they felt should have been on the list.


TEACHER REFERENCES

Animal Planet. (n.d). Top 10 animal adaptations. Retrieved from

http://www.animalplanet.com/wild-animals/animal-adaptations/

Beast636. (2009). Evolution of the peppered moth. Retrieved from

https://www.youtube.com/watch?v=LyRA807djLc

Common Core Standards Initiative. (2012). Common core state standards for English language

arts and literacy in history/social studies, science, and technical subjects. Washington,

DC: National Governors Association.

Dr. Biology. (2016). Play the peppered moths game. Retrieved from

https://askabiologist.asu.edu/activities/peppered-moth

International Society for Technology in Education. (2016). National educational technology

standards for students. Retrieved from https://www.iste.org/standards/standards/for-

students-2016

Kahoot. (n.d). Retrieved from https://create.kahoot.it/#

New York City Department of Education. (2015). Science scope & sequence 6-12. New York,

NY: North American Association of Environmental Education.

Peppered Moth Simulation Lab Activity. (n.d) Retrieved from

http://isite.lps.org/cbittle/web/documents/PepperedMothPaperLab.pdf

QRCode-Generator.de. (2014). Create your qr code for free. Retrieved from

http://www.qr-code-generator.com/