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Instructional Software

Lesson Idea Name: Evolution of Organisms

Content Area: Science
Grade Level(s): 7th

Content Standard Addressed: S7L5: Obtain, evaluate, and communicate information from multiple
sources to explain the theory of evolution of living organisms through inherited characteristics.
C. Analyze and interpret data for patterns in the fossil record that document the existence, diversity
and extinction of organisms and their relationships to modern organisms.

Technology Standard Addressed: Standard 2: Technology Integration

2.9 Candidate uses digital tools and resources to ensure accessibility and relevance for all learners.

Selected Technology Tool: BrainPop

URL(s) to support the lesson (if applicable):

Type of Instructional Software:

☐ Drill and Practice ☐ Tutorial ☒ Simulation ☒ Instructional Game ☐ e-books/e-references

Features of this software (check all that apply):

☒ Assessment Monitoring/Reporting
☒ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☐ Accessible to students beyond the school day
☒ Accessible via mobile devices
☒ Multiple languages
☒ Safety, security and/or privacy features

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):

Engagement: The video comes in different languages for the students. This means that if the student is
beginning to learn English or is an ELL, the video can add in subtitles for this language. This does not
interfere with other students who do not know the language but helps the students who need it. It will also
allow these students to engage better because they will understand the video better.
Representation: This activity uses a video. This kind of representation allows multiple students to be able to
still learn. Even if the student is having trouble listening to the audio, they can still view the video.
Action and Expression: The students will watch the video and listen to the information being presented. This
information will help the students to understand the material. The worksheets that are being given are related
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Instructional Software
to the video because it is based around the same information.

Lesson idea implementation: As the students are coming in I will have brain pop pulled up on the
screen. This will give the students an idea of what we will be going over in class. Before the video
begins, I will go over a short introduction into what we will be covering for the day and how the video
relates to the lesson plan. After the students have viewed the video, the students will be handed two
worksheets. One will be of a scene of dinosaurs and the other will be layers of rocks. The students
will make inferences and observations based on the statements given. This relates to the standard
because the purpose if for the students to relate previous scenes to current organisms.
As the students are working on the worksheets, I will go around and observe how the students are handling
the material. If anyone is stuck are certain statements, I will ask questions to lead students to the answer but
not give the answer straight out. This way the students will have to consider what I am saying along with the
introduction of the material being covered.

Reflective Practice:
I feel as though this activity will be a good introduction to the unit. Because students are shown the video
about dinosaurs, they will know that the material must be related to prehistoric or fossil related material. The
activity with the worksheets allows students to understand the difference between inference and observation.
By knowing how to infer information, the students will get a better understand of how extinct organisms are
related to current organisms. It will also allow students to practice interpreting data.

Spring 2018_SJB