Note: I recommend that you first check out this resource in order to get the most out of this lesson!
In high school I took several drafting classes and, for a while, I had hoped to become an architect. With respect to planning instruction and teaching, I feel that I can still live out the detailed approach to building something intricate and complex even though the product is a lesson rather than a certain "built environment".
The lesson-planning document that I uploaded to this section is a comprehensive overview of how I approach lesson planning. This template includes the "Big Three" aspects of the NGSS standards: Disciplinary Core Ideas, Crosscutting Concepts, and Science Practices. Of course, there are many other worthy learning goals, skills, instructional strategies, and assessments that can be integrated into a class session. I don't feel compelled to check every box but, rather, use it as a guide to consider various options and tailor the lesson in light of these.
With regard to this particular lesson...
1. Students will be able to communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. (HS-LS4-1)
2. Students will understand that genetic information provides evidence of evolution. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1)
I hope you get some value from my work!
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Teaching Challenge: How do I develop routines and procedures to support students to work independently in the science classroom?
SMART Goal Tracker: Begin the class session by prompting students to establish at least one SMART Goal Success Tracker for today’s work.This provides a concrete basis for evaluating progress throughout class; both student and teacher clearly know what needs to happen. No ambiguity here!
1) Roles and Responsibilities: By way of review, students should know what their individual responsibilities entail. In sum, students will be required to research and orally present the following:
a. Describe the line of evidence (Team member #1)
b. Describe the claim made by the Theory of Natural Selection and the reasoning that links the claim and evidence. (Team member #2)
c. Evaluate the pros and cons of the line of evidence (Team member #3)
d. Summarize (make sense of) the meaning of the line of evidence on its own. (Team member #4)
e. Extension: articulate three questions that the team would like to know more about with regard to the line of evidence. (Combined effort from all team members)
2) Research: Students will review the materials provided and other resources as they begin researching their respective roles and completing the Evidence Jigsaw template provided. I make available several electronic resources that focus specifically on the lines of evidence in relation to evolution.
I found several online versions of textbooks with this search term:
"evidence for evolution textbook chapters pdf"
There are many such resources that are left to individual teacher discretion and resources.The most important factor is that students are doing the digging and I have simply supplied the shovel.
Photo credit: https://spicyip.com/wp-content/uploads/2014/12/demand-evidence-and-think-critically-13.png
SMART Goal Tracker: Direct students to self-evaluate their progress relative to the SMART Goals articulated at the top of class. Remind them to keep these up-to-date each class session. Require them to determine (to the best of their ability) how much progress was made toward the goal (0-100%). I spot check these to instill a sense of urgency and importance.
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Each member is to complete their necessary research in order to submit to the team Editor for final editing (not later than this evening in order to submit the work by the due date.
Any work not completed toward completing project needs to be done at home.