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!
Teaching Challenge: How do I develop routines and procedures to support students to work independently in the science classroom?
SMART Goal Tracker: Due to the tight time limits for presentations today, students will be required to establish at least one SMART Goal (on Success Tracker) for today’s work (as homework last night).
Today's focus shifts from researching and composing arguments, evaluating evidence, and explaining the reasoning behind the Theory of Natural Selection to communicating information in clear and concise language. Furthermore, students will be active listeners as they glean information related to the various lines of evidence that they did not pursue. Herein lies the crux of the jigsaw method.
SMART Goal Tracker (to be done at home later this evening): 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.