Reflection: Adjustments to Practice Investigating the Evidence for Evolution (Day 1 of 4) - Section 4: The Classroom Flow: Preparing for Tomorrow's Work


Having students learn material primarily through group explorations can be tricky.  I've found that this particular topic is one that works well for a variety of reasons:

  • The material is basic enough that students can grasp the meaning on their own or with fellow collaborators, unlike some of the content we work with in protein synthesis lessons we do prior to this unit.
  • The reference materials in their textbook is sufficient for students to learn from and discuss together without needing to navigate the internet or other, less familiar sources. 
  • At this time of the school year, students are well versed in how we as a class use studio and collaboration sessions in the classroom and they understand the high expectations for their behavior and their academic products.
  • Students know each other well and are able to work well with very few group fallouts or persistent negative miscommunications. They are also very comfortable coming to me for additional support after they have exhausted all of their other resources both academic and personal.

Although we do a significant amount of group work throughout our year together, this is really one of the only lessons where students learn from each other and their independent research without almost any large class confirmation/affirmation from me.  I used to follow up the project with a day of review and notes, but I have found that as my ability to scaffold productive studio and collaborative sessions has sharpened, my students' ability to take over the role of teacher with confidence and accuracy has also grown.  I'm excited to hear more about the ways you grow and groom your students to be leaders in their own learning.  


  Promoting Deep Learning in Group Work
  Adjustments to Practice: Promoting Deep Learning in Group Work
Loading resource...

Investigating the Evidence for Evolution (Day 1 of 4)

Unit 8: Unit 8: Evolution & Biological Diversity
Lesson 6 of 11

Objective: SWBAT identify, describe, and analyze the four major areas of scientific evidence for evolution.

Big Idea: Use this jigsaw activity and research paper analysis to get students analyzing the different types of scientific evidence in support of evolution!

  Print Lesson
19 teachers like this lesson
evidence for evolution poster with
Similar Lessons
Who is August Wilson? Finding the Main Ideas and Supporting Details in an Obituary Using Chunking
9th Grade ELA » Fences: Character and Theme Analysis in Drama
Big Idea: Why do we study August Wilson's plays? Let chunking lead you to the central ideas, and they will uncover the answer!

Environment: Urban
Donna Fletcher
Writing: Building An Argument
10th Grade ELA » Introducing The Building Blocks of Argumentation
Big Idea: Students need time to write, write and write some more
Independence, MO
Environment: Suburban
Lindsay Thompson
Communities & Ecosystems (Day# 1 of 4)
High School Biology » 7) Ecology ("Population Interactions")
Big Idea: All living organisms and the environment are interconnected.
Kent, WA
Environment: Suburban
Mitchell  Smith
Something went wrong. See details for more info
Nothing to upload