Reflection: Shared Expectations Evidence for Evolution - Fossil Record - Section 2: Fossil Record Web Activity - 2 days


As you heard in the second half of the video, the students see working on this activity with a partner as a benefit, providing them with opportunities to bounce ideas off each other, and allowing them to come to a consensus for the "best answer". However, they also recognize that a big challenge is that they can easily get off task. 

This prompted me to think about what strategies I could provide students with to self-monitor on task behavior, and then what they could do when they recognize that they are off task. I went on a search for answers, and found a couple of ideas that I plan to use:

For self-monitoring: Have students create a chart, either in their notebooks of on the sheet they are working on itself. Set a timer to go off every 3-5 minutes (depending on the task itself). When the timer goes off, if the student is on task he/she draws a star (or any other icon) on the chart. If the student is not on task, he/she draws a dash. This visual and auditory reminder works to create way for the student to identify off-task behavior, and to hold the student accountable to him/herself. The idea is that the students are constantly reminded of the passage of time, and how efficiently they are using it to complete the work at hand.

For reminding a partner to get back on task: Give students sentence frames such as, "Let's finish this part, and then you can tell me about that" or, "I am interested in keeping this conversation going, we can talk about that as soon as we reach _____." 

I know that this will require some explicit teaching and modeling, but adding these to my students' own strategies to keep themselves on task will serve them well as they tackle any type of group-work.

  How do you keep students on-task?
  Shared Expectations: How do you keep students on-task?
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Evidence for Evolution - Fossil Record

Unit 8: Evolution
Lesson 8 of 17

Objective: Students will be able to state why fossils provide evidence for evolution.

Big Idea: Through the exploration of Biodiversity, Geologic Time, Paleoecology, and Past Lives students begin to understand the evidence for evolution.

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105 teachers like this lesson
Science, Evolution, fossil record (Evolution), Genetics, natural selection (Evolution), fossils, genetic drift, cladistics, mutations, embryology
  95 minutes
fossil crab
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