Step 2 Lesson Plan Draft PDF

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Step 2: Inquiry-Based Lesson Design Lesson Plan Template

Author(s): Team members: Kristine Mims and Ziaya Bell

Title of lesson: Beak vs. Food Technology lesson? Yes Lesson source: Middle School Lesson Menu (under files)

Lesson #: 1 Date lesson will be taught: Length of lesson:

Mentor’s name: Mentor’s school: Subject/Grade level:

Central Focus: The core concepts and subject-specific components (including vocabulary) that will align with your learning objectives and standards. 4-5 Sentences This lesson demonstrates the relation between a bird’s beak and its access to various sources of food. The science behind this lesson describes how a bird’s beak can be specialized to aid a bird’s scavenge for food or how it can pose a disadvantage when it comes to seeking out food. The term for the development and changes is evolution. Evolution is defined as the process where various living organisms are thought to have developed and changed from earlier versions during thru time. Academic Language: What academic language must students develop to grasp the central focus? Students must be able to analyze the various “beaks” in order to interpret how different ones can be more beneficial or specialized than another one. They need to understand basic science terminology and language to be able to grasp the central focus. Students will analyze, investigate, and define. Essential Vocabulary: Evolution, development, adaptive, hereditary, environmental factors Standards List the appropriate process and content standards for your lesson. ALCOS - http://alex.state.al.us/browseStand.php 7th Grade Life Science Standard 11 11 ) Analyze and interpret data to predict how environmental conditions (e.g., weather, availability of nutrients, location) and genetic factors (e.g., selective breeding of cattle or crops) influence the growth of organisms (e.g., drought decreasing plant growth, adequate supply of nutrients for maintaining normal plant growth, identical plant seeds growing at different rates in different

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Step 2: Inquiry-Based Lesson Design

Lesson Plan Template

weather conditions, fish growing larger in large ponds than in small ponds). 7th Grade Life Science Standard 16 16 ) Construct an explanation based on evidence (e.g., cladogram, phylogenetic tree) for the anatomical similarities and differences among modern organisms and between modern and fossil organisms, including living fossils (e.g., alligator, horseshoe crab, nautilus, coelacanth). Objective/s– Write objective/s in SWBAT form.

Evaluation/Assessment

Objectives are measurable and aligned with the standard(s) and central focus.

Based on your objectives, draft the content of the questions you will ask on your pre- and postassessments; at least one question for each objective. Questions do not have to be multiple choice. The actual pre- and post- assessments are required at the end of this lesson plan.

The Students Will Be Able to: Explain why birds’ beaks look different from each other due to evolution and environmental factors. They will also be able to construct an explanation based on evidence observes for the similarities and differenced between various modern organisms based on evidence.

Materials and Technology list (BE SPECIFIC about quantities)

For whole class: 1 PowerPoint to be demonstrated for the whole class, with various videos included for everyone.

Per group:

Per student:

1.

Why do birds’ beaks look different from each other?

2.

How are there similarities, but also differences, between so many species today?

Accommodations: Include a general statement and any specific student needs. For students that may have special needs, additional demonstration, explanation, and oneon-one time is available.

Safety: Include a general statement and any specific safety concerns. As we are working online, there are no major safety concerns in regards to the experimentation, as the students will be primarily observing and not performing the field activity as presented in the original lesson plan.

Advance preparation:

Included handouts at the end of this lesson plan link ALL supplementary documents (ex. Handouts, PowerPoints, etc.)

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Engagement Estimated time: 10 minutes What the teacher does and how the teacher will direct students (directions):

We will engage the students by mentioning how funny chewing is and how we all eat differently based on various factors like braces, mouth size, number of teeth, etc. This will then be connected to how differently all birds’ beaks look in comparison to one another.

Probing Questions: Critical questions that will connect prior knowledge and create a “Need to Know” Expected Student Responses and Misconceptions – think like a student to consider student responses INCLUDING misconceptions (italics) What is it called when overtime an organism or species experience change or development?

Is there a scientific term for chewing?

Why are birds’ beaks all shaped so differently from each other?

Transition Our transition will be us beginning our video demonstrations of all the various “beaks” they will be observing.

Exploration Estimated time: 15-20 minutes What the teacher does and how the teacher will direct students (directions):

Probing Questions: Critical questions that will guide students to a “common set of experiences.” Expected Student Responses and Misconceptions – think like a student to consider student responses INCLUDING misconceptions (italics)

Sadly, with working online, our capabilities are limited with such a short timeframe, however, we still have ideas on how this can be fun and informative. We will of course have video demonstrations but accompanying them will be thorough explanations as well as replays to ensure proper observation is made.

What is evolution and what causes it?

What is the definition of masticate/mastication?

Is evolution the only thing that can affect an organism’s anatomical structure?

Transition

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The videos in the PowerPoint will ease into explanations of what everything demonstrated means and how it correlates to the standards.

Explanation Estimated time: 10 mins What the teacher does and how the teacher will direct students (directions):

Probing Questions: Critical questions that will help students clarify their understanding (peer to peer, student to teacher, etc.) and introduce information related to the lesson concepts and vocabulary. Expected Student Responses and Misconceptions – think like a student to consider student responses INCLUDING misconceptions (italics)

Students will provide their answers, explanations, observations, questions, and hypotheses. Based on their responses, we would clarify, probe, and explain the lesson in more detail to relate their findings to the objectives and standards. Transition

Elaboration Estimated time: What the teacher does and how the teacher will direct students (directions):

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Probing Questions: Critical questions that will help students “extend or apply” their newly acquired concepts/skills in new situations Expected Student Responses and Misconceptions – think like a student to consider student responses INCLUDING misconceptions (italics)

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Lesson Plan Template

Transition

Evaluation: Estimated time: Critical questions that ask students to demonstrate their understanding of the lesson’s performance objectives. Formative Assessment(s): In addition to the pre and post assessments, how will you determine the student’s learning within this lesson (i.e., observations, student responses/elaborations, white boards, student questions, etc.)?

Summative Assessment: Provide a student copy of the exit questions or post assessment (attach extra pages to this document).

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