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Author:RicardoAmezcua
Datecreated:04/15/20155:39AMPDTDatemodified:04/15/20155:05PMPDT
BASICINFORMATION
Summary
Studenswillrotatethroughseveralstationstoobservedifferentanimals.Studentsmustnameanddescribetheanimals
intheirstations.Theywillworkingroupsof4.
Grade/Level
Grade9,Grade10
TimeFrame
1classperiodof55minutes
Subject(s)
Science
Textbook
STANDARDSANDKEYCONCEPTS
Standards
CANextGenerationScienceStandards(2014)
Grade:Grades912
Standard:HSLS4BiologicalEvolution:UnityandDiversity
Standard:HSLS42.Constructanexplanationbasedonevidencethattheprocessofevolutionprimarilyresultsfromfour
factors:(1)thepotentialforaspeciestoincreaseinnumber,(2)theheritablegeneticvariationofindividualsinaspecies
duetomutationandsexualreproduction,(3)competitionforlimitedresources,and(4)theproliferationofthoseorganisms
thatarebetterabletosurviveandreproduceintheenvironment.
Standard:HSLS44.Constructanexplanationbasedonevidenceforhownaturalselectionleadstoadaptationof
populations.
OverarchingUnderstandings
Studentsunderstandthatanimalsdonohavetoberelatedtolookalike.Furthermore,unrelatedanimalscanhave
similarcharacteristicscalledanalogousstructures.
EssentialQuestions
Howdothesimilaritiesordifferencesintheanimalsinthestationsgivethemancompetitiveadvantageintheprocessof
adaptationtotheirenvironment.
KnowledgeandSkills
(students)
Haveabasicknowledgeofavarietyofcommonanimals.
Knowtheanimal'sbasicphysiologyandanatomy.
Studentshouldknowwheretheanimalsresideandhowtheecosystemarroundthemputsanenvironmentalpressurein
theiradapation.
KnowledgeandSkills
(teacher)
FORMATIVEPERFORMANCETASKSANDASSESSMENT
PerformanceTask
Studentsareaskedtodescribe5anatomicalandphisiolicalsimilaritesthathumanssharewithwildanimals.
PerformancePrompt(doneby
individualstudents)
Studentsareaskedtothinkofanyothercategorythatunitesasetofdifferentanimalsthroughanalogousstructuresof
homologousstructures.
Assessment/Rubrics
Studentsareaskedtoanswer3questionsbasedontheirinvestigation.
1.Nameoftheanimals.
2.Thesimilaritiespresentedinthegroupofanimals.Bothphysiologicalandanatomical.Mustrespondwith13complete
sentences.
3.Explainhowtheadapatationprovidesancompetitiveadvantageintheecosystem.
LEARNINGEXPERIENCESANDRESOURCES
AnticipatorySet
Showavideoofthe"zombieantagainstcordycepsfungi"onyoutube.
SequenceofActivities
Teachershowsthestudentsavideoonyoutube.https://www.youtube.com/watch?v=XuKjBIBBAL8.(3min.)
Guidedpracticethroughdisplayof3picturesofdifferentanimalsthatlooksimilarbutarenotrelated.Studentsareasked
toexplainthesimilarityandhowthatsimilarityallowsthe3differentanimalstosurvive.Takeresponsesfromstudents
andshownthemasampleanswerforthequestion.(35min.)
Allowstudentstorotatethroughthe89stations.Studentdiscussandshareideasamongthemselves,butarenot
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allowedtotalktoothergroups.Theactivityisacompetitiontoseewhichgroupscangetthemostaccurateresponses.
Studentsaregiven5minutesperstationandareallowedtotouchandexaminethepreservedanimals.(4050min.)
Studentwillnotgothroughallthestations.Afterthefirst5minutesofactivitytheteachertakesaminutetoexplainthe
rotationalmotionofthegroupsandguidesthem.(1min.)
Accommodations,Adaptations
&DifferentiatedInstruction
Iwillsimplifydirectionsatthebeginningofclass,monitorstudentprogressthroughthestations,andspeciallygivethem
extratimeatsomestationstoidentifysomeoftheanimals.
ELLsandSpecialEdstudentsarepairedwithGiftedlearners.Groupshave4members.
Allstudentsareallowedandencouragedtousetheirphonestolookupthenamesofthedifferentanimals.
Teacherandinstructionalaidwalkaroundtoaidstudentsandaskquestions.
ELLsareallowedtowritethenamesoftheanimalsinspanishiftheyareunfamiliarwiththeenglishname.
Kinestheticandvisuallearnersbenefitbyhavingahandonacitivity.
Resources
Materialsandresources:
Avarietyofpreservedanimalswhichmayinclude,butisnotlimitedto:
armadillo,squirrel,scorpion,pufferfish,frogs,crickets,mantaray,lamprey,humanfetus,brittlestar.
Somewillbepreservedthroughtaxidermywhileotherswillbethroughflaskscontainingpreservingfluid.
Picturesofmanyothercommonanimalsdisplayingsimilarcharacteristics.
Technologyresources:
Firefox
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