4/26/2019 Lesson Segment Planning Tool spring 19 - Google Docs

Lesson Segment Planning Tool

I. Describe the make-up of your class:

Biology, block 4. Block schedule. There are 25 students in this class. There is
one ELL student, 1 student with an IEP, and 4 students with 504 plans.

II. Connection to the Unit

Unit: Evolution
Lesson: To Be or Not To Be… Measured -- Exploring Evolutionary History Through Skulls

III. Clarifying Your Goals for the Daily Plan

Standards:
HS-LS4-3. Apply concepts of statistics and probability to support explanations that
organisms with an advantageous heritable trait tend to increase in proportion to
organisms lacking this trait.
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads
to adaptation of populations.

Lesson Objective:
Students will design an investigation to collect data from several skulls in order to
construct an explanation of evolutionary relationship between the skulls.

Prerequisite Skills and Knowledge:

In order to accomplish the lesson objective, students must understand natural selection
as the mechanism by which evolution occurs. They must understand that biologists
construct phylogenetic trees of organisms based on evidence. They must know how to
construct bar graphs.

IV. Formative (embedded) and/or Summative Assessments

Teacher will check for student understanding during small group discussions and
questioning of students as they work. Teacher will also formatively assess students’
understanding by reading their completed worksheets, especially focusing on the final CER
on the worksheet.

V. Lesson Resources/Materials
Models of hominid skulls
Calipers to measure skulls
“To Be or Not To Be -- Measuring Evolutionary History” worksheet

VI. Instructional Sequence: Engaging Student in the learning Process

Section/Time Instructional Routines/ Differentiation
Teacher/Student Actions
Introduction: 10 Teacher (T) will instruct students (SS) to Doing the See/Think/Wonder
Minutes pick up a worksheet as they walk into allows for students at all levels

https://docs.google.com/document/d/15TFQTYoqHG57PFcOM3DiyvaXSPZS6DMEPn0swudSwPo/edit 1/3
4/26/2019
● Connect to previous
learning
● Create inquiry
● Set expectations and
Goals
● Student Grouping
● Scaffolding for Diverse
Learners
● Evidence of student
learning
● Monitor/feedback
Body: ~ 70 Minutes
● Access new
information
● Process new
information
● Student Grouping
● Scaffolding for Diverse
Learners
● Evidence of student
learning
● Monitor/feedback
https://docs.google.com/document/d/15TFQTYoqHG57PFcOM3DiyvaXSPZS6DMEPn0swudSwPo/edit
Lesson Segment Planning Tool spring 19 - Google Docs
the room. T will instruct SS to fill in the to begin to think about the skulls.
See/Think/Wonder portion of their It also engages students by
worksheet as they walk around quietly allowing them to have a chance
and examine the skulls. SS will examine to wonder about the material we
the skulls and begin thinking about ideas will be working with.
or questions about the skulls.
T will give information about the names
and functions of various parts of the SS needing more assistance
skulls. can work with their groups for
help; SS needing more
Students will decide, in their groups, challenge can assist their peers
which 3 parts of the skull they would like in their group.
to measure in order to collect data to
construct an argument about the Groups get to choose the 3 parts
evolutionary relationships between the
of the skull they want to
skulls. measure, allowing students who
want more challenge to choose
Students will write their procedure as a
more challenging parts while
group, using the worksheet for
students who need more
scaffolding. When they are ready, they
scaffolding can work with
will raise their hand to ask for approval.
T will formatively assess SS at this point somewhat easier parts.
by examining their procedure.
The questions on the worksheet
After getting T approval, SS will take help to scaffold SS thinking
measurements of the skulls with their toward constructing a CER in
group and begin analyzing data. the end about the evolutionary
history of the skulls.
SS will begin working on analysis
questions as time allows. Analysis Adapted material will be
questions will be worked on the following provided to several SS, including
day. my ELL student.
Instructions will be on the board
as well as verbally given.
T will walk around and ask
guiding questions to support SS’
learning.
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4/26/2019 Lesson Segment Planning Tool spring 19 - Google Docs

Closure: 3 minutes T will prompt SS to finish their bar graphs

for homework. We will work on the
● Revisit Learning Target remaining questions in class next time.
● Connect today’s
concepts/knowledge/skil
ls to the big idea(s) of
the unit
● Students reflect on their
learning and establish
goals -
● Student Grouping
● Scaffolding for Diverse
Learners
● Evidence of student
learning
● Monitor/feedback

https://docs.google.com/document/d/15TFQTYoqHG57PFcOM3DiyvaXSPZS6DMEPn0swudSwPo/edit 3/3