DCSD Instructional Planning Instrument

Focus on Teaching and Learning

McNair Middle School
Weekly Components
Teacher:
Co-Teacher/Para: / Richard Drukman / Date – Week of: / 1/15 to 1/19/2018
Course: / Life Science / Unit Name: / Evolution of Living Things: Everything will Change
Priority Standards:
(content specific) / S7L5. OBTAIN, EVALUATE and COMMUNICATE information from multiple sources to EXPLAIN the theory of evolution of living organisms through inherited characteristics. a. USE mathematical representations to EVALUATE explanations of how natural selection leads to changes in specific traits of populations over successive generations. (Clarification statement: Referencing data should be obtained from multiple sources including, but not limited to, existing research and simulations. Students should be able to calculate means, represent this data in a table or graph, and reference it when explaining the principles of natural selection.) b. CONSTRUCT an explanation based on evidence that describes how genetic variation and environmental factors influence the probability of survival and reproduction of a species. c. ANALYZE and INTERPRET data for patterns in the fossil record that document the existence, diversity, and extinction of organisms and their relationships to modern organisms. (Clarification statement: Evidence of evolution found in comparisons of current/modern organisms such as homologous structures, DNA, and fetal development will be addressed in high school.)
Supporting Standards:
(content specific) / S7L3a Construct an explanation supported with scientific evidence of the role of genes and chromosomes in the process of inheriting a specific trait.
Non-Content Standards:
(WIDA; interdisciplinary standards, literacy, etc.) / ELAGSE7W1: Write arguments to support claims with clear reasons and relevant evidence. ELAGSE7RI1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from textCCSS.MATH.CONTENT.7.SP.A.1Use random sampling to draw inferences about a population.CCSS.MATH.CONTENT.7.SP.C.8Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
Learning Targets:
(what learners will be able to do at the end of the learning activity) / ƒ Selective breeding is used to enhance a desired trait.
Essential Question(s):
(address philosophical foundations; contain multiple answers; provoke inquiry) /
  1. What factors cause adaptations in organisms?
  2. Why do some organisms go instinct while others survive?
  3. How do mutations influence evolution?
  4. Why has life on Earth changed throughout time?

Big Ideas(s):
(address philosophical foundations; contain multiple answers; provoke inquiry) / Genetic mutations and recombination of genes during meiosis enable evolution to occur. 2.Variation exists in all species and allows some individuals to be better able to survive in a environment than others.3.Trait variation can occur through mutations. These mutations could to lead to differences in performance among individuals within a species. The traits that positively affect survival are more likely to be reproduced and passed onto future generations.4. Natural selection occurs only if there is both variation in the genetic information between organisms in the population and variation in the expression of that genetic information.
Academic Vocabulary: / Adaptation
Camouflage
Darwin’s finches
peppered moths
Diversity
Evolved
Extinction
Fossil
Fossil Record
Inherited
Mate
Mutation
Natural selection
Offspring
Organism
Population
Sexual reproduction
Asexual
Reproduction
Successive
generations
Speciation
Species
Theory of
evolution
Traits
Variation
STEM/STEAM/
Interdisciplinary Integration: / Science & Engineering Practices: 1: Asking Questions (Science) & Defining Problems(Engineering)2. Planning and Carrying Out Investigations3. Analyzing & Interpreting Data4. Using Mathematics & Computational Thinking5. Constructing Explanations (Science) &Designing Solutions (Engineering)6. Engaging in Argument from Evidence7. Obtaining, Evaluating, & Communicating Information Cross Cutting Concepts 1. Cause & Effect2. Structure and Function3. Stability & Change
Engaging Performance Scenario: / TASK 1
In the areas below, place an “X” in the box(es) to indicate the selected strategies and resources.
Research-Based Instructional Strategies:
(weekly strategies chosen to guide teaching and learning) / OPENING: Engaging Instructional Activity / Activate Prior Knowledge / x / Questioning
(Raises questions) / x / Clarify Previous Lesson / Phenomenon
Provide Feedback / Scaffold Instruction / Create Interest / x / Other:
WORK PERIOD: Exploring, Explaining, Extending, and Elaborating / Facilitate Learning / x / Academic Discussions / x / Cooperative Learning / x / Other:
Demonstrate/
Model / x / Generating and Testing Hypotheses / Independent Learning / Other:
Explain/Apply/Extend concepts and skills / x / High-Level Questioning / x / Interdisciplinary Writing / Other:
CLOSING: Evaluating / Summarize Lesson / x / Provide Alternate Explanations / x / Respond to EQs / Other:
Allow students to assess their own learning / x / Quick Write / 3-2-1/K-W-L / Other:
21st Century
Learning Skills:
(weekly strategies chosen to guide student engagement) / Teamwork and Collaboration / x / Innovation and Creativity / Accessing and Analyzing Information
Initiative and Leadership / Critical Thinking and
Problem Solving / x / Effective oral and Written Communication
Curiosity and Imagination / Flexibility and Adaptability / Other:
Intervention Strategies
Intervention Strategies
(Tiers 1, 2, 3)
Additional Support in Classroom / Specially Designed Instruction for Exceptional Education Students / Strategies for English Language Learners
Re-Voicing / Conferencing / Visuals/Realia
Explaining / Additional time / Front-loading
Prompting for Participation / Small group collaboration / Echoing/Choral response
Challenging or countering / Modify quantity of work / Color-coding
Asking “Why?” “How” / Take student’s dictation / Multiple exposures in different media
Reread / Scaffold information / Pair-share
Practice new academic vocabulary / Differentiated content/process/product / Modeling
Assistive technology / Consistent reward system / Language scaffolds: e.g., sentence frames
Pre-teach & re-teach in a different way / Refer to students’ IEP or 504 plan / Deconstruct complex sentences
Use of manipulatives / Assistive technology / Increase student-to-student talk
Collaborative work / Strategies vocabulary instruction
Create differentiated text sets / Additional think time
Gifted – Extensions for Learning
Tier 1
X / Flexible-Learning Groups / Varied Pacing with Anchor Options / Varied Supplemental Materials
Choice of Books / Work Alone or Together / Computer Mentors
Homework Options / Flexible Seating / Think-Pair-Share
Use of Reading Buddies / Varied Scaffolding XX / Open-ended Activities
Various Journal Prompts / Varied Computer Programs XX / Explorations by Interest
Student/Teacher Goal Setting / Design-A-DAY / Options for Competition
Tier 2
Gifted Edu. Cluster Classes / Alternative Assessments / Community Mentorships
Gifted Edu. Collaboration Classes / Subject Advancement within class / Stations
Tiered Activities and Products / Curriculum Compacting / X / Group Investigations
Use of Literature Clubs / Tiered Centers / Assess Students in Multiple Ways
Multiple Testing Options / Spelling by Readiness / Student choice
Multiple Texts / Varying Organizers / Simulations
Tier 3 / Tier 4
Advanced Content (all core content) / Above grade level accelerated (all core content)
Resource Classes / Advanced Placement Classes
X / Independent/Directed Study / International Baccalaureate Classes
Socratic Seminars / Internship/Mentorships
Differentiated Instruction
(content, process, product) / Assessment Evidence
(formative, summative)
  • Design lessons based on students’ learning styles.
  • Group students by shared interest, topic or ability for assignments.
  • Assess students’ learning using formative assessment.
  • Manage the classroom to create a safe and supportive environment.
  • Continually assess and adjust lesson content to meet students’ needs.
/ Summative/Formative Assessments
Illuminate
Paper/Pencil
Resources:
(weekly materials chosen to support teaching and learning) / Textbooks / Lab Materials / x / Other: (List the other resources below.)
Audio/Visual Aids / x / Course Syllabi / x
Handouts / x / Dictionaries
White Boards / x / Video Clips / x
Electronic Devices / x / Promethean Board / x
Supplemental Texts / x / Manipulatives / x
Calculators / x / Internet (tech)
Daily Lesson Plan for Monday
Pre-Instructional Activity:
(sponge; bell-ringer; journal; allows attendance to be taken)
Opening (ENGAGE):
(introduces the lesson; summarizes previous lesson; clarifies misconceptions) / Martin L. King Holiday
Work Period darwins
(EXPLORE/EXPLAIN/ EXTEND/ELABORATE):
(contains the mini lesson; allows students to practice concept; assess student learning) / Martin L. King Holiday
Closing (EVALUATE):
(summarizes lesson; ensures understanding; clarifies misconceptions)
Daily Lesson Plan for Tuesday
Pre-Instructional Activity: / Show video.
Opening (ENGAGE): / How did we think the birds get different beaks? ( Darwin’s finches) Continue Task 1 performance scenario
Work Period
(EXPLORE/EXPLAIN/ EXTEND/ELABORATE): / MAP Testing While some are doing MAP testing have others continue activity.
Continue lab activity. Link for simulation
Closing (EVALUATE): / Closing Details:
One or two students will summarize what they have learned during class.
Daily Lesson Plan for Wednesday
Pre-Instructional Activity:
Opening (ENGAGE): / Opening Details:
Student review from previous day
Work Period
(EXPLORE/EXPLAIN/ EXTEND/ELABORATE): /
  1. MAP Testing While some are doing MAP testing have others continue activity.
  2. Introduce vocabulary: fossil
record, fossil, extinction,
species, evolve, population,
natural selection
  1. Continue Lab activity. Make sure students are filling out lab data sheets carefully.

Closing (EVALUATE): / Closing Details:
Review and check work started
Daily Lesson Plan for Thursday
Pre-Instructional Activity:
Opening (ENGAGE): / Did vocabulary terms from yesterday help with your activity? Make sure to incorporate terms into data sheets.
Work Period
(EXPLORE/EXPLAIN/ EXTEND/ELABORATE): / MAP Testing While some are doing MAP testing have others continue activity.
Discuss phenotypes and how this relates to our activity. Continue activity.
Closing (EVALUATE): / Closing Details:
Review and check work started. HW USA test prep and Study Island
Daily Lesson Plan for Friday
Pre-Instructional Activity:
Opening (ENGAGE): / Review for quiz
Work Period
(EXPLORE/EXPLAIN/ EXTEND/ELABORATE): / Quiz over Darwin and how different phenotypes for certain traits can help a species.
Closing (EVALUATE): / Closing Details: Collect quiz

DCSD RCD Aligned Lesson Plan Template

Components of this lesson plan may change according to the needs of the students.