Beruflich Dokumente
Kultur Dokumente
Phil
Thramer
May
1,
2015
Thramer 2
Student
Demographic
The
second
semester
freshman
biology
students
in
Period
5
at
Crete
High
School
consisted
of
21
total
students.
There
was
an
abundance
of
cultural
diversity
within
this
class
of
freshman,
along
with
a
broad
range
of
learning
abilities
displayed
by
these
students.
This
class
provided
me
a
great
opportunity
to
structure
instruction
that
varied
in
order
to
meet
the
needs
of
each
student.
I
really
tried
to
stress
collaborative
learning
throughout
this
chapter.
This
chapter
covered
the
Theory
of
Evolution,
which,
at
times
can
be
controversially
so
proper
class
and
small
group
discussion
needed
to
be
facilitated
by
me.
Asian
Hispanic/Latino
White
Sophomore
Freshman
Males
Females
0
10
15
20
21 Total Students
Class
Composite
3
SPED
ELL
17
No
SpeciSic
Designations
The
Unit:
Summary
and
Instructional
Strategies
Thramer 3
For
this
self-study,
I
used
the
Evolution
Unit
within
my
9th
grade
Biology
class.
This
unit
will
allow
me
to
provide
an
in
depth
review
of
growth
students
have
experienced
throughout
the
unit
and
also
what
instructional
tools
I
can
enhance
in
order
to
make
myself
better.
I
followed
state
and
district
guidelines
in
order
to
understand
what
material
to
cover
with
the
students.
Along
with
the
help
of
my
cooperating
teacher,
Dawn
Draeger,
I
designed
the
unit
in
a
way
that
we
deemed
best
fit
for
students
to
grasp.
This
unit
provided
me
with
a
challenge
that
I
embraced
with
open
arms.
The
topic
of
Evolution
can
be
controversial
at
times,
dealing
with
many
moral
and
ethical
controversies
that
may
be
different
from
student
to
student.
Opening
the
chapter,
I
had
a
broad
discussion
about
the
idea
of
a
theory
in
order
to
set
the
tone
for
the
chapter.
I
wanted
to
express
that
the
material
is
not
factual,
but
rather
supported
with
research
and
data
that
supports
the
viewpoints
of
past
and
present
scientists.
I
wanted
this
unit
to
be
very
discussion
based,
while
still
maintaining
the
integrity
of
each
students
values
and
interests.
Therefore,
before
implementing
any
instruction,
we
were
adamant
about
everyone
respecting
the
thoughts
and
beliefs
of
others
throughout
the
unit.
In
order
to
gain
an
idea
of
what
their
understanding
of
the
Evolutionary
topic
was,
I
implemented
an
8
question
multiple-choice
pre-test.
Scores
were
calculated
and
each
question
consisted
of
different
ideas
of
the
unit
and
the
data
suggested
where
prior
knowledge
was
stronger
and
weaker.
This
data
will
be
expressed
later
within
this
study.
From
the
results
of
the
test,
I
designed
or
borrowed
ideas
and
activities
in
order
to
effectively
communicate
the
material
for
students
who
may
struggle
without
specific
types
of
instruction.
I
included
many
collaborative
learning
opportunities
throughout
the
unit,
which
provided
a
great
way
for
discussion
to
be
implemented.
Both
interactive
web
activities
and
hands-on
learning
labs
were
executed
in
order
to
create
a
deeper
understanding
of
the
instructional
objectives
throughout
the
chapter.
Within
the
unit,
I
also
wanted
to
include
multiple
examples
from
many
spectrums.
Students
seem
to
relate
really
well
with
animals
and
not
quite
as
well
with
plants.
Evolution
can
be
seen
across
many
organisms,
whether
basic
or
extravagant.
In
order
to
gain
the
attention
of
students,
I
wanted
to
use
examples
of
organisms
that
they
would
be
more
familiar
with
or
organisms
that
would
be
more
visually
appealing.
By
using
these
various
techniques
along
with
formative
and
summative
assessments
for
students
throughout
the
unit,
a
level
mastery
for
the
material
was
anticipated
and
served
as
the
ultimate
goal.
Thramer 4
Included
Materials
Unit
Objectives
The
following
pages
include
the
lesson
plans
for
the
Unit
of
Evolution.
Each
lesson
plan
is
displayed
in
the
Madeline
Hunter
format
with
an
objective
for
each
day.
Reflections
at
the
bottom
of
each
lesson
plan
for
that
day
are
provided
in
order
to
understand
how
successful
the
lesson
was
and
what
instructional
strategies
need
enhanced.
This
unit
covered
13
instructional
days
from
March
16th
to
April
4th.
Thramer 5
Biology-Mr.
Thramer
UNIT:
4
CHAPTER:
10
LESSON
#:
1
Materials/Resources:
Powerpoint
Notes
10.1
Fillin
Note
Packet
10.1-3
PowerNotes
10.1
Anticipatory
Set
(11):
What
is
Evolution?
Picture
of
Ape
Evolving
as
the
figure
of
Evolution
Discussion
of
Theories
and
Opinions
Objective
(1):
Students
will
understand
who
the
key
contributing
theorists
behind
evolution
are
and
also
understand
the
geological
reasoning
behind
evolution.
Instructional
Input
(15):
PowerPoint
Notes
of
10.1
4
Key
contributors
of
evolution:
Linnaeus,
Buffon,
E.
Darwin,
Lamarck
3
Geological
Changes
o Catastrophism,
Gradualism,
Uniformitarianism
Models:
Geological
Changes
represented
in
notes.
Checking
for
Understanding/Guided
Practice
(20):
Reading
Groups
(Heterogeneous)
pgs.
280-283
Power
Notes
10.1
Closure
(3):
Review
of
Power
Notes
10.1
Reflection/Comments:
Discussion
of
theories
vs.
opinions
provided
a
great
transition
into
the
idea
of
evolution.
That
discussion
took
a
little
longer
than
expected,
but
that
extra
time
was
valuable
in
setting
the
tone
for
the
unit.
Power
notes
10.1
provided
a
good
way
to
formatively
assess
what
was
taken
from
our
PowerPoint
notes.
Adjust:
Reading
groups
could
have
used
a
little
less
time.
Discussion
got
a
little
off
topic
so
provide
them
with
prompted
questions.
Thramer 6
Biology-Mr.
Thramer
UNIT:
4
CHAPTER:
10
LESSON
#:
2
Materials/Resources:
Powerpoint
Notes
10.2
Fillin
Notes
Packet
10.1-3
StudyGuide
10.2
Anticipatory
Set
(4):
Introduction
of
Galapagos
Island
Studies
Objective
(1):
Students
will
understand
that
variation
and
adaptations
are
key
elements
to
the
theory
of
evolution.
Instructional
Input
(20):
Powerpoint
Notes
10.2
Variation:
physical
trait
differential
among
organisms
in
the
same
group
Adaptation
o Morphological,
Physiological,
Behavioral
Models:
Examples
of
specific
organisms
within
notes.
Checking
for
Understanding/Independent
Practice
(20):
Independent
Read
10.2
pgs.
284-285
Study
Guide
10.2
Closure
(5):
Discussion
of
3
types
of
adaptations
not
listed
in
the
reading.
Reflection/Comments:
Morphological,
Physiological
and
Behavioral
adaptations
were
not
listed
in
the
reading,
but
were
a
big
part
of
our
learning
objectives
set
by
the
district
and
state.
Class
discussion
over
these
3
adaptations
was
positive
and
time
was
well
spent
because
of
the
objective
set
to
reach
them.
Adjust:
Since
the
independent
read
is
something
I
am
not
a
huge
fan
of
because
some
students
rely
more
on
a
collaborative
setting,
allow
for
the
independent
read
to
occur
then
group
students
up
for
Study
guide
10.2.
Do
not
do
both
individually.
Thramer 7
Biology-Mr.
Thramer
UNIT:
4
CHAPTER:
10
LESSON
#:
3
Materials/Resources:
Study
Guide
10.2
KEY
Adaptations
Video
and
Wksht
Formative
Assessment
Questions
Plickers
Discussion
and
Correction
of
10.2
SG
(10)
Anticipatory
Set
(4):
Discussion
of
certain
Human
adaptations
during
the
21st
century
Objective
(1):
Students
will
be
exposed
to
examples
of
3
adaption
types
and
will
gain
knowledge
of
how
organisms
develop
these
adaptations.
Instructional
Input
(20):
Adaptations
Video
(10)
Worksheet
(collaboratively
completed)
to
identify
the
types
of
adaptations
for
each
organism.
(10)
Models
(within
video)
Checking
for
Understanding
(10):
Discussion
of
3
different
types
of
adaptations
presented
in
the
video
Closure
(5):
Formative
Assessment,
Plickers
(iDevice
APP)
of
10.1
and
10.2
Reflection/Comments:
Adaptations
video/activity
was
a
big
success!
8-10
examples
were
shown
within
the
video
and
students
had
to
become
their
own
advocate
to
what
adaptation
was
presented
for
a
certain
organism.
Group
work
was
then
accomplished
(homogenously)
to
complete
the
worksheet
of
identifications.
Adjust:
Allow
more
time
to
discuss
as
a
class
the
adaptations
that
were
present
in
the
video,
additional
5-10
minutes
could
have
been
used,
discussion
was
very
positive
before
having
to
transition
into
closure.
Thramer 8
Biology-Mr.
Thramer
UNIT:
4
CHAPTER:
10
LESSON
#:
4
Materials/Resources:
Homework
Quiz
10.1/2
Pocket
Mouse
Video
Summative
Assessment:
HW
Quiz
10.1/2
Anticipatory
Set
(4):
Collaborative
Review
of
sections
1
and
2
Objective
(1):
Students
will
understand
how
a
specific
organism
(pocket
mouse)
adapts
to
the
environment
that
they
live
within.
Instructional
Input
(20):
Pocket
Mouse
Video,
mice
and
their
ability
to
survive
considering
their
adaptations
After
video
is
completed,
Homogenous
groupings
for
an
essay
of
video
material
Checking
for
Understanding
(10):
Review
essay
of
pocket
mouse
video
Prompt
asking
what
about
the
mice
changed/adapted
What
types
of
organisms
also
act
this
way
What
would
happen
if
no
adaptations
occurred
Closure
(5):
Group
review
and
critiques
of
essay
of
Pocket
Mouse
video
Reflection/Comments:
Students
seemed
well
prepared
for
the
summative
assessment
of
information
within
10.1/2.
Pocket
mouse
video
was
also
a
success.
Students
were
able
to
take
notes
and
then
put
together
a
formal
essay
discussing
what
was
observed
based
off
of
material
that
we
had
discussed.
Adjust:
The
last
5
minutes
for
the
group
critique
is
a
good
idea,
but
I
need
to
explain
what
they
should
be
critiquing
more
vividly.
Create
a
prompt
of
what
to
look
for,
include
the
following:
Inaccurate
observations
List
of
ideas
they
hadnt
thought
of
before
reading
this
essay
Ideas
to
give
to
that
group
of
what
to
look
for
in
the
next
video
Thramer 9
Biology-Mr.
Thramer
UNIT:
4
CHAPTER:
10
LESSON
#:
5
Materials/Resources:
PowerPoint
10.3
Fillin
Notes
10.3-10.5
Anticipatory
Set
(4):
Darwins
Theory
of
Natural
Selection,
Believe
or
Not?
Objective
(1):
Students
will
understand
Darwins
theory
of
natural
selection
to
explain
the
mechanisms
of
evolution.
Instructional
Input
(25):
Powerpoint
Notes
10.3
Artificial
vs
Natural
Selection
Population
4
Main
Principles:
variation,
over
production,
adaptation,
descent
with
modification
Fitness
Models
(5):
Jaguar
Model,
pg.
289
Checking
for
Understanding
(10):
Natural
Selection
Article
Review
with
prompted
questions.
Closure
(5):
Article
review
Discussion
Reflection/Comments:
Overproduction
and
descent
with
modification
seem
to
be
the
most
difficult
of
the
principles
of
natural
selection
to
understand.
Variation
and
adaptions
were
discussed
in
the
previous
chapter
so
they
picked
up
on
them
very
well.
Adjust:
Spend
more
time
modeling
the
jaguar
principle
on
pg.
289.
Found
myself
rushing
through
this,
and
it
seems
to
be
a
good
way
of
explaining
the
two
ways
for
principles
of
natural
selection
more
in
depth.
Add
5-10
minutes
for
this
activity.
Thramer 10
Biology-Mr.
Thramer
UNIT:4
CHAPTER:10
LESSON
#:6
Materials/Resources:
Reading
Groups
10.3
Study
Guide
10.3
Formative
Assessment
Questions
Plickers
Anticipatory
Set
(4):
Review
Article
question
discussion
Objective
(1):
Students
will
focus
on
the
4
principles
of
the
Natural
Selection
process,
expanding
on
their
idea
of
variation
and
adaptation.
Instructional
Input
(5):
Explanation/Reiteration
of
natural
selection
as
a
theory
to
support
the
theory
of
evolution
Checking
for
Understanding/Independent
Practice
(30):
Reading
Groups
(heterogeneous)
10.3,
pgs.
286-291
Study
Guide
10.3
Closure
(10):
Formative
Assessment
Questions
4
principles
of
NS
Fitness
Changing
Environments
Reflection/Comments:
Reading
groups
have
again
provided
a
good
way
to
discuss
key
objectives
within
section
3.
This
time,
instead
of
independent
read,
we
went
with
group
reading
then
independent
work
on
the
StudyGuide
10.3.
Input
of
the
discussion
on
theory
lasted
longer
than
expected
(10
mins),
but
proved
to
be
okay.
I
think
it
is
important
to
reiterate
these
ideas
once
again
so
everyone
is
valuing
opinions
of
others.
Adjust:
Formative
assessment
questions
were
heavy
on
the
4
principles
of
NS,
need
to
incorporate
a
few
more
questions
concerning
fitness
and
changing
environments.
Thramer 11
Biology-Mr.
Thramer
UNIT:
4
CHAPTER:
10
LESSON
#:
7
Materials/Resources:
Study
Guide
10.3
KEY
Bean
Hunter
Lab
Packet
Bean
Prep
for
Stations
PP
for
Graph
Data
Discussion
of
SG
10.3
(5)
Anticipatory
Set
(4):
What
adaptations
do
we
have
as
humans,
what
about
fake
ones?
Objective
(1):
Students
will
understand,
first
hand,
how
dealing
with
an
adaptation
can
cause
certain
species
to
thrive
and
others
to
die
out.
Instructional
Input
(5):
Logistics
and
procedures
of
the
Lab
Models
(20):
Collaborative
Lab
Work,
execution
of
Bean
Hunters
lab
Checking
for
Understanding
(5):
Review
of
Data
Collection,
making
sure
it
is
accurate
Independent
Practice
(9):
Lab
Questions
completed,
Graph
construction
to
begin
Closure
(1):Due
date
for
Bean
Hunters
Lab
Reflection/Comments:
The
combination
of
discussing
StudyGuide
10.3
and
looking
at
the
data
from
the
formative
assessment
provided
a
solid
idea
of
how
far
along
we
are
up
through
section
3.
Both
resources
proved
to
show
that
mastery
level
was
average
on
these
topics.
Spent
additional
5
minutes
reviewing
the
4
principles
of
Natural
Selection
after
opening
discussion.
Adjust:
Better
procedure
discussion
before
we
execute
the
lab
and
also
reminders
of
the
procedures
once
we
get
into
the
lab.
Students
were
very
eager
to
begin
and
may
have
missed
some
of
the
instruction,
so
reviewing
the
procedure
while
at
the
lab
tables
needs
to
happen
next
time.
Thramer 12
Biology-Mr.
Thramer
UNIT:4
CHAPTER:
10
LESSON
#:
8
Materials/Resources:
Gizmo:
Natural
Selection
Anticipatory
Set
(9):
Review
article
of
Peppered
Moth
for
background
information
of
the
Gizmo
Objective
(1):
Students
will
understand
how
the
Peppered
Moths
adaptation
during
the
industrial
revolution
gives
evidence
to
support
Natural
Selection
Independent
Practice
(35):
Gizmo:
Natural
Selection
Implementing
the
manipulation
of
the
Peppered
moth
in
differing
environments
Checking
for
Understanding
(4):
Formative
Assessment
Quiz
at
the
end
of
the
Gizmo
Closure
(1):
Discussion
of
Due
Dates
for
Bean
Hunters
Lab
and
Gizmo
Reflection/Comments/:
Review
of
the
Peppered
Moth
article
was
poor.
Allowed
students
to
read
it
themselves
and
then
we
were
going
to
discuss
it.
However,
I
think
grouping
them
for
the
quick
read
of
the
3
paragraphs
would
have
been
more
advantageous.
Gizmos
were
executed
fairly,
but
I
think
with
a
better
understanding
from
the
preliminary
article,
achievement
and
understand
could
have
been
higher.
Adjust:
Time
for
Gizmo
was
not
quite
enough
due
to
some
technical
difficulties,
work
time
in
class
will
be
allowed
tomorrow.
Thramer 13
Biology-Mr.
Thramer
UNIT:
4
CHAPTER:
10
LESSON
#:
9
Materials/Resources:
HW
Quiz
10.3
Prepared
Graphs
w/
Questions
Anticipatory
Set
(4):
Review
of
Independent
and
Dependent
Variables
Objective
(1):
Students
will
understand
the
technique
used
to
comprehend
graphs
that
are
used
to
support
Natural
Selection.
Instructional
Input
(15):
Prepared
Graph
discussing
various
organisms
survival
rates
of
time
Independent
Practice
(20):
Prepared
graphs
with
questioning
to
deepen
the
understanding
of
data
that
supports
evolution
Checking
for
Understanding
(9):
Discussion
of
Graph
#2
on
Worksheet
Closure
(1):
Last
reminder
of
Due
Dates
for
Labs
Reflection/Comments:
Lesson
plan
listed
above
was
not
executed.
Additional
time
for
the
Gizmo
was
needs
(25
mins).
Students
completed
Gizmo
at
various
paces.
Students
done
early
were
recommended
to
read
over
chapter
10.4
to
prepare
for
our
next
lesson.
Upon
completion
of
everyones
Gizmo,
discuss
of
the
activity
occurred
in
a
classroom
setting.
Also,
review
of
our
formative
assessment
at
the
end
of
the
Gizmo
occurred.
Adjust:
Schedule
10-15
minutes
more
for
the
Gizmo
from
the
previous
day.
This
may
only
allow
time
for
1
of
the
graph
example
activities
to
occur
from
the
lesson
above.
Thramer 14
Biology-Mr.
Thramer
UNIT:4
CHAPTER:10
LESSON
#:10
Materials/Resources:
PowerPoint
10.4/5
StudyGuide
10.4
Anticipatory
Set
(4):
How
fossils
play
a
role
in
evolutionary
support
Objective
(1):
Students
will
understand
how
the
anatomy
of
organisms
provides
support
to
the
theory
of
evolution.
Instructional
Input
(20):
PowerPoint
10.4/5
Fossils,
Geography,
Embryology,
Anatomy:
Further
Evidence
Genetics
providing
future
evidence
Checking
for
Understanding/Independent
Practice
(20):
Studyguide
10.4
Completion
and
Discussion
Closure
(5):
Review
of
Chapter
10s
key
points,
where
we
have
been
to
where
we
are
now
Reflection/Comments:
Discussion
of
Studyguide
10.4
served
as
a
good
way
to
formatively
assess
the
section
before
our
review
day
tomorrow.
Also,
spending
a
little
time
reviewing
the
entire
chapter
allowed
me
to
prepare
our
review
game
properly.
Adjust:
Spend
more
time
discussing
section
10.5.
Not
going
to
be
thoroughly
tested
over,
however
the
information
will
add
to
the
depth
of
knowledge
for
the
other
objectives
discussed
in
past
sections.
Thramer 15
Biology-Mr.
Thramer
UNIT:
4
CHAPTER:
10
LESSON
#:
11
Materials/Resources:
Interactive
Evolution
Website
Formative
Questions
Plickers
Review
Packet
Anticipatory
Set
(4):
Formative
Assessment
of
10.4/5
Structures
Genetics
Fossils
Objective
(1):
Students
will
use
interactive
website
in
order
to
manipulate
an
environment
to
keep
a
population
alive,
given
adaptations.
Instructional
Input
(4):
Instructions
and
Procedures
of
the
Website
Models
(25):
Interactive
Evolution
Website
Independent
Practice
(15):
CH.
10
Review
Packet
Closure
(1):
Discussion
of
Test
preparation
Reflection/Comments:
Chapter
review
sheet
allowed
students
to
place
different
concepts
in
tables
and
they
seemed
to
appreciate
the
visual
aid
I
created
to
place
all
the
information
in
the
correct
place.
Adjust:
For
the
interactive
website,
I
need
to
incorporate
objectives
or
a
prompt
in
order
to
direct
the
students
in
the
right
direction.
The
activity
was
productive,
but
it
was
a
little
unorganized
at
times.
By
providing
more
instruction
to
the
activity
they
would
have
gained
more
out
of
it.
Thramer 16
Biology-Mr.
Thramer
UNIT:4
CHAPTER:10
LESSON
#:12
Materials/Resources:
Jeopardy
Review
Game
Quizlet
Instructional
Input
(10):
Discussion
of
any
topics
that
may
still
be
difficult
for
students
to
understand
Independent
Practice
(39):
Jeopardy
Review
Game/Quizlet
Closure
(1):
Importance
of
Test
Preparation
Reflection/Comments:
Jeopardy
review
game
was
great!
A
positive
experience
for
each
of
the
students.
They
remained
very
engaged
and
took
a
lot
from
the
game
with
enthusiasm.
Adjust:
Group
partners
up
for
this
game
more
homogenously
instead
of
random.
Transition
for
final
Jeopardy
question
was
off,
fix
this.
_________________________________________________________________________________________________
Biology-Mr.
Thramer
UNIT:4
CHAPTER:
10
LESSON
#:
13
Materials/Resources:
CH.
10
Test
Ecology
Crossword
-Implement
CH.
10
Test
-Upon
completion,
work
on
Ecology
crossword
Reflection/Comments:
Discuss
the
expectation
of
the
essay
answer
involving
the
graph
for
#26.
Also,
reiterate
what
is
expected
for
the
short
answer
questions
on
the
third
page.
Thramer 17
The
following
is
a
representation
of
the
grading
scale
used
at
Crete
High
School.
Grades
may
be
referred
to
at
times
throughout
the
study,
so
use
this
as
a
guide.
Mastery
Level
Grade
Representation
Percentage
Scale
Advanced
A
100-94
Above
Average
B
93-86
Average
C
85-78
Below
Average
D
77-70
Failing
F
69
or
below
Figure
1
Key
3.9
Structures
3.8
Principles
of
NS
Adaptations
3.7
3.67
3.6
3.5
3.4
3.38
3.43
3.3
3.2
3.1
Figure
1
displays
the
class
average
for
three
different
unit
objectives
set
up
in
unit
10.
The
objectives
of
structures
providing
evidence
to
the
theory
of
evolution
was
met
at
the
highest
mastery
level.
This
objective
received
an
above
average
score
or
B
level
on
the
grading
scale.
Adaptations
was
met
at
an
above
average
score
as
well,
but
a
lower
B
level
while
principles
of
natural
selection
represented
an
average
score
falling
in
the
C
level.
Thramer 18
Figure 2
PreTest/PostTest
Averages
8
7.04
7
6
4.7
5
4
3
2
1
0
PreTest
PostTest
Student
Figure
2
represents
the
growth
that
was
experienced
by
the
entire
class
during
the
Evolution
unit.
Average
points
earned
out
of
8
were
collected
for
both
the
pre
and
post-test,
which
is
represented
by
4.7
points
and
7.04
points
respectively.
Pre-test
average
was
at
a
failing
level
F,
while
post
test
average
met
an
average
B
level.
This
data
also
suggests
a
29.25%
increase
in
knowledge
throughout
the
duration
of
the
unit.
Questions
on
the
pre-test
reached
out
to
various
objectives
discussed
within
the
unit
and
those
same
questions
were
reassessed
on
the
post
test,
among
numerous
other
multiple
choice,
short
answer
and
essay
questions.
Table
1
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
PreTest
PostTest
%
Growth
25 13 50 13 26 12 12 38 38 13
38
12
13
37
37
25
75
38
50
25
25
Table
1
represents
the
percent
growth
for
each
individual
within
the
5th
period
Biology
class.
Range
in
growth
appears
to
exist
between
75%
and
12%.
As
mentioned
within
graph
2,
overall
class
growth
was
just
under
30%.
Thramer 19
This
evolution
unit
proved
to
be
a
positive
experience
for
both
the
students
and
myself.
We
had
just
finished
up
3
chapters
discussing
the
cell
and
genetics
so
the
students
were
definitely
ready
for
a
change
in
content.
As
mentioned
before,
the
topic
of
Evolution
can
be
a
controversial
topic
in
some
individuals
minds
and
their
needs
to
be
a
certain
level
of
sensitivity
administered
when
teaching
a
topic
like
this.
Students
showed
a
high
level
of
interest
across
the
board
and
this
was
very
evident
on
the
first
day
when
we
began
to
discuss
the
difference
between
a
theory
and
a
basic
opinion.
From
that
point
forward,
the
enthusiasm
for
the
topic
was
primarily
maintained
throughout
the
unit.
Grades
for
each
student
are
not
included
within
the
study
due
to
not
being
able
to
pull
out
just
this
unit
of
grades
considering
this
instructional
period
took
place
in
the
middle
of
the
semester.
However,
Table
1
provides
growth,
on
an
individual
basis.
according
to
pre-test
and
post-test
performance.
Also,
I
was
able
to
collect
cumulative
semester
grades
for
each
student
before
the
unit
of
Evolution
to
see
the
success
students
were
experiencing.
8
students
were
at
an
advanced
A
level
while
9
students
were
at
an
above
average
B
level.
2
students
were
experiencing
an
average
performance
C
grade
and
2
students
were
at
a
below
average
D
level.
Class
average
for
the
Evolution
Unit
test
was
89%
or
a
B
level.
This
was
3
-4
percentage
points
higher
than
what
has
usually
been
seen
throughout
the
year
on
our
unit
or
chapter
tests.
Discussion
from
students
was
the
main
form
of
feedback
that
I
received
from
them.
Labs
have
always
been
an
area
that
students
enjoy
since
they
are
able
to
use
their
hands
in
order
to
grasp
the
concepts.
A
survey
at
the
end
of
1st
semester
provided
me
with
the
insight
that
students
want
to
see
more
lab
friendly
activities
throughout
the
semester
and
executing
the
bean
hunter
lab
within
the
Evolution
Unit
proved
to
be
very
effective.
Formative
assessments
were
also
a
great
way
to
allow
me
to
see
what
level
of
understanding
was
taking
place.
Studyguides
worksheets,
video
activities
and
power
notes
were
either
taken
as
a
completion
grade
or
not
graded
at
all
and
used
to
formatively
assess
the
students.
The
Plickers
APP
that
I
used
2
to
3
times
throughout
the
unit
was
a
great
way
to
not
only
assess
the
content
of
the
unit,
but
also
their
comfort
ability
level
within
the
class
during
the
unit.
As
mentioned,
I
wanted
to
know
how
students
were
responding
to
a
more
controversial
topic
and
checking
on
that
throughout
the
chapter
via
questioning
with
this
APP
provided
an
efficient
way
to
do
so.
The
Gizmo
assessment
was
also
a
reliable
resource
of
providing
feedback
and
recognizing
their
growth
at
that
point
in
the
chapter.
The
bean
hunter
lab
provided
a
great
summative
assessment
dealing
with
the
manipulation
of
adaptations,
and
also
graph
construction
and
analysis
at
the
end
of
the
lab.
Scores
on
this
assessment
were
fairly
strong
for
the
majority
of
the
class.
Students
that
seemed
to
struggle
were
ones
that
have
a
difficult
time
analyzing
information
in
picture
or
graph
form.
Finally,
both
section
quizzes
1
and
3
were
taken
in
summative
form.
I
was
mostly
satisfied
with
the
performance
on
both
of
these.
Scores
were
just
above
the
average
C
level
across
the
entire
class
for
both
assessments.
Thramer 20
Collaborative
learning
is
a
strategy
that
I
implemented
quite
often
throughout
the
unit.
Looking
back,
this
is
an
area
that
I
need
to
focus
on
more
as
a
way
for
students
to
become
resources
for
each
other
while
using
this
strategy.
At
times,
I
felt
as
if
I
would
position
groups
in
more
of
a
homogeneous
layout
instead
of
a
heterogeneous
layout.
I
think
that
this
homogenous
type
of
grouping
may
have
hindered
some
growth
due
to
a
lack
of
comfort
ability
to
communicate
within
certain
groups.
Also,
the
depth
of
knowledge
that
was
being
communicated
seemed
to
be
low
in
certain
groups
compared
to
others.
While
both
group
types
have
their
positives,
I
believe
that
grouping
students
together
with
a
broader
range
of
academic
ability
will
allow
them
to
use
each
other
and
communicate
the
information
more
successfully.
The
concept
of
adaptations
was
an
area
that
seemed
to
be
met
with
a
solid,
consistent
mastery
level.
The
reason
for
this
is
because
of
the
Bean
Hunter
lab
we
were
able
to
perform
collaboratively
using
a
hands
on
approach.
I
feel
that
any
targeted
area
needs
to
be
met
with
such
an
approach
in
order
for
students
to
fully
grasp
the
concept.
The
data
supports
this
because
the
principles
of
natural
selection
objective
was
not
reached
to
that
high
of
a
level.
After
looking
back
to
lesson
plans,
there
was
not
an
activity
that
exposed
the
students
to
the
hands
approach
that
I
discussed.
Moving
forward,
I
will
use
this
data
to
emphasize
those
types
of
activities
more
prominently
in
order
to
enhance
their
levels
of
learning.
In
all,
I
felt
that
the
Evolution
unit
was
a
success,
but
as
always
I
need
to
emphasize
the
areas
mentioned
in
order
to
improve
myself.
Evidence
was
provided
that
displayed
growth
throughout
the
unit
and
I
want
to
continue
to
encourage
and
promote
that
growth
in
units
to
come.
Adaptations Activity Worksheet
Thramer 21
Page
1
of
Chapter
Review
Sheet
Thramer 22
Page
2
of
Chapter
Review
Sheet
Thramer 23
Bean
Hunter
Lab
Graph
Thramer 24
Evolution
PreTest
Thramer 25
Quiz
10.3
Thramer 26
Page
1
of
Evolution
Unit
Test
Thramer 27
Page
2
of
Evolution
Unit
Test
Thramer 28
Page
3
of
Evolution
Unit
Test
Thramer 29
Page
4
of
Evolution
Unit
Test
Thramer 30