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The teacher will then explain the project that the students will
Students will break into their new lab groups.
be conducting in the following days. The students will be
looking at the rugosodon which is an extinct and early
mammal. Each group will randomly select a mutation for the
rugosodon to develop and an environmental change that the
The students will actively listen to the teacher explain the
animal has to endure. The groups will then use their
upcoming assignment and ask any questions they might have
knowledge of natural selection, competition, and reproduction
about the project.
to decide whether their rugosodon survives, evolves and
eventually becomes a new species of rodent or dies out
through the process of natural selection.
The students will divide roles and discuss their project for the
Any remaining time in class the teacher will allocate to the
following day.
students to divide roles and set up their projects for the
following day.
The Teacher will give instructions that students are to Draw, The students will listen to the instructions given by the teacher.
Label, and Write Explanations onto their poster. On the top of Students are to Draw, Label, and Write Explanations onto their
the poster, the Teacher will tell students to write their poster. On the top of the poster, the students will write their
Designated Trait/Mutation, and the environmental change Designated Trait/Mutation, and the environmental change they
they were assigned on the previous day. For example, if Group were assigned on the previous day. For example, if Group 1 pulled
1 pulled the trait Wings out of the Mutation Hat, and also the trait Wings out of the Mutation Hat, and also pulled Flood
pulled Flood out of the Environmental Change Hat, their out of the Environmental Change Hat, their Poster would be titled
Poster would be titled Advantage of Wings during a Flood, Advantage of Wings during a Flood, and they would use this as
and they would use this as the basis of their poster research. the basis of their poster research. The students will listen as the
The Teacher will reiterate that these assigned Teacher reiterates that these assigned traits/environmental
traits/environmental changes they received were completely changes they received were completely random, since they cant
random, since they cant choose what mutation to get, nor choose what mutation to get, nor can they control the
can they control the weather. weather.
The Teacher will then have students use their chromebook to The Students will use their chromebook to do research on their
do research on their topic Why is our Mutation an topic Why is our Mutation an Advantage/Disadvantage in this
Advantage/Disadvantage in this drastic Environmental drastic Environmental Change?
Change? The Students will use these various research articles/websites to
The Teacher will then project onto board various website collect data/research to add onto their poster.
articles with information to assist them in their research Changes due to Mutation:
Changes due to Mutation: Wings:
Wings: http://www.ucmp.berkeley.edu/vertebrates/flight/evolve.html
http://www.ucmp.berkeley.edu/vertebrates/flight/evolve.html Sweat Glands:
Sweat Glands: https://helix.northwestern.edu/article/evolving-skin
https://helix.northwestern.edu/article/evolving-skin Body Fat:
Body Fat: https://www.nature.com/articles/0800473.pdf?origin=publicatio
https://www.nature.com/articles/0800473.pdf?origin=publicat n_detail
ion_detail Nocturnalism:
Nocturnalism: https://biology.stackexchange.com/questions/324/why-did-the-
https://biology.stackexchange.com/questions/324/why-did- process-of-sleep-evolve-in-many-animals-what-is-its-
the-process-of-sleep-evolve-in-many-animals-what-is-its- evolutionary-ad
evolutionary-ad
Environmental Changes:
Environmental Changes: Cold Weather:
Cold Weather: http://www.businessinsider.com/animals-able-survive-extreme-
http://www.businessinsider.com/animals-able-survive- cold-2016-4
extreme-cold-2016-4 https://voices.nationalgeographic.org/2014/07/30/animals-
https://voices.nationalgeographic.org/2014/07/30/animals- science-extreme-temperatures-frozen-alaska-wood-frog/
science-extreme-temperatures-frozen-alaska-wood-frog/ Heat Waves:
Heat Waves: http://people.com/celebrity/hottest-bodies-animals-that-can-
http://people.com/celebrity/hottest-bodies-animals-that-can- withstand-extreme-heat/
withstand-extreme-heat/ https://voices.nationalgeographic.org/2014/07/30/animals-
https://voices.nationalgeographic.org/2014/07/30/animals- science-extreme-temperatures-frozen-alaska-wood-frog/
science-extreme-temperatures-frozen-alaska-wood-frog/ Flooding:
Flooding: https://www.mnn.com/earth-matters/animals/blogs/how-wild-
https://www.mnn.com/earth-matters/animals/blogs/how- animals-are-coping-hurricane-harvey-flooding
wild-animals-are-coping-hurricane-harvey-flooding Humidity:
Humidity: https://sciencing.com/life-survive-humid-subtropical-climate-
https://sciencing.com/life-survive-humid-subtropical-climate- 8660303.html
8660303.html
The students may ask the teacher for support and assistance,
The Teacher will go around and provide support to students such as, Okay, you got the mutation of high amounts of body fat,
research and rationales, for example asking guiding question so what advantage/disadvantage will that have when the
such as, Okay, you got the mutation of high amounts of body temperatures drop due to freezing cold weather? Or, you got the
fat, so what advantage/disadvantage will that have when the mutation of sweat glands and the environmental change of heat
temperatures drop due to freezing cold weather? Or, you got waves, how does sweating help your organism survive/not survive
the mutation of sweat glands and the environmental change of in the heat? Use the articles I provided on the board to assist in
heat waves, how does sweating help your organism your research. Students will remain on task in writing down all
survive/not survive in the heat? Use the articles I provided on their explanations/research/information on their poster, as well
the board to assist in your research. The Teacher will make as labeling and drawing models as well.
ensure students are on task and that they are writing down all
their explanations/research/information on their poster, as
well as labeling and drawing models as well.
DIFFERENTIATION (PHIL)
English Learners Striving Readers Students with Special Needs Advanced Students
ELL students and are all allowed There is a significant amount of
For our students that have been
to speak directly to the Teacher Students who are striving readers advanced and gifted students in
identified with an IEP plan, they
using will be encouraged to highlight our periods, and their learning will
will be given accommodations
Spanish/Chinese/Vietnamese, key concepts in the be enhanced by having them
based on the plan notes. This
however we only answer them in reading/notes/poster, etc. and be engage in higher level thinking
includes preferential seating at
English. The ELL students also asked guided questions to questions. For example, when the
the front of the room, extended
have preferential seating, allowing strengthen their connection of teacher asks the ELL students level
time to turn in assignments, and
them to sit next to a mentor scientific vocabulary and word 1 questions, they are simply
alternative arrangements for test
student who will serve as a meaning. yes/no or identify the word type
taking.
translator. questions. For the advanced
students however, my master
Teacher has taught me to engage
them in higher level questions
such as explain why this or
what makes you believe that
etc. These students learning will
be fostered and encouraged just
as much as the other focus
students in this course.
REFLECTION: SUMMARY, RATIONALE, AND IMPLEMENTATION