Скачать 127.74 Kb.
|Evolution Lesson plan|
Subject/Grade: Integrated Science or Biology 9-12 Time: 6 lessons/90 min each
Objectives for the unit:
At the completion of this unit students will be able to:
Colorado Science Standards Supported:
All six Colorado Model Science Standards are supported by this unit.
1. Lesson One: MULTICULTURAL LESSON The Origin of Life
2. Lesson Two: The Biological Evolution
3. Lesson Three: The Fossil Record
4. Lesson Five: Field trip to the Denver Museum of Nature and Science or ”discussion circles” using books, field guides, and atlases from the library.
5. Lesson Five: Charles Darwin and the Theory of Natural Selection
Every lesson will follow 5E instructional model with extended Explanation part.
I. Part I Engagement
II. Part II Exploration
III. Part III Explanation
IV. Part IV Elaboration
V. Part V Evaluation
Notes and comments:
Assessment: Assessment will be conducted after each lesson in the form of worksheets and after completion of the unit in the form of comprehensive test.
Origin of life/Chemical Evolution Lesson plan
Subject/Grade: Integrated Science or Biology 9-12 Time: 2/90 minute lessons
Content Objectives: At the completion of this unit students will be able to:
Psychomotor: At the completion of this unit students will be able to:
Affective: At the completion of this unit students will be able to:
Literacy Objectives: At the completion of this unit students will be able to:
Colorado Model Science Standards supported:
Standard 1: Lab experiment, (pasteurization of water)
Standard 2: Changes of matter and energy.
Standard 3: The six characteristics of life.
Standard 4: The processes and dynamics of Earth.
Standard 6: The scientific way of knowing.
I. Part I Engagement - 80 minutes followed by questions specifying the significance of this multicultural “idea circle” lesson.
Central Idea: The first life form might have been a miracle, an unlikely one-time natural event or a likely event of chemical reactions. Once that first life appeared the process of evolution began.
What are some different cultural believes about the origin of life on Earth?
Using trade books, web resources, encyclopedias, and cultural mythology books students in small groups will read and present different cultural ideas on the origin of life.
IDEA CIRCLES BACKGROUND
“An excellent way for students to respond to literature is by using idea circles. Idea circles represent the small-group/multiple-books model of organizing the classroom for literature study. They involve students in small-group peer-led discussions of concepts fueled by reading experiences with multiple texts “. (Guthrie & McCann 1996).
Idea circles are an ideal way to promote peer-directed conceptual understanding of any aspect of content area learning. This conceptual learning involves three basic ingredients:
Idea circles not only engage students in learning about science but they also require engagement in a variety of literacy activities, including:
In addition, they involve students in a variety of important collaborative processes, including turn-taking, maintaining group member participation, and coaching one another in the use of literacy strategies (Guthrie & McCann 1996).
Idea circles involve three to six students in directed, small-group discussions. Idea circles are peer led and involve student-generated rules. Students work together to create a common understanding of a concept by constructing abstract understanding from facts and details. Every student may interact with a different text in preparation for the group discussion. Then during the discussion, students share the unique information that they have found.
The teacher begins the idea circle experience by presenting students with a goal in the form of a topic or question. An example of a question might be: What are some different cultural believes about the origin of life on Earth? Before the idea circle meets, students can either read extensively from relevant informational trade books or read and discuss their findings concurrently. Students are encouraged to search for information, comprehend text being used and synthesize information from different sources.
Information that students bring to the group may also come from prior experiences, discussions with others, as well as from their readings. In their groups, students exchange facts, discuss relationships among ideas, and offer explanations. When discrepancies arise students search their sources to clarify information (Guthrie & McCann 1996).
Why are we talking about believes (religion) in the Science class at the beginning of a unit on evolution?
How is religion different from science?
Why is it illegal to teach religion in public schools?
How is teaching religion different from teaching about different religions?
II. Part II Exploration
1. What are 6 characteristics of life?
2. How do you distinguish life from non life?
3. What chemical elements are essential for life?
Characteristics of life
Elements essential for life
1. Water, Energy
2. Chemicals Carbon , Oxygen , Hydrogen,
Sulfur, Phosphorus, Nitrogen (C, O, H, S, P, N)
Time pair share (10 minutes), how do you think life originated on Earth?
How did life arise?
1. A miracle
2. An unlikely event, happened only once on Earth shortly after its formation
3. An inevitable consequence of chemistry
4. The extraterrestrial planting
5. Any new ideas
6. Other than Christian believes, legends,
Why science can not study miracles? Why only the 3rd option can be studied by scientists?
III. Part III Explanation
The first life form might have been a miracle, an unlikely event or a likely event of chemical reactions.
Emphasis on international character of evolutionary theory and scientific investigations as a whole.
Aristotle Ancient Greece vitalism
Life force permeates the Earth, life arises spontaneously
(Everything spontaneously starts growing in the spring.)
Louis Pasteur (1822-1895) Pasteurization
“No life can occur without prior life”
Experiment Boiled water remained sterilized indefinitely if sealed.
Charles Darwin The theory of evolution by natural selection
Outlined the key requirements for life:
Alexander Oparin (1894-1980) “primordial soup”
Life arose from water, which gradually become enriched in organic molecules.
Miller/Urey Experiment 1950 University of Chicago
Primary building blocks amino-acids arise spontaneously in lab experiment from essential
chemicals, water, and electricity.
«Cooling Tower Model Developed in a Toolkit for Primary hvac system Energy Calculation-Part 1 : Model Description and Validation...
«Journal of symbolic logic» 1934г., VI part 4, XXVI part 1-2? 1960 г., V part 4-5, 1980г