Teacher Candidate: Kenneth Alton Subject: Living Environment Grade Level: 10

Standards:
Life Science
HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results
from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation
of individuals in a species due to mutation and sexual reproduction, (3) competition for limited
resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in
the environment. [Clarification Statement: Emphasis is on using evidence to explain the influence each of
the four factors has on number of organisms, behaviors, morphology, or physiology in terms of ability to
compete for limited resources and subsequent survival of individuals and adaptation of species.
Examples of evidence could include mathematical models such as simple distribution graphs and
proportional reasoning.] [Assessment Boundary: Assessment does not include other mechanisms of
evolution, such as genetic drift, gene flow through migration, and co-evolution.]

Technology
Empowered Learner: Students leverage technology to take an active role in choosing, achieving and
demonstrating competency in their learning goals, informed by the learning sciences.

1c. Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.

1d. Students understand the fundamental concepts of technology operations, demonstrate the ability to
choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore
emerging technologies.

Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning and
working in an interconnected digital world, and they act and model in ways that are safe, legal and
ethical.

2a. Students cultivate and manage their digital identity and reputation and are aware of the
permanence of their actions in the digital world.

2b. Students engage in positive, safe, legal and ethical behavior when using technology, including social
interactions online or when using networked devices.

2c. Students demonstrate an understanding of and respect for the rights and obligations of using and
sharing intellectual property.

2d. Students manage their personal data to maintain digital privacy and security and are aware of data-
collection technology used to track their navigation online.

Computational Thinker: Students develop and employ strategies for understanding and solving
problems in ways that leverage the power of technological methods to develop and test solutions.
5a. Students formulate problem definitions suited for technology-assisted methods such as data
analysis, abstract models and algorithmic thinking in exploring and finding solutions.

5c. Students break problems into component parts, extract key information, and develop descriptive
models to understand complex systems or facilitate problem-solving.

5d. Students understand how automation works and use algorithmic thinking to develop a sequence of
steps to create and test automated solutions.

Lesson Objectives:
Life Science
1. Students will be able to describe (comprehension) the four main factors of the process of
evolution.
2. Students will be able to distinguish (analysis) between common evolutionary misconceptions
and fact.

Technology
A. Students will be able to use technology to learn independently.
B. Students will be able to use technology to further their understanding of scientific concepts,
particularly those concepts associated with Charles Darwins Theory of Evolution.
C. Students will be able to use technology to communicate their understanding through a
combination of software, literacy, and/or illustrations.

Introduction of Learning Activity:

Life Science
The teacher will instruct students to navigate to class website by either typing in the website, already
written on the white board in the front of class, or by using their smart device to scan the QR code
located on their handout, which was passed out before class began. The teacher will instruct students to
begin with the Question Formulation Technique (QFT) activity by opening the prompting image and the
class’ Google Doc. The teacher will briefly explain the directions to the students, but students can also
refer to the directions for the activity that are on the class’ website.

Technology
Google Docs is a Web 2.0 technology website – a website that behaves like software. The Google Docs
site is chiefly a word processing engine that has many interactive capabilities, including tools for
collaboration in real-time.
Provide Information:

 Question Formulation Technique (QFT) (Google Docs)

 Poll Everywhere (website)
  Nearpod (website)
 Microsoft word (software
 Microsoft paint (software
 Evolution game (website)

Provide Practice:
Life Science
The teacher will provide opportunities for students to practice their knowledge throughout the lesson.
After the teacher introduces the QFT activity to warm up students for the class’ lesson, the teacher will
then direct students to the Poll Everywhere website – the teacher will display the code needed to join
the session on the white board. Once students have joined the session, they will be able to practice
their prior knowledge of biology and evolution while receiving real time feedback. Students will be able
to distinguish scientific fact from misconception regarding Charles Darwins Theory of Evolution.
Following the Poll Everywhere activity, the teacher will instruct students to navigate to Nearpod where
students will become self directed learners. Lastly students will practice what they have learned by
either (1) writing a letter to Darwin using Microsoft Word explaining the four factors of his Theory or (2)
illustrating a picture that represents the four factors of evolution using Microsoft Paint.

Technology
Poll Everywhere, an online polling website that is used to display polled information in realtime and can
provide feedback to its users.
Nearpod is an interactive instructional tool that is used to convey information to students while
maintaining their independence. Students are able to use the website and learn at their own pace and
learn comfortably.
Microsoft Word is a word processing software that allows students to practice their writing skills. The
grammar and spelling check built into the software provides realtime feedback to students and corrects
their spelling and grammatical errors.
Microsoft Paint is a software that allows the user to create and design a digital canvas. Students can
create an unlimited variety of artwork that they can use to express themselves and demonstrate their
learning.

Provide Knowledge of Results:

The teacher will use the formal formative assessments of provided in the fourth activity (Microsoft Word
or Microsoft Paint) to determine student comprehension of the learning objectives, Life Science and
Technology. The teacher will also use proximity to monitor students and informally provide them with
knowledge of their results and, if needed, guide them towards meeting the stated objectives.

Review:
The teacher acknowledges that the scientific concept of evolution is difficult for many students to fully
understand. This particular concept is often politically and religiously charged, therefore creating
disturbances and sometimes distress in the classroom for individuals who refuse to accept the Theory
due to either political or religious believes. This lesson is intended to provide students with a cursory
explanation of the Theory of Evolution; however, it should be noted that students are not asked to
believe the Theory itself, merely they must be able to describe the four factors of evolution. The
scaffolded approach practiced in this class uses the QFT to introduce the topic, Poll Everywhere to
address common misconceptions, Nearpod to instruct students independently, and Microsoft software
to assess student learning of the scientific concepts.

Four Factors of Evolution

1. The potential for a species to increase in number
2. The heritable genetic variation of individuals in species due to mutation and sexual
reproduction
3. The completion for limited resources
4. The proliferation of those organisms that are better able to survive and reproduce in the
environment

Methods of Assessment:
Life Science
Question Formulation Technique, formal formative assessment (Objective: 1)
Poll Everywhere, formal formative assessment (Objective: 2)
Nearpod, informal formative assessment (Objective: 1 & 2)
Microsoft Word or Microsoft Paint, formal summative assessment (Objective: 1 & 2)

Technology
Question Formulation Technique, formal formative assessment (Objective: A, B, & C)
Poll Everywhere, formal formative assessment (Objective: A, B, & C)
Nearpod, informal formative assessment (Objective: A, B, & C)
Microsoft Word or Microsoft Paint, formal summative assessment (Objective: A, B, & C)