Alison+Driekonski

Problem Based Learning Lesson

 * Daily lesson Game Plan**

//**Unit:**// Evolution
 * //Lesson://** Antibiotic Use
 * //Grade://** 9th grade Living Environment

//**Lesson Description:**// Students will be posed with the question: Should antibiotic use be restricted? This is a relevant question for them because virtually everyone has had to take antibiotics at some point in their life. They will research the question and decide on their own opinion. Once they have formed an opinion, they will divide into two groups, either for or against the restriction of antibiotic use. As a group they will do further research to support their stance. They will create a visual aid of their choice which they will use as support during the following class debate on the subject.

-Biological evolution -Interdependence of organisms
 * National Science Education Standards: Life Science Content Standards Grades 9-12**


 * //NYS Learning Standard #4://** Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
 * -Key Idea #3:** Individual organisms and species change over time
 * -Key Idea #5:** Organisms maintain a dynamic equilibrium that sustains life
 * -Key Idea #7:** Human decisions and activities have had a profound impact on the physical and living environments

-creativity and innovation -communication and collaboration among the classroom -research and information fluency -critical thinking, problem solving, and decision making -digital citizenship -technology operations and concepts
 * ISTE NETS-S**

1)** Students will be given the question: Do you think the use of antibiotics should be restricted? This lesson will take three class periods, with homework the night before the first class. Students will be given one full class period (80 minutes) to perform their research. The following class they will be able to create their visual aid and finish up any research they have left. The third class period they will be given ~20 minutes to prepare their groups for the debate. The rest of the class will be devoted to hearing both sides of the debate, seeing their evidence, and each sides rebuttal.
 * Lesson Steps:
 * 2)** Students will be assigned as homework to research this question and form an opinion.
 * 3)** The next day students will be assigned to one of two groups, depending on their opinion. One group will be in favor of antibiotic restriction and the other group will be opposed to it.
 * 4)** Each group will then be given class time to research their side and create an argument that they can defend, each student will be responsible for turning in notes of the research they did.
 * 5)** Each group will be responsible for creating a visual aid of their choice to aid in their defense of the topic.
 * 6)** They must cite at least one expert in their defense.
 * 7)** The two groups will have a debate, each citing their research and informed opinions.

Students will use computers and the internet to perform research. They may use computer software, like PowerPoint, to create their visual aid. They may include short video clips or audio recordings that contribute to their defense.
 * Technology**

This lesson may be customized for diverse learners by allowing for extra time on the computers for research. It is also customizable because the students can choose how they present their defense and what type of visual aid they will create. This allows for creativity and for the students to work in the style they are comfortable with.
 * Customization**

Students will receive two grades for this assignment. They will receive an individual grade that will be based on the research they turn in and also on their participation during the debate. They will also receive a group grade that will be based on how they present their side (verifiable data, examples, etc.) and how well they defend their case (rebuttal), and the visual aid they create.
 * Evaluation**

**Allison, This assignment sound like it will be very engaging for your students. I was thinking it might be nice to allow your students to give a grade to their group members as well and have them explain who did what to help contribute to the group. This will help you know exactly who participated in the group work and who did not. Just a thought.

Katherine Ewing**

=** __Online Collaboration Lesson__ **=

Daily Lesson GAME Plan

//**Unit:**// Evolution //**Lesson:**// Related Species //**Grade:**// 9th grade Living Environment


 * //Lesson Description://** Students will each be assigned an animal to research using online resources. They will look for physical characteristics, geographic distribution, ancestry, diet, and anything else they think is important. When they have completed this, they will post a description of their animal using all of this information on our class blog. After everyone has posted, each student will be responsible for finding at least two animals that other students posted that are related (however distantly) to their animal. They will then post again to the blog stating which animals are related to theirs' and why.

-Biological evolution
 * National Science Education Standards: Life Science Content Standards Grades 9-12**

-evidence, models, and explanation
 * National Science Education Standards: Unifying Concepts and Processes in Science**

- understanding of scientific concepts - understanding of the nature of science - an appreciation of "how we know" what we know in science
 * National Science Education Standards: Science as Inquiry**


 * //NYS Learning Standard #4://** Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
 * -Key Idea #3:** Individual organisms and species change over time

-creativity and innovation -communication and collaboration among the classroom -research and information fluency -critical thinking, problem solving, and decision making -digital citizenship -technology operations and concepts
 * ISTE NETS-S**

__**Lesson Steps**__

1) Students will each be assigned an animal to research. They will be instructed to concentrate on their animals ancestry, physical traits, geographic location, and anything else they think will help them in determining its' relatives. 2) We will go to the computer lab and students will have one class period (80 minutes) to perform their research. 3) Their homework will be to review their research and be prepared to write a few paragraphs summarizing their findings. 4) The next class we will return to the computer lab and each student will post a few paragraphs summarizing their findings on the class blog. 5) Once everyone has posted, each student will review the other posts, looking for animals that are related to theirs. 6) They will take note of at least two animals that are related to theirs and add these to their post on the blog, stating why they believe they are related. 7) Their homework will be to look up the animals they think are related to see if they are correct. They should be able to do this using a simple search engine, like Google. They will then write a brief explanation of whether or not they were correct to hand in the next day.

Students will use computers and the internet to perform their research. They will then use the class blog to post their findings and review their classmates findings. They will also use a search engine to determine if their findings are correct.
 * Technology**

This lesson may be customized for diverse learners by allowing for extra computer time for research. It is also customizable because some animals will require more in-depth research to determine their related species. I can assign these animals to my more advanced students so they do not become bored, finishing too quickly.
 * Customization**

Students will be evaluated based on the research they perform, the content and quality of their blog posts, and the explanation they do for homework. Whether or not they are correct will not be as important as the work they do and the explanation they provide.
 * Evaluation**

=__ Digital Storytelling Lesson Plan __=


 * Daily Lesson GAME Plan**

//**Unit:**// Evolution //**Grade:**// 9th grade Living Environment
 * //Lesson://** Related Species

//**Lesson Description:**// This lesson will immediately follow the Online Collaboration lesson. The next day we will go to the computer lab and students will view their blogs. They will pair up with someone that had a species related to theirs. Students will already be familiar with how to create a digital story, as this will not be the first time we have done this type of activity. They will be instructed to work with their partner to create a short digital story describing their two species and how they are related. They may use voicethreads, pictures, video clips or anything else they like. When they have completed it, they will post it to the class blog. They will have 1 1/2 class periods in the computer lab to complete this and the last half of the second period will be spent viewing classmates digital stories and commenting on them.

= = -Biological evolution
 * National Science Education Standards: Life Science Content Standards Grades 9-12**

-evidence, models, and explanation
 * National Science Education Standards: Unifying Concepts and Processes in Science**

- understanding of scientific concepts - understanding of the nature of science - an appreciation of "how we know" what we know in science
 * National Science Education Standards: Science as Inquiry**


 * //NYS Learning Standard #4://** Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
 * -Key Idea #3:** Individual organisms and species change over time

-creativity and innovation -communication and collaboration among the classroom -research and information fluency -critical thinking, problem solving, and decision making -digital citizenship -technology operations and concepts
 * ISTE NETS-S**

__**Lesson Steps**__

1) Students will be instructed in the classroom before going to the computer lab. They will be told to log onto the class blog to view their posts from the last class. They will then pair up with someone they found has a species related to their. They will be given about 15 minutes to accomplish this.

2) Once they are paired up, they will begin planning their digital story. They should combine the information they each found on their species. They will have creative freedom with their product, as long as it contains information (in any format) describing how their species are related.

3) They should finish planning by 1/2 way through the period and begin creating their digital story.

4) The first half of the second class will be spent finishing up and posting to the class blog.

5) When everyone has posted to the blog, students will then spend the remainder of the class viewing their classmates posts and leaving comments on them.


 * Technology**

Students will use computers, the Internet, and various recording equipment, depending on exactly what they decide to create.


 * Customization**

The lesson will customized for diverse learners by allowing them freedom in exactly how they create their digital story. Students will be working together, so they can assist each other if they have weaknesses. I will also be available for any assistance that may be needed.


 * Evaluation**

Students will be evaluated on the quality of their digital story and the information it contains. Each pair will receive two grades, an individual grade and a group grade. The individual grade will be based on the information they contributed on their species and the their contribution to the project, which I will be observing as they are working. The group grade will be based on the quality of their digital story, how well they combined their information and presented it.