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Collaboration Lesson Plan
Collaboration Lesson Plan
Grade Level: 10
Subject: Biology
National: (NGSS)
HS-LS4-4.
Construct an explanation based on evidence for how natural selection leads to
adaptation of populations. [Clarification Statement: Emphasis is on using data to provide evidence for how
specific biotic and abiotic differences in ecosystems (such as ranges of seasonal temperature, long-term
climate change, acidity, light, geographic barriers, or evolution of other organisms) contribute to a change
in gene frequency over time, leading to adaptation of populations.]
RST-11.12.1
Cite specific textual evidence to support analysis of science and technical texts,
attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
WHST.9-12.2
Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
MP.2
Student Learning Objective(s): Identify specific and measurable learning objectives for this lesson. Use action verbs.
SWBAT:
Develop a model, on the computer, that explains how natural selection works in regards to the trees that are seen around the
local environment
Materials/Resources: List the materials you will use in each learning activity including any technological resources.
Computer
Projector/Smartboard
Laptops or tablets for students
Lab Safety
Requirements: Describe the safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of
all materials used within their subject area science instruction. Include MSDS for all chemicals being used in the lesson
(http://www.flinnsci.com/msds-search.aspx) (If this does not apply to the current lesson, state, Does not Apply)
Emergency Procedures: Describe emergency procedures and the maintenance of safety equipment, policies and procedures
that comply with established state and/or national guidelines. Candidates ensure safe science activities appropriate for the
abilities of all students. (If this does not apply to the current lesson, state, Does not Apply)
2013 - 2014
Name
Description
Scientific
Question
Each 5-DIE lesson is focused on a scientific question (i.e. Big Question). With feature one of 5-DIE, the student will be asked to
respond with their initial ideas related to the Big Question. Example: Prior Knowledge Activity/Formative Assessment Related to
the Topic of Study
Collect
Evidence
Feature two of 5-DIE is an activity where the students are required to collect some evidence related to the science content of the Big
Question. Example: Lab/Activity that requires the students to engage in evidence collections.
2
Create
Explanations
Feature three of 5-DIE involves students analyzing their evidence and using it to generate an explanation (also called a claim) about the
scientific ideas of the lesson. Typically, the analysis will produce an artifact that the student will describe and justify to their peers and
teacher at in feature 5.
Example: Developing a Conclusion, Model, Graph, that answers the Big Question
Compare
Explanations to
Scientific
Knowledge
The accepted scientific understanding of the lesson is presented with feature four of 5-DIE. In addition to demonstrating a thorough
understanding of the scientific knowledge of the content, the student will be asked to compare and contrast your explanation from
feature three. Example: Lecture, Research, Textbook reference
Communicate and
Justify
Explanations
5
Finally, feature five of 5-DIE involves the students sharing and justifying their explanation and artifacts from feature three among their
peers and with their teacher. The culminating activity of 5-DIE is to reflect on the Big Question of feature one and synthesize their
understanding by using their evidence to compare and contrast their ideas with those of their peers and teacher. Examples:
Collaborative Argumentation Strategies: Big Paper, White-boarding, Small GroupWhole Group Collaboration
The Lesson:
Description of Learning
Outcomes
(Why are you doing it?)
& SKI Principles
5-DIE
Feature
Time In
Minute
s
13
Obtaining, evaluating,
and communicating
information
10
Obtaining, evaluating,
and communicating
information
3,4
15
4,5
15
1,2
Constructing
explanations
Engaging in argument
from evidence
Developing and use
models
Constructing
explanations
Engaging in argument
from evidence
2013 - 2014
2013 - 2014
2013 - 2014