Evolutionary Processes For Unit 5

Lesson 5 and Observation Lesson

Study Stations and Quiz with Review
1. Description of the Setting: What characteristics of the classroom or setting are important to the
lesson? (e.g., grade level, physical set-up of classroom, number of students, adult supports, etc.)
Grade level: 11th – 12th Grade
Classroom description: When you enter the room the first thing you will notice is that the room is structured more longitudinally
in its design. There are two doors for entrance into the class with one positioned at the front, and one at the back. It is made from
cement blocks and has two windows on the far wall facing a small alleyway. The room itself is divided arbitrary into two sections.
One half is set up with wooden tables with black tops for lab set up. There are four short stools per set up, and two tables push
together longways. In total there are six pairs of tables with four tables per group. Underneath each table cluster is a power strip that
plugs into an outlet on the floor. Along the walls on this side of the classroom are cabinets for storage, microscopes, skeletal
models, diagrams of the human body, and a taxidermized hawk. There is also an emergency shower positioned close to the door,
with a first aid cabinet, fire blanket, and sinks placed in varied locations. The other half of the room is set up for lecture activities
and is comprised of student desks organized in clusters. Each desk is made of wood and a plastic material that has chairs that are
detached from the desk. Each desk is clustered into groups of four or five and is evenly spaced out in the room. There is a white
board at the “front” of the room with a smart board and a smart TV. On this half of the room there are more cabinets for storage and
student made posters of varied body systems, coloring pages, inspirational posters as well as other student created projects. On the
wall with the windows there is another small whiteboard for the class agenda, as well as the teacher’s desk and computer. In the
middle of the room there is an instructors table with some drawers for storage and a projector device that connects to the smart
board and smart TV.
Adult support: For this room the only teacher supports are Mr. Edwards and me. Though there are a few students with an IEP and
504, they do not require paraprofessionals. As usual there are other teachers in the department available for help as well as
administration, resource officers, and various teachers’ assistants. As this is the science hall there are also other teachers around for
support if necessary.
Class time: 90 minutes
Number of students: 17

2. Description of the Learners: What do you know about the learners that have influenced your
decisions in planning this lesson? (e.g., learners with disabilities, ELLs, gifted learners, experiential
background knowledge of the learners, cultural diversity of the learners, etc.)

These students are either juniors or seniors and have already taken physics and chemistry as prerequisites to
the course. Each student is required to take three years of science for graduation, and this is their last required
semester for the subject. Those students who have not passed first semester biology will continue to take this
class but will need to retake first semester during summer school. Most of these students are from the suburbs
with some students from the inner city and are brought to school via taxi.
In this class there are 17 students in total and four of them have a listed IEP intervention. Two students, C.K
and M.S, both have alternative testing available as well as modified test. Both students have a speech
impediment and may choose to do more written assignments or videos with subtitles. For these students there
is a testing center in the library where there are staff available to read the test to them or allow for more time.
The modified tests consist of removing an incorrect multiple-choice question or shortening/removing short
answer questions from the exam.
Student J.W is hearing impaired and wears a hearing aid. What is listed in her IEP is to talk clearly and sit her
toward the front of the classroom. If there are any videos for instruction, the use of subtitles is also utilized.
Seating close to the source of instruction may also be necessary but normally not an issue with this student.
Student A.H has an IEP that indicated he is on the autistic spectrum and has social anxiety listed as a
behavioral trigger. Preferred seating near the instructor is required and the ability to leave the room for
decompression may be necessary. This student is also diabetic and will need to leave for the nurse at times
during the instruction. This student wears a blood sugar monitoring device that is connected to his phone and
will need to always have access to it. This device sends notifications to his phone as well as his guardians on
any change in his condition.
3. Standards/Quality Indicators/Skills: National, state, and/or local standards, quality indicators, and
skills addressed by this lesson.
 9-12.LS4.A.1 Communicate scientific information that common ancestry and biological evolution are
supported by multiple lines of empirical evidence. (Clarification statement: Emphasis is on a
conceptual understanding of the role each line of evidence has relating to common ancestry and
biological evolution. Examples of evidence could include similarities in DNA sequences, anatomical
structures, and order of appearance of structures in embryological development. Communicate could
mean written report, oral discussion, etc.

 9-12.LS3.B.4 Apply concepts of statistics and probability to explain the variation and distribution of
expressed traits in a population. [Clarification Statement: Emphasis is on the use of mathematics
(Punnett Squares) to describe the probability of traits as it relates to genetic and environmental factors
in the expression of traits.

4. Lesson Objective(s)
(Lesson objectives should contain observable and measurable target behavior, conditions under which the
target behavior should be performed and criteria for mastery.)
 How does this lesson fit into the larger instructional sequence?

 Official Objective: Students will compare, contrast, and define elements in genetics and natural
selection in a completed study stations activity with a completion of 100%

 Student Objective: Students will complete the study stations and discover what stations they
experienced challenges in, and where they were the most comfortable.

5. Assessment: Assessment(s) before, during, and after the lesson

Before: Today consists entirely of getting ready for quizzes and tests. My before assessment will start with
our review of the quiz. Depending on their answers and how they respond to the review, I will determine if
we need to keep looking into a specific subject, or if the students feel confident to move on to the next topic.

During: As the students are taking their quiz I will be walking the room and looking to see how they are
pacing themselves. As and additional during assessment, in their study stations, I will be meeting with them
one-on-one and determining together where their strengths and weaknesses are in the content before they take
their exam. Depending on their answers, we may need to go over another concept before the test in order to
ensure content absorption.

After: After the quiz I will be compiling data and looking to see what questions students got wrong the most,
and which ones they understood completely. In response to that I will go over and/or redirect our future
lesson into one that goes over what it is they didn’t understand and teach it in a different format for better
retention.

6. Lesson Procedures: Sequence of events of the lesson elements designed to introduce the lesson,
engage learners in the lesson content, and bring the lesson to a close.
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  How will you engage the learners, review prior skills/content, and set a purpose for learning?
 In what ways will you explain the relevance of the lesson to the learners and/or link the lesson to
students' wonderings, experiences, or questions?
 In what ways will you demonstrate the processes you want the learners to follow as they participate in
the lesson?
 How will you structure the lesson so that students can gradually assume responsibility for learning?
 How will you provide feedback to students throughout the lesson and guide them to reflect on what
they learned and their own success in the learning process?
 How will you plan for the allocation of time to the different lesson activities?
As students are entering the classroom I will be standing outside of the door greeting them as they walk
in. This gives them an opportunity to talk with me before class starts over any issues or concerns that they
may have. On the board as they walk in will be an agenda set up letting them what we will be doing today in
class and what our daily objective it. As today will be a study day there will be no bell ringer questions
posted. Once class has started I will greet them and ask them how their day is going, how they are feeling etc.
Once that is done I will start by explaining what we will be doing today as follows;
"First thing on our agenda today is we are going to do a quick review for the quiz. This is your last chance to
ask me any question or go over any concepts that you are not fully comfortable with before you take the quiz.
The quiz itself should take about 15 minutes to complete and then we are going to move on to a study station
activity to get you ready for the test next week. When we are finished with that we will complete our study
guides and I will be walking around the room to help you complete those.”

I will then instruct the students to put everything except their computers away, but to close them because we
will not be using them right away. I will open these notes (Link) and go through the review with the students.
After all initial question have been answered and the students feel ready to start, I will instruct them to put
everything away except their computers and to move around the room to get ready to take their quiz. Once
this is accomplished I will again to remind them that when they are finished with the quiz to tilt their
computers so that I know that they are finished. The password for them to log into the quiz using lockdown
browser will be “darwinsfinches”.
As students are taking the quiz I will be walking around the room observing and answering any questions the
students may have while they are taking their quiz. Once everyone has completed the quiz I will call for them
to move back to their seats so that we can move on to the next portion of the day.
As everyone is in their seats I will show them where in schoology the study stations document is and how to
open it. I will then describe each station,
“There are 5 stations set up around the room. You will have 6 minutes to complete each station as best as you
can today.
Station 1: this is a large cheat sheet where I want you to write two things you either think will be on the test,
people should know that will be on there, or questions that you may have that someone can answer. You can
draw a picture, make a statement, or take something directly from your notes and put it on here. For credit
you just have to sign your name next to it. This will not take 6 minutes to complete, so additionally, you will
color this sheet. One of the examples will be colored as incomplete dominance, the other will be
codominance. Sign your name on it and either turn it in, or take a picture of it and post it onto the google
doc.
Station 2: this stations has practice problem on it. If you notice, each paper has 1-4 on one side and 1-4 on
the other side. Each number 1 has the same answer, same as the rest of the questions. This is for you to check
your work with your group mates. If you get the same answer, you are correct, if one of you gets it wrong, go
back and see where you make a misstep. You must show your work on a separate sheet of paper. For credit,
either sign your name on it and turn it in, or take a picture of it and paste it into your google doc.
Station 3: Blooket games. There are three game options, just pick one. When the timer sounds, take a screen
shot of your score, and past it into your google doc for credit.
Station 4: On the back tables there are tables with questions on them, go to each table and answer the

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questions on those tables. They are labeled with sub stations A-D.
Station 5: This station is me. You will come to my table and you can then turn in any work you have
completed, ask me any questions on content, the quiz, the test or missing work you still need to turn in.
Once you have completed your study stations, you will use this time to finish/start working on your study
guides. All work you have completed during this study station should either be placed into your google doc or
tuned into me.

I want you all to understand that this study station is designed for you to figure out what it is you still need to
work on, and what you understand fully. If you don’t finish your work, you will still get credit for the day.
Today assignment is based on completion and as long as you are working, you will get full credit. If I see that
you are goofing off and not finishing your work, you won’t get the credit. I want today to be more about
understanding the content, than just getting the point for an assignment.
I have made groups for you on the board and the stations you will all start at. I will give you about 30
seconds to get to your starting station, and then start the 6-minute timer.
If there are no questions, go ahead and get to your stations.”

For the first station there will not be a group with me, so I can help by answering questions and assisting
others with the stations. After the first 6 minutes, I will be working with students more one-on-one in station
5.
Every 6 minutes I will restart the timer.
Once all of the stations have been complete, I will instruct everyone to take out their study guides and work
on those until the end of class.
At approximately 5 minutes before the bell rings I will collect the students attention and ask them if they have
any questions about the study guide.
After answering those, they will be free to leave when the bell rings.

Time allocation for this lesson will take approximately 90 minutes.

Explaining agenda: 2 minutes
Quiz review: 10 minutes
Quiz: 15 minutes
Study station instructions: 5 minutes
Study Stations: 30- 35 minutes
Study Guides: Remaining time (30 minutes)

7. Resources and Materials: List of materials used in planning and during the implementation of the
lesson

1. Smart board/Smart TV
2. Google classroom (link for materials set here) Link: b4wmzxi
3. Infinite campus
4. Study guides printed for students http://tinyurl.com/hkkxwav5
5. Students laptops
6. Review notes: https://docs.google.com/presentation/d/1MkkaRxNvi64KK3-
zPJ9QaIS7mgfgrYDG3ipFieDaKtM/edit?usp=sharing
7. Printed instructions for each station: Link
 Station 1: Poster Board and coloring sheet:
https://docs.google.com/document/d/11sskueC5FxzCmQln923tiNcxoNFXcYTQ9STYvlotDaY/edit
 Station 2: https://docs.google.com/document/d/19O8qBA6_uPJTd4Ty04v6-YvG5t49u3NoF--XfsrFriE/
edit
 Station 3:
https://docs.google.com/document/d/1zGUah7fkedLsbNYAwRkoDBZR8B_Tnl6WnNtXlU7MTV4/
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 edit#
 Station 4:
https://docs.google.com/document/d/1sfugNP2RTYm5THOrN0rQwGNxZ7NOXdAQw_V0DHHFH
P0/edit
8. YouTube timer
9. Markers
10. Large poster paper
11. Physical artifacts (optional, I had fossils)

Works cited;

History. (n.d.). https://www.camellosafari.com/camels/history/history.html

Old world camels in a modern world – a balancing act between ... (n.d.).
https://onlinelibrary.wiley.com/doi/10.1111/age.12858
8. Embedded Technology: Instructional and/or assistive technology incorporated into the lesson to
enhance instruction, student learning, and assessment.

As usual we will be utilizing the school’s smart TV as the instruction method for our review. This also uses
google slides as well as each student’s laptops to access this method of instruction.
There quizzes will be taken on Schoology using their computers, and their study stations will also have an
online component in addition to a physical copy.
Spread out in the room I will have tables set up with fossils to act as enrichment and real world examples to
get students engaged in the lesson.

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9. Differentiation/Accommodations/Modifications/Increase in Rigor: To help meet
the needs of all learners, learning differences, cultural and language differences, etc.
 How are you embedding Universal Design for Learning principles within the lesson?
 What specific accommodations are you providing for individual learners and how are
these being provided?
 How are you modifying the outcome, process, or product for individual learners?
Universal Design for Learning Principles:
 Engagement (why): This lesson optimized relevance and value of each portion of the
unit, and allows for the students to take a sample of each station and decipher areas to
study, and where they are most comfortable. Moving around the room and working
with their peer’s fosters collaboration and a positive community in the classroom.

 Representation (what): Using stations allows me to customize the display of

information form the unit and take examples from past worksheets and activities in
order to reintroduce them to the students for the upcoming formative assessment.
Different stations clarify aspects of vocabulary, background knowledge and looks at
relationships and big ideas.

 Action and Expression (How): The physical action of moving demonstrates the
different points of the lesson and resets their minds to a new topic. It also splits the
work into chunks to allow for breaks from the hard concepts students may face. Giving
students the opportunity to just work and not worry about points also helps them to
play strategically on what they need to study over the weekend for the test. They are
also introduced to different tool sets for solving problems and they look into real world
scenarios for content connections.

10. Classroom Management: Strategies consistent with the learning needs of the lesson
that also meet student behavior needs to help keep learners on task and actively engaged
 How will you review classroom rules and procedures?
 What specific procedures will be in place to ensure smooth transitions between lesson
activities?
 How will you provide reinforcement or acknowledgment to the whole group or individual
learners for appropriate behavior?
 How are you using individualized behavior supports for individual learners?
Quiz etiquette is the same as it has always been so far in the year. Students will spread out in
the classroom and when they are finished with their work they should tilt their computers
down. They are allowed to use their phones at this time.

During the study stations I expect them to work on each station for the entire 6 minutes. As
today will be done on completion, as long as they are working the entire time, they will get the
points for today whether they are finished or not. I will let them know that if I see them not
working, and then claim they didn’t understand or didn’t have the time, they will not be
getting the full points for the day.

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As far as general classroom management there are expectations that were discussed at the
beginning of the year that pertain to all forms of lecture and activities, they are as follows;
 To use the bathroom, you must ask permission to go.
 Cellphones are to be either face down on your desk, or in your bag put away.
 Food and drink are not allowed in the lab but can be eaten at your tables.
 Ear buds cannot be played while in lecture.
 Students are not allowed in the lab at any time. Failure to follow this rule will require
detention and a write-up.
Once students are completed with their work and if time allows, students may use their phones
as a reward

11. Supplementary Activities: Activities for early finishers or if the lesson is completed
early that extend learners' understanding of and thinking about the lesson objectives by
applying their new knowledge in a different way

During the stations, if they finish early they should work on their study guides. Same is
expected for the last half hour of the day. Other work can include missing work, or if there is
anything the students don’t understand about the unit as a whole.

12. Lesson Evaluation and Reflection

 To what extent did the learners meet the lesson objectives?
 In what ways did you provide feedback to learners?
 Which activities or strategies did you find the most effective in the lesson?
 What adjustments will you make in future lessons?
 How will you build on today's learning in your next lesson?

1. Every student who was present for today’s lesson completed the assignment and
submitted their work. Our objectives were met for each student and was verbally
communicated to me through station #5 as a small group discussion.
2. I provided positive feedback through the review notes and offered praise and redirected
students to discover the right answer. In station 5, I was also able to look at everyone’s
grades and give feedback on how they are doing, and helped them on what they needed
more context on.
3. Having each group picked for the students helped to spread everyone through the room
more easily. This also allowed me to pair students who understand the content more
thoroughly, with students who are struggling in order to gain a different perspective on
the content. Students who understood what we are doing can help the other students,
while also enforcing the knowledge in their minds as well.
4. For future lesson I want to make sure that each students know not to write on the
question sheets on the tables. I did forget to mention this and some students wrote on
the copies. I also want to emphasize more on my intentions for this lesson as a day for
understanding rather than getting points for a grade.
5. The next lesson will take us into the new unit on Ecology. We will be drawing back on
the information we have learned in this unit and to move forward with our learning.

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Additional Information
Any area or lesson component that may not have been covered by this format that you think
is vital to include in this lesson

Study Stations
Directions: There are 5 stations around the room. You will have 6 minutes to move from station
to station and complete the tasks and practice problems. You will fill out the questions on this
google doc and either turn in any scrap work or coloring sheets to me with your name on it, or
take a picture of it and paste it in this document. If you finish the activity before the timer rings,
either work on your study guide, or have a minute of free time in-between.
Your group members are on the board.

Station 1: Gigantic Cheat Sheets:

Part 1: On each page write what is important to know on the test. Everyone must write
at least two things on the page and it must be different from everyone else's input. You may
draw pictures or graphs, use vocabulary words or short statements, as well as just bullet points
of information. For credit, write your name next to your comment.

Part 2: Coloring sheet. INSERT PICTURE HERE OR TURN IT IN AT STATION 5

Station 2: Practice Questions

Go to table 2 and with a partner from your group answer the questions. One partner will
answer one side, the other partner answers the other side. Each question number is the same
answer on both sides. This is to check each other's work. MUST SHOW YOUR WORK ON
SCRAP PAPER AND TURN INTO ME WITH YOUR NAME ON IT, OR TAKE A PICTURE AND
PLACE HERE.

1. _____________________________
2. _____________________________
3. _____________________________
4. _____________________________
5. _____________________________

Station 3: Blooket Games

Go to table 3 to click the tiny URL’s to play the games. There are three games listed,
pick one or two of them to play. When you have answered all of the questions take a screenshot
of your score and place below.

Game 1: http://tinyurl.com/ynxe326x

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Game 2: http://tinyurl.com/4swradj2

Game 3: http://tinyurl.com/bdfs9hk5

Station 4: Table Examples:

On table 4 I have set up for your different examples and items for you to look at and
explain. Read each question by the items and place your answers below.

Sub Station A: Analogous/Homologous: Why?

 Is this an example of convergence of divergent evolution?

Sub Station B: DNA sequencing answer:

Sub Station C: Embryology:

Sub Station D: Biogeography: Click Link below:

https://flexbooks.ck12.org/cbook/ck-12-biology-flexbook-2.0/section/
5.17/primary/lesson/biogeography-bio/

Station 5: The ask me station: Bring to me your paper and your questions. MUST
GET MY APPROVAL BEFORE YOU SUBMIT.

When you are finished with all of the stations, start working on your study
guides.