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AIM: Who was Charles Darwin?
INSTRUCTIONAL OBJECTIVE: Students will learn about the life of the Father of Evolution, Charles Darwin. They will use their critical thinking and writing skills in a project, which will take a week to research and document.
MOTIVATION: Students will begin the class with a DO NOW: Kindly take notes on the video entitled: "Evolution's Voice" (Charles Darwin). This video is available for purchase at: amazon.com (for the price of $13.99).
DEVELOPMENT:
1. The students will begin the class with a DO NOW: Kindly takes notes on the video entitled: "Evolution's Voice" (Charles Darwin).
2. The video shows the life of Charles Darwin, however the students will be shown up to and including the voyage of the H.M.S. Beagle. This lasts roughly 30 minutes.
3. The last 10 minutes of class time will be dedicated to a lively discussion between students and teacher on the contents of the video.
4. The students will be asked about Darwin's childhood and educational background.
Question: What was Darwin's childhood like?
Answer: Darwin was born into an upper middle class family. He was one of five children. His father was a well-known surgeon and his mother was from a well to do family, but sickly. She died when Charles was 8 years of age. He took solace in nature, which he loved.
Question: What was Darwin's educational background?
Answer: Darwin was educated in the gentlemanly arts by his father. At the age of 13 Charles was sent to school to study letters. He failed miserably. At age 16 his father, using his influence, had the boy accepted into medical school. Charles was not cut out for the rigors of medicine (surgery was performed without the use of anesthesia). Finally at the age of 22 he, at the advice of his father, studied and received a degree in Theology.
HOMEWORK: Students will write a short biography of Darwin, using the
scientific vocabulary learned in class.
Charles Darwin, Father of Evolution
AIM: How do we write a good essay?
INSTRUCTIONAL OBJECTIVE: The students will begin to put together an essay on Charles, Darwin, Father of Evolution. The students will use their knowledge of biology, critical thinking and writing skills to develop a solid essay.
MOTIVATION: The students will begin the class with a DO NOW: Kindly take out your organized research work and begin answering the following questions, one paragraph for each:
WHAT WAS HIS:
1. Childhood
2. Educational Background
3. Voyage
4. Discoveries
5. Theories LIKE?
DEVELOPMENT:
1. The students will develop their essays using the above mentioned
questions as a guide. By answering each question they will have assured
themselves of fully covering the material expected of them.
2. The students will form groups to discuss the research they
have done.
3. The teacher will act as facilitator, going from one group
to another giving advice, but generally letting students develop their
own work atmosphere.
4. The students will have the period to work on their essays.
HOMEWORK: Rewrite your essays and be prepared to go to the Computer Lab.
Internet assignments:
The students will go to the website located at: http://literature.org/authors/darwin-charles/
This site has the complete text of Darwin's major books: The Voyage
of the Beagle, The Origin of Species, and The Descent of Man. Students
will read selected chapters and prepare summaries and/or opinion essays
based on the readings.
EVOLUTION: refers to organic evolution - the theory that the first living organism developed from nonliving matter. Then, as it reproduced it is said to have changed into different kinds of living things, producing ultimately all forms of life that have ever existed on earth, including humans. And all of this is believed to have been accomplished without intelligent direction or supernatural intervention.
CREATION: is the conclusion that the appearing of living things can only be explained by the existence of an Almighty God who designed and made the universe and all the basic kinds of life upon the earth.
Internet Assignment:
| Find a challenging website on evolution
versus creationism.
We suggest: http://religioustolerance.org/evolutio.htm Based on this website, the students will do the following assignments: Read passages on evolution versus creationism and decide which side you favor. Next, using evidence acquired from your readings and any other source or sources write an outline. After having your teacher's approval kindly begin your paper. It should answer the following questions to be complete: 1. What is creationism? or What is evolution? 2. What proof do you have to defend your point? (Site sources using names, books, articles, scientific evidence, etc.) 3. Interviews with people, religious, or otherwise who will help you support your point of view. 4. Include any pictures, writings, etc. which you feel appropriate for your paper. 5. Your opinion should be stated in your conclusion. |
Research on Darwin and Evolution
AIM: Why is Charles Darwin called the Father of Evolution?
INSTRUCTIONAL OBJECTIVE: Students will go on the Internet, to pre-programmed sites for the purpose of learning more about Darwin and why he was called the Father of Evolution. The students will learn about his theories and their impact on the scientific world. They will learn about his Theory of Evolution.
MOTIVATION: Charles Darwin is called the Father of Evolution. Why? Find information answering this question. What is the Theory of Evolution? Look for links which will answer this question.
DEVELOPMENT:
1. The students will go on the Internet where they will use pre-programmed engines to find information
on Charles Darwin and his theories.
2. The students have only one day to search, make copies of necessary
information and clean up.
3. The sites necessary for their searches are listed on a separate
sheet enclosed with this lesson plan.
HOMEWORK: Organize the information found in your research
on Charles Darwin. For example: childhood, education, voyage, discoveries,
theories.
Internet assignment:
Go to: http://landow.stg.brown.edu/victorian/darwin/darwin1.html
Students will read the article and be prepared to discuss it the next
day.
PowerPoint Presentation
AIM: What do you know about Charles Darwin's Theories and how do they affect us today?
INSTRUCTIONAL OBJECTIVE: Students will make PowerPoint Presentations
using research information obtained off the Internet.
For information pertaining to Darwin, his theories, and how they affect
us today , kindly go to: http://home.wxs.nl/~gkorthof/.
You may select materials you feel are pertinent to your presentation.
The more information you obtain the more likely your presentation will
be a grade A product.
Students will create, using their knowledge of biology and computer
technology, a series of templates showing charts, graphs, tables, diagrams,
etc. to convey, to their fellow students, their command of the topic: Evolution,
Darwin's Theories and how they affect us. This will take three days
to accomplish.
MOTIVATION: The students will be asked to meet in the Computer Lab and will be shown an example of what their teacher expects them to do. We will use the presentation "Is Evolution Monkey Business?", done by the teachers working on the Learning Technology Grant. Click HERE to view it.
DEVELOPMENT:
1. The students will meet in the computer lab and be shown a PowerPoint
Presentation.
2. The students will now be asked, using the information found
on the Internet, their knowledge of computer technology, and essays to
create their own PowerPoint Presentations. These will be first thought
out on paper templates (a copy of one is enclosed with this lesson plan).
3. Students will discuss their plans, with each other, and device
strategies.
4. The teacher will act facilitator, assisting and advising students.
5. If time permits they will begin choosing backgrounds.
HOMEWORK: Kindly complete work on your paper templates TONIGHT
and be ready to both create and produce a final product. We will meet in
the computer room Tuesday and Wednesday. Thursday YOU MAKE YOUR PRESENTATIONS!
(These will be graded.).
Darwin's Theories
AIM: How do I refine my work?
INSTRUCTIONAL OBJECTIVE: The students will use their knowledge of biology, plus research they have done and formally type an essay on Charles Darwin and his theories. They will use their critical thinking and writing skills to assist them.
MOTIVATION: The students will have two days to refine their work using the technology available in our school computer lab room.
DEVELOPMENT:
1. The students will have two days to refine their work using
the technology available in the school's computer lab room.
2. The students will rewrite their essays. They will use
their critical thinking skills to develop solid essays.
3. They will make use of TOOLS for spelling and grammatical errors.
4. The teacher will act as facilitator going around the room
and offering advice and assistance to her students.
5. The final product will be printed (two copies per student)
and graded by their teacher.
HOMEWORK: On Monday students will make presentations based on
their written work. You may use graphs, pictures, diagrams, anything
that will assist you in your presentation. Kindly go over your, copy
of the, essay so as to give a good performance.
SCIENCE STANDARDS FOR GRADES 9 THROUGH 12
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Use various methods of representing and organizing observations (e.g., diagrams, tables, charts, graphs, equations, matrices) and insightfully interpret the organized data. Major Understandings 3.1a Interpretation of data leads to development of additional hypotheses, the formulation of generalizations, or explanations of natural phenomena. PERFORMANCE INDICATOR 3.2 Apply statistical analysis techniques when appropriate to test if chance alone explains the results. PERFORMANCE INDICATOR 3.3 Assess correspondence between the predicted result contained in the hypothesis and actual result, and reach a conclusion as to whether the explanation on which the prediction was based is supported. PERFORMANCE INDICATOR 3.4 Based on the results of the best and through public discussion, revise the explanation and contemplate additional research. Major Understandings 3.4a Hypotheses are valuable, even if they turn out not to be true, because they may lead to further investigation. 3.4b Claims should be questioned if the data are based on samples that are very small, biased or inadequately controlled or if the conclusions are based on the faulty, incomplete, or misleading use of numbers. 3.4c Claims should be questioned if fact and opinion are intermingled, if adequate evidence is not cited, or if the conclusions do not follow logically from the evidence given. PERFORMANCE INDICATOR 3.5 Develop a written report for public scrutiny that describes the proposed explanation, including a literature review, the research carried out, its result, and suggestions for further research. Major Understandings 3.5a One assumption of science is that other individuals could arrive at the same explanation if they had access to similar evidence. Scientists make the results of their investigations public; they should describe the investigations in ways that enable others to repeat the investigations. 3.5b Scientists use peer review to evaluate the results of scientific investigations and the explanations proposed by other scientists. They analyze the experimental procedures, examine the evidence, identify faulty reasoning, point out statements that go beyond the evidence, and suggest alternative explanations for the same observations. |