Teacher Candidate: _Stephen Gorgone__________________

Date: __2/27/13__

Fossil Evidence Lab

Grade: _9&10_ Content Area/Class Title: Biology____________________________________

School/MT: _LHHS/Babiuk & Brown_____ Group Size: _36___ Lesson Length: _50____ minutes Student Context: _There are 35 students in the class. 18 boys and 17 girls. There are 3 students with 504s. There are no ELDs in the class, but there are 6 re-designated students.__ Key Content Standards: Biology 9. 8.e. Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction. Key ELD Standards (Only need to include if you have English language learners in your class): A. Collaborative 1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topic Learning Objective (Refer to Depth of Knowledge handout for cognitive verbs to include in your objective) : A. Cognitive Task: Students will perform lab. Students will analyze fossils and answer questions. Students will start to make conclusions based on evidence from lab. B. Understanding or Skill to be Enhanced: Lab skills and group work will be enhanced. Understanding of content will be enhanced by participating in class lab. Analyzing and drawing conclusions from scientific activity. Developing arguments and synthesizing responses by answering questions.

Assessment: Teacher will ask question at the beginning of lab to determine what students remember about fossils. Prerequisite Skills and Knowledge: Students must know what a fossil is. Students must know how a fossil forms. Students must understand how fossils can look different. Lesson Resources/Materials: Fossil Evidence Lab Pencils

INSTRUCTIONAL SEQUENCE: ENGAGING STUDENTS IN THE LEARNING PROCESS

Introduction (__5__ minutes): Teacher will have students take out their Fossil Evidence lab. Instruct student to begin. Teacher will answer any questions that arise from students and correct misconceptions. Body of the Lesson (__40__ minutes): Describe step-by-step what the teacher and the students will be doing during the lesson. Students will work on Fossil Evidence lab. -Students will ask questions as needed during the following lecture and teacher will answer academic questions. Teacher will ask students questions about their lab and make sure they are on task. o Discuss fossil directions with individuals. o Discuss what the directions tell us about the animal. Teacher will ask students to discuss why this is important with their lab partners. o Ask students what we could use this information for. o Ask students how scientists use fossil evidence to explain theories. Closure (__5__minutes): Finish Fossil Evidence Lab Remind students lab is due on Friday Let them know if anyone needs any help with turnitin.com they should come to tutorial today.

Academic Language 1. Describe the cognitive task related to the content learning objective: Students will recognize fossil evidence from lab and be able to answer questions based on what they have learned. Students will analyze fossil evidence so they can draw their own conclusions in the lab. 2. Language Demands: How will students be communicating in relation to the content in the cognitive task? o Receptive listening, reading, and viewing: Students will listen to teacher. Students will read their labs. o Productive speaking and writing: Students will speak during the lab when the teacher requests answers. Students will speak to their lab partners to discuss what they are working on. Students will write data on their lab. 3. What key language skill(s), related to a single language demand above, will you help the students develop during the lesson? Teacher will help students speak during lab and encourage students to discuss academic topics using academic language. 4. Describe the genre of the chosen language demand. Students will be comparing fossils how they form. Students will engage in class by discussing their ideas about fossils in the form of questions. 5. Describe the instructional strategies you will use to support the development of academic language skills (related to the identified language demand above). Include strategies you will use to meet the needs of individual or groups of students with varying language abilities. Teacher will model academic language when asking questions. In your lesson plan, integrate, label and highlight where you will be providing the instruction and guided practice related to the selected language demand.