CONTENT REPRESENTATION

Name of the class: STORE (half-credit, honors science elective)

Name of lesson (could be over multiple days): Connections to Evolutionary Biology (STORE Google Earth Lab 3)
Description of the students in the class (achievement level, language, prior course work, typical level of engagement, etc): Entire 10 th grade class; includes all
achievement levels. All students are native English speakers and most are very engaged learners. Some students have diagnosed learning differences.

A B C D E F
Big idea: The range of Animals Some Individuals Government As
a population have unique species are daily choices policy can ecosystems
can change adaptations more fit can affect the affect the change
due to to current than others evolutionary evolutionary animals
environmental climate in a history of an history of an evolve and
changes conditions changing animal animal respond
environment population population
What you intend the Make Make Analyze and Make good Make good Understand
students to learn about this predictions discoveries compare choices about choices in the impact
idea or be able to do with based on about the life predictions energy use the future as of climate
it: scientific data histories of based on and pollution voters and change on
species data activists the niches of
different
species
Why it is important for Broad Cross- Reinforce Connecting Citizenship Systems
students to know this (for concept in curricular basic personal involvement, thinking,
example, in the schema of environmental connection concepts of choices to how reinforce
the broad courses science, between Darwin and environmental government basic
standards/ objectives or in systems Biology and Evolution outcomes policy Evolutionary
terms of bigger thinking as an Earth affects the Biology and
educational/civic/social educational Science, world Darwin
goals): goal scaffolding around us
for Big Idea
F
Anticipated student Its an Animals Sharing This isnt This isnt Evolutionary
misconceptions and interpretive need to be predictions explicit in the explicit in time scale is
difficulties understanding leap; if the chosen by between lesson; comes the lesson; difficult for
this: tool theyre teacher so students from comes from HS students
 using is that this type needs to be discussion of discussion of to grasp at
challenging, of info is structured results results times
theyll only available on so they
learn the tool them listen to
each other
Teaching procedures (and Map-making, Researching Listening to World Caf World Caf World Cafe
reasons why): data analysis, and peer-taught
research preparing lessons and
presentation discoveries
of their
friends
Formative assessment: One-on-one One-on-one Rubric for Observation Observation Observation
Specific ways of help as they help as they oral reports during during during
ascertaining students are using the are discussion discussion report-out
understanding or confusion tool and preparing and written and written
around this idea (include researching presentations final final
likely range of responses): assessment assessment
(short answer) (short
answer)