III.2. provide instruction that actively engages students in the learning process
I provide instruction that actively engages students in the learning process.
Reflection:
Active engagement is pretty awesome to see in action. Students building understanding about a topic of interest. One example of this was during our evolution unit. For part of the lesson students were given access to a computer and a list of interactive online activities. One such activity was a simulation in which students became a bird and ate as many moths as time allowed. the percentage of dark and light moths was generated and the student was able to see natural selection in action.
Evidence:
PDFs do not load properly…so here is a copied word document that students used to explore evolution online.
Evolution Explorers
‘A virtual exploration of evolution’
EAT SOME MOTHS!!! YUMMY!!! à http://peppermoths.weebly.com
Use this website to explore natural selection and learn a little about peppered moths.
Answer the following questions:
- How does this simulation represent NATURAL SELECTION?
- What is another example of a HUMAN activity that alters environment?
Do you have what it takes to survive for 1 million years?
Mr. Tim survived 898,343 years…
http://www.sciencechannel.com/games-and-interactives/charles-darwin-game
HINT: Use the HINTS option to find out what adaptations are good for what survival skills.
Use complete sentences to answer the following questions.
- What environmental factors changed?
- Did your creatures out live Mr. Tim’s (Impossible)?
- How did your creatures survive (not likely)?
Need more? Want some more detail?
Here is EVOLUTION 101. (use this site to expand on your rEVOLUTIONARY vocabulary)
http://evolution.berkeley.edu/evolibrary/article/evo_01
Wait…Who is that guy with the beard again that road on a beagle all around the world?
http://darwin200.christs.cam.ac.uk/pages/index.php?page_id=j
Wanna learn more about mammals?
http://www.mnh.si.edu/mammals/index.htm
- What did ya find out?