Final+Project

 PLEASE SEE FINAL PROJECT TAKE 2 =Topic := =Evolution-Where is the Evidence? =

Objectives:
===**Students will be able to ** === ===**-**  describe and explain examples of evidence for the theory of evolution ===

Opener:
==**Students will watch the video ** == ==**﻿(I will have to connect to Teachers Domain as this video is not OER) ** ==

==**[|Evidence for Evolution Video] ** ==

**The objective of the video is to get the students excited to learn about evolution, activate prior knowledge (of fossils, relatedness of organisms, DNA and genetics)** <span style="background-color: #ffffff; color: #0000ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; overflow: hidden;"> **after the video they will break into small groups (2-3 students) to write** <span style="background-color: #ffffff; color: #008080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; overflow: hidden;">the gist <span style="background-color: #ffffff; color: #0000ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; overflow: hidden;">**of the video in 15 words or less, then each group will share their BEST sentence with the class.**

<span style="font-family: 'Comic Sans MS',cursive;"> Direct Instruction:
Students will be broken up into 3 different groups (evenly distributed) for expert groups. If the class is large there can be two expert groups for each section. The first task is to individually read their own section and take notes on the handout. Then, they will discuss their section to identify the most important information and the overall summary of the section. Next, the students will be put into jigsaw groups with one person from each of the expert groups (I usually do numbers for experts and letters for jigsaw) will share their information summarizing the most important information, when others are presenting their topic, notes can be taken on the second notes page titled Evidence for Evolution 2nd Page Jigsaw. - Jigsaw using this article from Teacher's Domain
 * [[file:Evidence of Evolution article for jigsaw.doc]]



After all students have heard from each of the experts we will identify as a class, the most important key facts about each example of evidence on the ENO board.

**__<span style="color: #0019ff; font-family: 'Comic Sans MS',cursive;">The assessment/ticket to leave __**:
====Students w<span style="font-family: 'Comic Sans MS',cursive;">ill be asked to identify **3** of the pieces of evidence they learned about today, give **2** facts or pieces of evidence that you need to get clarified and write **1** connection between what we did today and what we have done so far this year in biology. ====

<span style="font-family: 'Comic Sans MS',cursive;">Following the lesson: <span style="font-family: 'Comic Sans MS',cursive;">Each piece of evidence will be more deeply studied. This lesson is designed to give students an introductory overview into the four main pieces of evidence that evolutionary biologists refer to for evidence for evolution. IF I can access a lap top cart or a computer lab I would love to use this:

[|Snake Jaws] which is from Teachers Domain. <span style="font-family: 'Comic Sans MS',cursive;">This interactive online/then offline activity does an excellent job of showing students an in depth look at anatomical similarities.