NAME: Breiona Forsythe

Lesson Title:

Online Scavenger Hunt

Grade Level:

9th

Subject:

Biology

Description of Learning Goals, Standards, Objectives

CC/GPSs:

Long-Term Learning
Goal or Outcome:

SB5. Students will evaluate the role of natural selection in the

development of the theory of
evolution.
a. Trace the history of the theory.
Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct
research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and
resources. Students:
a. identify and define authentic problems and significant questions for
investigation.
b. plan and manage activities to develop a solution or complete a
project.
c. collect and analyze data to identify solutions and/or make informed
decisions.
d. use multiple processes and diverse perspectives to explore
alternative solutions.
At the end of this curriculum, students will be able to use their resources
to research critical questions.

ABCD Objectives or
Outcomes:

Objectives: Students will classify, using the resources provided, the

origins of evolution.

National Technology
Standards:

Description of Assessment
Assessment Plan:

There will be an answer key provided at the end of the assignment that
will highlight the key ideas. For each missed answer, the student will
provide a detailed short answer based on the correct answer.

Description of Activities with Technology and Materials

Activity Design:
Read over the following materials and answer the
questions accordingly:
Class starter and lesson connection:
http://exploringorigins.org/timeline.html

Teacher and student activities:

1. What is the first living creature that arises

from the evolutionary timeline, and how
do you think this creature was capable of
sustaining life?
2. When did the Cambrian Explosion
occur? Give your hypothesis of how the
Cambrian Explosion took place.
http://sciencenetlinks.com/collections/charlesdarwin-and-origin-species/

3. Who is Charles Darwin and what does

natural selection means?
4. How is survival of the fittest different
from natural selection?
http://science360.gov/obj/tkn-video/274984eb5d5a-4b51-af52-85245d21718f/evolutionevolution-interview-integrative-biologist-tim-white
5. Who is Lucy and why is she important?
Technology Connection:

The last scavenger hunt website, the students

will watch a video to gather there information.
To connect this lesson with last weeks lesson,
students will compare and contrast Mendels
principles to Darwins principles.
This assignment will be set up in the classroom
in three different modules. About 5 computers in
each module. The first module will have the first
website on the screen, then the next module will
have the next website uploaded, and the last
module will have the video on the computer
screens with headphones. The students will
rotate every fifth teen minutes.

Materials and Resources:

Although the modules will be close by, the

students will work independently from each other.
By the students only having fifth teen minutes on
each module, this will teach the students speed
reading strategies. Learning how to identify key
words can be useful when test taking.

Reflection on Lesson Design

Future Actions :

As Dr. Duckworth mentioned, it is not a good idea

to put concepts in a one way lane of thinking.
Therefore, I incorporated more than one resource
that will incorporate other point of views. Also, for
the students to give their own hypothesis will
leave the students room for their imagination.
After considering this lesson plan, next time I
would also list books as a resource for the
scavenger hunt.
This use of technology gets students familiar with
the internet as a source, and students have to
think critically outside of the information provided
by answering the guideline questions.
The sources that the students refer to are articles
that explain the evolutionary theory.