1. Topic-
Technology in Science with Graphs
2. Content-
Graphing, T. A. L. K. S. Principle (title, accurate data, labels, key, and scale), Darwin's Theory of Natural Selection, Evolution, Adaptation, Competition, and Predator/ Prey Relationships.
3. Goals: Aims/Outcomes-
1. Assess previous knowledge
2. Recognize the relationship between Darwin's theory of Natural Selection and real life competition for food found in nature.
3. Construct and interpret data for a graph.
4. Objectives-
1. The students will take a pre-test to assess prior knowledge.
2. The students will compete as a finch to gather food in order to demonstrate Darwin's theory of natural selection.
3. The students will graph the data to show the relationship between food gathering ability and beak type.
5. Materials and Aids-
CPS clickers, Computer, Projector, ExamView, Marshmallows, Beads, Rice, Popcorn, Cottonballs, Tweezers, Spoons, Clothespins, Toothpicks, Straws, Cafeteria Tray, Stop watch, Data collection sheet, and Graph paper.
6. Procedures/Methods-

A. Introduction-

1. Teacher Introduction explaining end goals and expected behavior
2. Pass out clickers
3. Assess prior knowledge with a pre-test

B. Development-

1. The students are giving 30 seconds to gather as much food as possible using only their provided "beak. "
2. Each group is provided a cafeteria tray to contain a bag of "food. "
3. The students will count the number of food particles they gather at the end of the 30 seconds.
4. They will report their data for use in a graph.

C. Practice-

1. Review the data gathered during the lab.
2. Construct a graph using the data.
3. Analyze the graph and look for any patterns that develop between the amount of food gathered and the beak type.

D. Independent Practice-

Research adaptations found in nature that allow animals to survive. Focus on the predator/ prey relationships.

E. Accommodations (Differentiated Instruction)-

1. Multiple choice questions
2. Group work
3. Teacher guidance and examples of graphs projected at the front of the room.

F. Checking for understanding-

1. The grades for the pre-test are immediately available for the whole class as soon as the test is finished. The program gathers the data for grades as the students take the test.
2. The data gathered allows the teacher to informally assess the students progress.
3. The graded assessment will be the graph of the data from the lab.

G. Closure-

1. Discussion of the graphs and the key concepts behind the lab.
2. Review Darwin and his ideas
7. Evaluation-
1. The graph will be the main assessment for the activity
8. Teacher Reflection-
This lesson went well. I think the students really liked the lab. Be aware of the straws could be problematic because the students accidentally eat the popcorn and the rice in the cafeteria tray. The students also tend to use the spoon unfairly because it is very easy to get many food particles.
The graph is also somewhat difficult because the students haven't had much experience with building and analyzing graphs, especially with more than one data set.

This Lesson Plan is available at (www. teacherjet. com)