The Role of Theory in Action Lesson Plan

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Introduction

Piaget contributed so much to present understanding of cognitive development. He proposed that cognitive development in human beings takes place in various stages. According to Piaget, cognitive development progresses from learning through actions to learning through practical thinking as one develops. Like other cognitive theorists, he believed that knowledge exists in certain distinct units, schemata. In his view, Piaget believed that ones schema or units of knowledge are modified with experiences. Experiences that students go through do serve in modifying the students knowledge. Much learning will therefore, occur if learners come across many experiences. In this lesson, students will learn through experiences presented to them. They will receive classroom instructions on the theories put forward to explain how evolution takes place. The students will be assigned reading materials to prepare them for the lesson.

Observational learning

The students will learn by observing the archaeological charts provided by the teacher. Besides the charts, they will also watch the video clips on evolution. The teacher and parents will then reinforce the behaviours reproduced by the students after the observation process.

Objectives

By the end of the seven sessions, the learners should be able to define evolution. They should also be able to identify and describe the theories of origin of life; creation, cosmic and chemical theories. Besides, the students will also be able to discuss the strengths and weaknesses of the proposed theories. Further still, students will also be able to discuss the evidences in support of chemical evolution.

Materials

A wide range of materials are essential for this lesson. Hand held archaeological charts could be used for this lesson. Video clips on evolution will also be provided in the lesson. Projectors will be crucial in viewing the video clips. Drawing boards are also needed for illustrations. Presentation slides will also be handy in this lesson.

Technology connection

Technology can be incorporated into the lesson to make it more vivid and appealing to the students.

Archaeological charts especially those showing evolution of man.Video clips can also be downloaded from Web.

Clip on the experiment to prove chemical evolution theory, Miller Experiment.

Biblical integration

The lesson will no doubt have an impact on the worldview of the learners. Christianity and other renowned world religions believe that the earth and all forms of life that thrive in it are a creation of a supreme power. On the contrary, chemical evolution theorists believe that life came about by chance and that all the complex life forms that we observe today evolved from the simple life forms. As illustrated in the book of Genesis, God created heavens and earth and all that dwell in it. Biologists believe in chemical evolution theory of evolution while the religious sects believe in creationism. Whereas biologists believe that organisms are evolving from the simple life forms to more complex forms Christians believe that all the organisms as observed today are of the same form as they were at creation. They do believe that organisms do not change their forms The lesson will increase the learners knowledge on the origin of life and the diverse species. The students will be able to support the theory that sounds convincing to them and discard fanciful information.

Scientists do not challenge the biblical explanation of creation. This is because creation theory is not testable using the hypothetical scientific methods. Scientific theories on evolution also do not offer questions to some daunting questions on origin of life. As a result creation theory is far much popular than the scientific theory on origin of life.

Procedures

The students will be presented with the archaeological charts and given time to observe them. On their own, they are to note the progressive change in complexity of the organisms in the provided charts with much emphasis on human evolution. The teacher would then guide the students in defining evolution. The video clips should also be presented for viewing. QAIT model of instruction can be employed for effective instruction. To employ this instructional model, the teacher should use direct instructional method to teach the learners. The teacher provides adequate time for learners to digest the facts appropriately. The teacher also carries out his instructions using suitable levels of instruction that are not beyond the capability of the students. The perfect setting for the lesson would be the science laboratory. The laboratory provides wide benches on which the charts can be spread.

Developmental activities

The students are to perform some tasks to prepare them for this lesson. They will read the materials assigned to them. Back at home, the students will gather information on the societys view on creation and evolution.

Instruction

The students will then be instructed on an overview of evolution and origin of life: theories of evolution, weaknesses and strengths of the theories, theories on the origin of life including creation, cosmic and chemical evolution theories. Instructions will be via power point slide presentations.

Guided activities

The students will obtain guidance from the teacher in understanding the illustrations that may be difficult to understand on the provided charts.

Team activities

The students are then divided into small groups of about five members. In the groups, they will discuss the strengths and weaknesses of the proposed evolution theories. They will also be required to choose and justify their choice of the most relevant theory of origin of life. The teacher will provide guidance to the groups on how they can handle the tasks. The groups will then discuss their findings with the other group members. Each group will select a representative that will present the findings of the group on behalf of others. During the presentations, other groups can ask questions.

Independent practice

Out of the group work, the students will then be asked to complete a short paper on the limitations of the cosmic theory on the origin of life.

Field trip

A field trip will be organized for the students to a museum located in the city. At the museum, students will observe the ancient animal species and compare them to the current animal species to determine any evidence of evolution.

Differentiation for exceptionalities

The lesson plan offers opportunities for a wide range of learning styles. This ensures that all the individual needs groups are effectively catered for. The styles range from the use of visual, audio, pictorial, inter-relational and intra-relational styles. Creative writing tasks incorporated in the lesson plan also cater for the gifted learners For LD, ED and ADD needs, group activities are helpful. The group activities also enable students to learn concepts from different points of view. This is because the groups bring together students from diverse cultural backgrounds.

Evaluation

The students evaluation is rubric based. The independent practice assignment given will account for 10% of the final grade. The class and group activities assigned to the students will also be evaluated. These will also account for 30% of the overall grade. Pre-reading tasks and homework assignments will also account for 20% of the ultimate grade. The final exam will account for 40% 0r the final grade marks at the end of the seven sessions. The final exam will test on all the areas learnt.

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