2016.biology.human evolution

KA219 PROJECT: “INTERNATIONAL KNOWLEDGE FAIR. SHARING GOOD TEACHING PRACTICES”
1
MONTHLY REPORT FORM FOR THEME UNITS.
TITLE OF THE UNIT.
1. SUMMARY SHEET. (Brief summary of the unit for search and cataloging)
1.1.Education level.
1.2.Area / Subject.
1.3.Theme block.
1.4. Number of students.
1.5. Short description.
1.6. Methodology. Types of activities performed
1.7. Author. Contact.
1.8.Rights.License.
Attribution-NonCommercial-ShareAlike CC
Pareja Jaime, Yolanda
yolanda.parejajaime@gmail.com
IES Al Andalus, Almuñecar, Granada
In this unit students have studied the origin and the evolution of life on Earth, as well as the emergence of Homo sapiens as
a distinct species of the hominids.
- Flipped Classroom
- Debate
- Research Learning
- Problem Based Learning
HUMAN EVOLUTION
1º Bachillerato / 16-17 years old
Biology and Geology / Scientific Culture
The Earth and the Life
26

2
2. DEVELOPMENT OF THE UNIT.
2.1. Introduction. Brief explanation of the unit.
2.2. Objectives.
Main Objective.
Secondary objectives
2.3. Methodology. (Detailed description of the methodology used)
2.4. List of activities.
List the activities in the unit and the methodology developed in each one.
The main point in this unit is studing how some hominids evolved to become Homo sapiens, our species. The different
theories about the origin of life on Earth, and the mechanisms of evolution of living things are also reviewed.
Explaining how humans evolved from other hominids, according to the theory of evolution.
Knowing the importance of scientific method to explain the evidences for the origin and evolution of life on the planet.
Knowing the relationship between changes in the enviroment, adaptation of living things and evolution.
- Flipped Classroom: Students were given instructions to prepare their own material to study this unit, through videos and
presentations
- Problem Based Learning: Students had to answer some questions about evolution of life to test if they had understood
the theory of evolution.
- Debate: Students had to discuss and defend the different theories about the origin of life and evolution
- Proyect Based Learning: Student had to prepare a presentation to explain how our species evolved from hominids, and
situate the more important events in a timeline.
- Answer a list of questions about the origin and evolution of life (Flipped classroom, Problem Based Learning)
- Prepare a debate to explain the different theories about the origin of life on Earth: abiogenesis, panspermia, spontaneous
generation guided by a supreme force (Debate)
- Prepare a debate to explain the different theories about evolution: creationism . lamarckism and darwinism (Debate)
- Prepare a presentation about human evolution (Flipped classroom, Project Based Learning)
- Prepare a quizz in the web Kahoot! (Flipped classroom, Project Based Learning)

KA219 PROJECT: "INTERNATIONAL KNOWLEDGE FAIR. SHARING GOOD TEACHING PRACTICES”
Activity survey
1. Which of the following methodologies were used in the development of the
work unit? (Mark with an X)
Project Based Learning Visual Thinking
Dramatization Based
Learning
Flipped Classroom Problem Based Learning Role playing game
Collaborative Work
Learning
Gamification Research Learning
Service Learning Augmented Reality
Other (specify)
_________________
________________
2. Did you use these methodologies before the development of this work unit?
(Mark with an x the methodologies that you used for the first time)
Dramatization Based
Learning
Collaborative Work
Learning
Other (specify)
_________________
________________
3. The provided time was enough? Did you need more time? Why?
4. Which of these methodologies that has been used in this unit would you
recommend to your colleagues? (1 to 5 indicate the extent to recommend, with 5
being the highest)
Dramatization Based
Learning
Collaborative Work
Learning
Other (specify)
_________________
________________
The provided time was enough, although some sesions devoloped quickly. I would like to have had more time to point out and
disccuss some questions related to the unit, specially during the two debate sessions.
5
4
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5
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3Debate
Debate
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KA219 PROJECT: "INTERNATIONAL KNOWLEDGE FAIR. SHARING GOOD TEACHING PRACTICES”
5. Working with these methodologies, in attention to the diversity student (students
with special needs) has been
(Indicate 1 to 5, with 5 being the highest)
Dramatization Based
Learning
Collaborative Work
Learning
Other (specify)
_________________
________________
6. The students motivation regarding other methodologies which normally work
with has been
(Indicate 1 to 5, with 5 being the highest)
Dramatization Based
Learning
Collaborative Work
Learning
Other (specify)
_________________
________________
7. Comments and suggestions.
5
5
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5
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5
5
5
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5
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1
Debate
Debate
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1
REPORT FORM FOR ACTIVITIES OF THEME UNITS.
Project Title:
Activity Activity Title:
1. Contents
Background needed.
New knowledge to develop activity
2. TIMING. Number of sessions
3. GROUP OF STUDENTS
4. RESOURCES
Material resources
Working area
WEB resources
Applications
Software
Applications Online
Installed applications
Others
1
Answer a Questionnaire
Basic knowledge about the origin of life and evolution (first cells appeared from inorganic matter and life changes over time)
- Different theories explaining the origin of life: spontaneous generation, abiogenesis and panspermia
- Different theories explaining the evolution of life: creationism, lamarckism and darwinism
- The evolution of the genus Homo
4
26
HUMAN EVOLUTION
Classroom
*TED Talks: www.ted.com
- Martin Hanczyc: The line between life and not-life
- Lee Cronin: Making matter come alive
* Youtube: www.youtube.com
- Myths and misconceptions about evolution
- The evolution of bacteria on a "Mega-Plate" Petri Dish
NAME THE INSTALLED APPLICATIONS
WRITE OTHER RESOURCES THAT YOU HAVE USED
Text books
Internet
Computer (power point)
List of questions

2
5. EVALUATION.
Evaluation process.
Evaluation standards.
Main standards.
Secondary standards.
Evaluation instruments. Evaluation rubric.
- Checking the answers of the questionnarie at the end of the activity.
- Critical evaluation of the information associated with the origin of the species, distinguishing between real scientific information, opinion and ideology.
- Recognize the value of the scientific research and the scientific method to develop, check and explain theories related to nature and science
- Explaining the origin and evolution of life on Earth
- Describing the evolution of humans
- Answer content:
1- Needs to improve: Student does not answer the questions or he/she does not know the topic he/she has been asked
2- Fair: Student hardly ever answer the questions or imost of them are incomplete
3- Good: Most answers are correct
4- Excellent: All answers are correct
- Grammar structure:
1- Needs to improve: Student need help to use the grammar structures correctly
2- Fair: Student sometimes apply the grammar structure in a wrong way
3- Good: Almost all answers are well structured and the grammar is presented in a correct way
4- Excellent: All answers are well structured and the grammar is presented in a correct way

1
Project Title:
1. Contents
Background needed.
4. RESOURCES
Material resources
Working area
WEB resources
Applications
Software
Applications Online
Others
2
Debate
2
26
HUMAN EVOLUTION
Classroom
WRITE THE MAIN WEB RESOUCES USED
NAME THE ON LINE APPLICATIONS
Text books
Computer

2
5. EVALUATION.
Evaluation process.
Main standards.
Evaluation of each student at the end of each debate according to rubric
- Arguing the theories which explain the origin and evolution of life on Earth
- Information
1- Needs to improve:Information had some major inaccuracies or was usually not clear
2- Fair: Some information was accurate, but there were some minor inaccuracies
3- Good: Most information presented in this debate was clear, accurate and thorough
4- Excellent: All information presented in this debate was clear, accurate and thorough
- Use of facts
1- Needs to improve:All points were not supported
2- Fair: Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable
3- Good: Every major point was adequately supported with relevant facts, statistics and/or examples
4- Excellent: Every major point was well supported with several relevant facts, statistics and/or examples

1
Project Title:
1. Contents
Background needed.
4. RESOURCES
Material resources
Working area
WEB resources
Applications
Software
Applications Online
Others
3
Oral presentation about human evolution
- Basic knowledge about the evolution of living things
1
26
HUMAN EVOLUTION
Classroom
WRITE THE MAIN WEB RESOUCES USED
NAME THE ON LINE APPLICATIONS
Text books
Internet
Computer (Power Point)

2
5. EVALUATION.
Evaluation process.
Main standards.
Evaluation of each student at the end of the activity, according to rubric
- Content
1- Needs to improve: Provides weak or no support of subject
2- Fair: Provides weak examples, facts, and/ or statistics, which do not adequately support the subject
3- Good: Provides some examples, facts, and/or statistics that support the subject
4- Excellent: Provides clear purpose and subject; pertinent examples, facts, and/or statistics
- Enthusiasm
1- Needs to improve: Shows no interest in topic presented; no eye contact or descriptive gestures
2- Fair: Shows little or mixed feelings about the topic being presented; minimal eye contact and little movements
3- Good: Shows some enthusiastic feelings about topic; sometimes he/she returns to notes
4- Excellent: Demonstrates strong enthusiasm about topic during entire presentation; direct eye contact and fluid movements

1
Project Title:
1. Contents
Background needed.
4. RESOURCES
Material resources
Working area
WEB resources
Applications
Software
Applications Online
Others
4
Elaboration of a Quizz
2
26
HUMAN EVOLUTION
Classroom
Kahoot!: https://kahoot.it/#/
Text books
Internet
Computer

2
5. EVALUATION.
Evaluation process.
Main standards.
- Evaluation of the questions and answers that students have written for the quizz
- Explaining the origin and evolution of life on Earth
- Content:
1- Needs to improve: Student does not know the topic that they have been asked
2- Fair: Student hardly ever completes the questions and answers or they were wrong
3- Good: Most questions and answers are correct
4- Excellent: All questions and answers are correct
- Grammar structure:
1- Needs to improve: Student need help to use the grammar structures correctly
2- Fair: Student sometimes applies the grammar structure in a wrong way
3- Good: Almost all questions and answers are well structured and the grammar is presented in a correct way
4- Excellent: All questions and answers are well structured and the grammar is presented in a correct way

2016.biology.human evolution

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