ALEX TRICE SLO PROPOSAL
The SLO proposed will center on the effectiveness group collaboration in Power Point creation to demonstrate core concepts in an Evolution and Diversity of Living Organisms
2 week unit.
The student population chosen in this proposed study include Periods 3 and 4 Honors
Biology 101 and a sample group population of the highest grade average students in
7th th period General Biology 101(4 students). Honors Biology classes include 27
Freshmen and 8 Sophomores who will contribute data to this study as well Period 6
General Biology from 4 freshmen students.
Instructional Strategies that will be used include Rubric Based PPT Research Project, 1-
2 lectures per week(for 2 weeks), Standards Based Rubric, 1-2 short media presentations/discussions per week, Homework assignments involving vocabulary, and short enrichment and note creation assignments from Pearson Biology by Miller and
Levine (2012). Strategies are in line with the CPALMS Standards and Benchmarks inthat students are EXPLAINING and IDENTIFYING the core information and concepts.
The baseline level of learning will be determined by giving a short quiz (ungraded of course) of 15 questions based on Standard 15 of Florida’s CPALMS Standards that is
Diversity and Evolution of Living Organisms. These questions will be taken from Port
Charlotte High Schools online account on USATESTPREP.com to include questions that adhere to the following Benchmarks:

SC 912.L.15.1 Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change

SC.912.15.10 Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans including brain size, jaw size, language, and manufacture of tools
Following the strategic intervention, that includes a major graded class project utilizing online research and presentation software, quantitative evidence of learning will be acquired in the form of a post test that utilizes 20 questions based on the Standard
Benchmarks stated and derived from USATESTPREP online database.
The amount of Standard Based content learning will be quantified by post test data analysis. I expect Honors students and General Biology students to increase content knowledge and abilities to explain subjects of Evolutionary Theory utilizing evidence examples. These standard based objectives are expected contribute to higher achievement as measured by data from the post testing process. From current routines, prior knowledge, and current grade analysis as a UMUC Intern, I expect Honors
Students in this study to enhance knowledge from lower content levels to proficiency when comparing before and after intervention scores on pre and post testing. I expect students to average <30% on pretesting and rise to > 75% in post testing results.
Learning skills acquired that are not content based or analyzed in this study will include those of production utilizing technology, online research, collaboration, etc.