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Secondary Science Lesson Plan Template
Evolution Lesson 1
Your Name: Sadia Azmi
Grade Level: 7th
Lesson Title: What does Evolution mean to you?
Your Mentor Teacher: Ms. Price
Subject Area: Natural Science
Lesson Length:70-80 minutes
ENVISIONING THE LESSON
Big Idea (of Unit)
The Story of Change
Driving Question & / or Lesson Essential Question:
What do you mean by Evolution? Is evolution the study of Life’s origins?
Standards Addressed:
S7L3: Students will recognize how Biological traits are passed down to successive generations.
S7L4: Students will examine the dependence of organisms on one another and their environment.
c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species.
S7L5: Students will examine the evolution of living organisms through inherited characteristics that promote the survival of
organisms and the survival of successive generations of their off-springs.
a. Explain that physical characteristics of organisms have changed over successive generations (e.g. Darwin’s finches and
peppered Moths of Manchester).
b. Describe ways in which species on Earth have evolved due to Natural Selection.
Lesson Objectives:
LG#2: Individual organisms with certain traits are more likely than others to survive and have offspring.
LG#3: Changes in environmental conditions can affect the survival of individual organisms and entire species.
LG#6: Most species that have lived on the earth are now extinct. Extinction of species occurs when the environment changes and
the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment.
LG#7: Reproduction is necessary for the survival of any species.
Relevant Conceptual Info. (Prior knowledge of students; misconceptions; conceptual connections):
Students understand the general concept of adaptation in species can cause variations in successive generations.
Assessment Strategies (including Pre-, Formative, and Summative Assessment activities):
Bellringer at the beginning of Lesson
Discussion among students about the meaning of Evolution
Survival of the fittest activity and related questions.
ENABLING THE LESSON*
Phase One: Engage the Learner
These activities mentally engage students with an event or question. Engagement activities capture students' interest and help
them to make connections with what they know and can do. The teacher provides an orientation to the unit and assesses students’
prior understanding of the concepts addressed in the unit.
Bellringer:
1. What do you understand about Evolution?
2. How is Evolution related to adaptations in species?
3. Why is it important to study Evolution?
What’s the teacher doing?
Taking attendance while students work on
Bellringer.
Posing the opening question to entice the curiosity of
the students.
Phase Two: Explore the Concept
What are the students doing?
Getting started on their bell ringer as soon as they enter the classroom.
Answer bell ringer questions.
Listening and hopefully, thinking, and giving a thoughtful answer to the
above questions.
Next, students encounter hands-on experiences in which they explore the concept further. They receive little explanation and few
terms at this point, because they are to define the problem or phenomenon in their own words. The purpose at this stage of the
model is for students to acquire a common set of experiences from which they can help one another make sense of the concept.
Students must spend significant time during this stage of the model talking about their experiences, both to articulate their own
understanding and to understand another's viewpoint.
Students will participate in the “Can you Survive Activity” where they will become “Studentitist” a new species of organisms.
For the activity, these organisms will mount 3 different challenges to reveal the fittest organisms sin the pack!
(Please see attached description of activity).
What’s the teacher doing?
After giving initial directions, teacher will be
observing students and keeping track of time with a
timer.
What are the student’s doing?
Students will follow directions and go through each task to see if they
can survive it or not?
Phase Three: Explain the Concept
Only after students have explored the concept does the curriculum and/or teacher provide the scientific explanation and terms for
what they are studying. The teacher may present the concepts via lecture, demonstration, reading, or multimedia (video,
computer-based). Students then use the terms to describe what they have experienced, and they begin to examine mentally how
this explanation fits with what they already know.
Teacher will initiate discussion of what traits enabled certain individuals to survive while the others perished. Students will be
asked for input of how the surviving individuals would need to change if the environment changed.
Now, teacher will start discussing the concept with the help of the power point slides. The slides will cover Evolution notes that
students will copy in their note books.
What’s the teacher doing?
What are the students doing?
Explaining the concept with the help of power point
Answering discussion questions and taking notes.
slides.
Phase Four: Elaborate on the Concept
The next stage of the model serves to help students elaborate on their understanding of the concept. They are given opportunities
to apply the concept in unique situations, or they are given related ideas to explore and explain using the information and
experiences they have accumulated so far. Interaction between the students is essential during the elaboration stage. By
discussing their ideas with others, students can construct a deeper understanding of the concepts.
The teacher will use the example of beetles and Praying Mantis to elaborate on the concept of adaptations to the environment
help species survive. Students will also watch a video about the Praying Mantis.
What’s the teacher doing?
Using Power point slides to give examples and ask
questions about adaptations in species.
What are the students doing?
Engaging in class discussion and then watching a video.
Phase Five: Evaluate students' Understanding of the Concept
The final stage of the model has a dual purpose. It is designed for the students to continue to elaborate on their understanding and
to evaluate what they know now and what they have yet to figure out. Although the key word of the stage is evaluate, the word
does not indicate finality in the learning process. Indeed, students will continue to construct their understanding of these broad
concepts throughout their lives. Evaluation of student understanding should take place throughout all phases of the instructional
model. The evaluate stage, however, is when the teacher determines the extent to which students have developed a meaningful
understanding of the concept.
The teacher is going to ask the students to go back to the bell ringer questions and look at their answers. Based on what they
learned in class today, students will be asked to modify their answers and some of them will be share their insights with the class.
Also, students wil be given homework worksheets called “Mechanisms for Evolution”.
What’s the teacher doing?
What are the students doing?
Teacher will review that Evolution is the study of
Reviewing Bellringer answers and correcting their responses. Some
changes in traits of an organism over time. These
students will share insights with the class.
changes are called adaptations. Organisms adapt to
their environment in a variety of ways just like the
beetles and the praying mantis.
Differentiation Strategies:
Give students more time to take notes.Help students gain understanding by asking simpler questions during in class discussions.
*An alternative outline for the lesson sequence may be used if it is a standard part of the lesson plans
used in the candidates school and if it is approved by the supervisor.