Download Natural selection lesson plan - Chelsea Ray`s E

Chelsea Ray ID# 00261090
EDUC 460 Dr. S. Jeans
Course: Biology 20 Unit: C
Title: Natural Selection Theory: Constructivism
Date:
Bridge:
 Phenotypes, Genotypes


Meiosis: genetic information is hereditary/how variation is produced in a population
Theory of evolution (introduced in the previous class)
Plan for Diversity:
 Questions move from basic concepts to more complex concepts.
 Teacher continues to scaffold concepts for students who are not grasping theory easily and helps direct group
discussions.
 If groups finish early follow contingency plan.
 Groups are established by teacher and consist of blended learning levels.
 Teacher must be mindful of different religious/other beliefs in the class. Demonstrate that evolution by natural selection
is a widely accepted scientific theory.
Nature of Science: Students will understand that natural selection is an accepted scientific theory and understand how
scientific theories differ from other theories.
Learning Objectives:
1. Knowledge: Students will understand and explain the theory of natural selection.
2. Skills: Students will work cooperatively in groups to share ideas and answer questions.
3. Attitudes: Students will be encouraged to show mutual respect for peers and create an open environment for
sharing ideas while working in groups.
Pre-assessment: Class discussion (5 min)
Materials:
Ask students what they know about meiosis and the inheritance of
Candy: (popular tasty candy (chocolate, gummy
genetic information.
bears, etc.), less popular candy (black licorice, hard
candy, raisins, etc.)
Bowl for candy
Ask students what they know about genotypes, phenotypes and how
Handouts with questions (attached)
variation is produced in a population.
Peppered moth pictures (on computer)
Smart Board/Projector
Ask students what they know about evolution.
Computers
Time
Instructor Activities
Learner Activities
5 min
Opener:
 Students each take a piece of candy
 Teacher passes bowl of candy around the room and tells
from the bowl. Students can eat the
students to take one candy (ensure all candy is peanut free and
candy.
there are no allergies to other ingredients). Candy bowl
contains popular tasty candy and less popular candy.
 Teacher shows a picture of a caterpillar and asks the class:
 Students give answers as to why
“why does the caterpillar taste bad?”
they think the caterpillar tastes bad.
 If the students do not state that it is to avoid predation, the
teacher tells students to keep this question in mind during the
lesson. If the students do understand it is to avoid predation,
teacher will ask them to elaborate on how they think this trait
relates to evolution.
Chelsea Ray ID# 00261090
EDUC 460 Dr. S. Jeans
25 min
5 min
Body:
 Re-address evolution and explain the theory of natural
selection to students. Explain that natural selection is an
accepted scientific theory and discuss how scientific theories
differ from other theories.
Peppered Moth Activity
 Place students into groups of 3. Groups are established before
the lesson and are set up to include blended learning levels.
 Explain the expectations of group work: work cooperatively,
respect one another, listen to each other’s ideas and contribute
to the discussion.
 Hand out Peppered Moth Activity Question sheet to each
student (attached)
 Explain the activity to students: The students are birds and the
peppered moths are their prey. Explain that there are two
phenotypes: light coloured (L) and dark coloured (D) moths.
They will be shown a series of pictures; each picture will
contain an L and D moth. Students will be asked to write
down the first moth they see (L or D) and would “eat” in each
picture shown.
 The first series of pictures are from before the industrial
revolution and the second series of pictures are from after the
industrial revolution (see attached example).
 Teacher shows students peppered moth pictures.
 Walk around the room during discussions to ensure students
understand the concepts and are correctly answering the
questions. If students are not grasping the concepts, continue
to scaffold the concepts and help direct the discussion.
 After the group discussion and it is established that groups
have answered the questions and understand the concepts,
teacher discusses variation seen in peppered moth
(phenotypes) and the environmental changes.
 Discuss questions as a class.

Students will understand that
natural selection is an accepted
scientific theory and how
scientific theories differ from
other theories.

Students will go into their assigned
groups and understand the
expectations of group work.

Write down phenotype of first moth
seen in each picture.
Work cooperatively in groups to
discuss answers to the questions.
Demonstrate an understanding by
correctly answering questions.


Participate in class discussion and
demonstrate an understanding of
natural selection.

Students tell teacher why they think
there are more of the less tasty
candies left than tasty candy.
Students answer questions and
demonstrate their knowledge of
natural selection.
Close:

Teacher shows students the candy bowl (more of the less
tasty/preferred candies should be left). Ask students what
they see. Ask students why there are more of the less
preferred candies left.
 Teacher shows picture of caterpillar and asks “why does
the caterpillar taste bad?” and asks “did the caterpillar
choose to taste bad”?
 If students cannot explain how this relates to natural
selection, readdresses the concepts of natural and relate
this to the caterpillars’ adaptation and give students
another opportunity to explain natural selection.
Contingency Plan:
 Teacher provides students with instructions to research human
evolution using the internet. Reminds students of proper
internet use/safety.

 Students use computers to
research human evolution.
References:
Teaching Channel (2014). Experiencing natural selection: Will you survive? Retrieved from:
https://www.teachingchannel.org/videos/teaching-natural-selection
Chelsea Ray ID# 00261090
EDUC 460 Dr. S. Jeans
Peppered Moth Activity: Examples of Pictures used
After Industrial Revolution
Before Industrial Revolution
Source: Comprising Theories. Retrieved from http://www.nwcreation.net/lycklama/ten-icons_files/slide0060_image043.jpg
February 19, 2014.
Chelsea Ray ID# 00261090
EDUC 460 Dr. S. Jeans
Peppered Moth Activity Questions
1. Compare the numbers of moths eaten before the industrial revolution and after the industrial
revolution.
a. What do you observe?
b. Why is there a change between the number of moths of one phenotype eaten before the industrial
revolution and after the industrial revolution?
c. Which phenotype would increase in frequency over time before the industrial revolution and after
the industrial revolution? Why?
d. Explain how what you have observed is related to natural selection and evolution (address
variation of traits, differential reproduction, adaptation and the inheritance of genetic
information).
2. What other adaptations in nature can you think of that have helped animals/insects/plants survive
in their environment?
3. Why do organisms evolve over time?
4. Do you think humans are evolving? What traits may be evolving?
5. How do complex structures, such as the eye, evolve over a relatively short period of time?