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Azmi- Design for Instruction- Evolution
Transitional Instructional System – 80 min
Traditional Instructional System – 80 min
20 / 40 / 20 Minutes Class Structure
25 / 30 / 25 Minutes Class Structure
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First 20 Minutes - Opening

First 25 Minutes - Opening
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Detailed Review
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Detailed Review
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Instructional Objective OR Inquiry Question
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Instructional Objective
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Limited Teacher Input / Student Presentation
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Teacher Input (Lecture / Demonstration /
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Cooperative Groups, Case Study, Inquiry
Second 40 Minutes – Work Period
Discussion)
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Second 30 Minutes – Work Period
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Student Organization / Focus
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Student Small Groups
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Individual or Group Investigation
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Investigate, Discover, or Complete Tasks
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Experiments, Model Building, Projects
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Students Practice or Experiment
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Researching New Information
Last 20 Minutes - Closing
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Last 25 Minutes - Closing
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Usually Return to Large Group
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Individual Presentation OR Sharing
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Debriefing with Students and Teacher
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Group Presentation or Comparisons
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Teacher Closure of the Lesson
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Individual, Group, Class Assessment
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Student Assessment
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Teacher-Student Closure
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Azmi- Design for Instruction- Evolution
Planning Template
Content Area(s):
Life Science
INMAN MIDDLE SCHOOL
Designer:
Sadia Azmi
GPS/CBU LESSON PLAN
Topic:
Evolution
Big Ideas & Core Knowledge/ CBU Connections:
What is the story of change?
Stage 1-Desired Results
Content Standard(s):
S7CS8. Students will investigate the characteristics of Scientific knowledge and how that knowledge is achieved.
S7L3. Students will recognize how biological traits are passed down to successive generations.
Enduring Understandings:
 LG1: Small differences between parents and offspring can accumulate
(through selective breeding) in successive generations so that
descendants are very different from their ancestors.
 LG2: Individual organisms with certain traits are more likely than
others to survive and have offspring.
 LG3: Changes in environmental conditions can affect the survival of
individual organisms and entire species.
 LG4: Many thousands of layers of sedimentary rock provide evidence
for the long history of the earth and for the long history of changing
life forms whose remains are found in the rocks.
 LG5: More recently deposited rock layers are more likely to contain
fossils resembling existing species.
 LG6: 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.
 LG7: Reproduction is necessary for the survival of any species.
Essential Questions:

What do you mean by Evolution? Is
evolution the study of Life’s origins?

What are adaptations? And how do
organisms adapt to their environment?

How do birds and fish use adaptations
for survival?
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So how does Evolution happen?
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How does Natural Selection work?

What is Geological Time and its
different units?

What are the different methods of
dating fossils?

What is the half life of an element?
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Azmi- Design for Instruction- Evolution
Students will know . . .
Students will be able to . . .
the meaning of Evolution and how adaptations can help
Show how adaptations in organisms help them survive in
organisms survive. Selective Breeding and Natural Selection
their environment. Show how Natural Selection affects
and their role in the evolution of species. The Geologic Time
the survival of species and how the half life of atoms is
Scale and its different units. Different types of rocks. Students important for Radiometric dating.
will know the difference between Relative and Radiometric
Dating and how scientists use different dating methods for
finding the age of rocks.
Stage 2 – Assessment Evidence
Performance Tasks:
Other Evidence:
Can you Survive Activity
Mechanisms for Evolution Worksheet
Quizzes, daily class work, and Uncovering Student Ideas
Adaptations Artistry Project
in Science starters.
Finches Beak Experiment
Half Life Activity.
DAY #1
Topic: Adaptations
Work Period/Activity: Notes on Evolution and Exploring Adaptations Activity.
Learning Goal Alignment: Learning Goals #2, 3, 6 and 7.
DAY #3
Topic: Introduction to Evolution
Work Period/Activity: Notes on Evolution and Can You Survive Activity.
Learning Goal Alignment: Learning Goals #2, 3, 6 and 7
DAY #2
Stage 3 – Learning Plan
Topic: Adaptations Artistry Project
Work Period/Activity: Students will be introduced to the Adaptations Artistry Project
Learning Goal Alignment: Learning Goals #1, 2, 3, 6 and 7.
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DAY #4
Topic: Adaptations Artistry Project
Work Period/Activity: Students will continue working on their Adaptations Artistry Project. They will draw sketches of their bird
or fish and start working on their story.
Learning Goal Alignment: Learning Goals #1, 2, 3, 6 and 7.
DAY #5
Topic: Natural Selection
Work Period/Activity: Group Activity where students will read about certain animals and how Natural Selection has helped them
to evolve and survive. They will then write short essays and present their findings as a group to the class.
Learning Goal Alignment: Learning Goals #1, 2, 3, 6 and 7.
DAY #6
Topic: Natural Selection
Work Period/Activity: Darwin’s Finch Beak Lab.
Learning Goal Alignment: Learning Goals #1, 2, 3, 6 and 7.
DAY #7
Topic: Natural Selection
Work Period/Activity: Darwin’s Finch Beak Lab and Reading Activity Day 2
Learning Goal Alignment: Learning Goals #1, 2, 3, 6 and 7.
DAY #8
Topic: Geological Time Scale
Work Period/Activity: Notes and Discussion about Geologic Time Scale. Activity will be Scavenger Hunt for different organisms
and highlights of each Era
Learning Goal Alignment: Learning Goals #4, 5, 6 and 7.
DAY #9
Azmi- Design for Instruction- Evolution
Topic: Fossil Dating Methods: Relative Dating & Radiometric Dating
Work Period/Activity: Notes and Discussion about Fossil Dating Methods; Relative Dating and Radiometric Dating
Learning Goal Alignment: Learning Goals #4, 5, 6 and 7.
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DAY #10
Azmi- Design for Instruction- Evolution
Topic: Fossil Dating Methods: Half Life Activity
Work Period/Activity: Half Life Activity
Learning Goal Alignment: Learning Goals #4.
How Will Learning Be Extended or Remediated?
Extension Activities:
If Learning Does Not Occur:
Review and Tutorial
Current Media on Science activity
Learning Goals Modification based on Pre-Assessment Data
After analyzing Pre Assessment data, I realized that almost two thirds of the class demonstrated proficiency for most of the
learning goals. However, I also found that one third of the class is seriously lagging behind. In order to remedy this situation, I want to take the
following steps:
1.
I would need to modify my teaching of the content such that it challenges the majority of the students that are proficient. I
can do that by having students explore more of the why and the how questions embedded in the content. For example, I can challenge
students by having them research and write about the evolution of the peppered moths of England. Essentially, students will have to explain
why in the early 1900s the peppered moths’ population in England changed from moths being white with black spots to more moths being grey
with black spots?
2.
By the same token, I would like to scaffold the learning of the students who are below proficiency levels by assigning or
paring with student tutors in class during independent or group work. Additionally, I would use vocabulary building strategies and have students
come during after school tutorials.
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Azmi- Design for Instruction- Evolution
Activities Associated with Unit
Activity
Can You
Learning Goal
Alignment
In class activity where
Pre-Assessment & Contextual
Factors Alignment
Materials &
Technology
Assessment
This Activity is designed to challenge
Two Pringles Cans,
Class discussion of the
and enhance student understanding of
two paper clips,
following questions:
different environmental
the mechanisms of Evolution and the
masking tape, any
What traits are important
challenges and learn what
reasons behind what causes certain
tall doorway or high
for survival? What traits
characteristics are important
individuals and populations to survive
feature in the room
do you think the
for the survival of the species.
while others perish?
for students to
offspring of the survivors
touch.
will have? What would
Survive? Activity students will experience 3
Learning Goals #2, 3, 6 and
7.
happen if the
environment changed?
Adaptations
Students will follow rubric and
This project is designed to
Students will have
Criteria and Rubric
Artistry Project
complete several steps to
demonstrate and challenge students’
freedom to choose
provided in Appendix.
create their own three
creativity and knowledge gained
their own materials
dimensional species of bird or
through classroom learning and peer
based on what is
fish with favorable
interactions so far in the unit. This
available and what
Half Life Activity
adaptations. Learning Goals # project also addresses students’ need
they need to
1, 2, 3, and 7 will be
for diversification of assessment
complete their
addressed.
strategies based on contextual factors.
project.
Students will do an in-class
Even though Pre-Assessment data
Handout for Half Life Conclusion questions
lab to understand carbon
indicates that most students are
Activity, plain paper
provided on the Handout
dating in fossils and Half-life
proficient at these two learning goals,
for each student,
will be used for class
of atoms. Learning Goals # 4
students need an in-depth
pens and pencils.
discussion and analysis.
and 5 will be addressed
understanding of Radiometric Dating
through this activity.
and how it relates to the element
Carbon-14.
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Azmi- Design for Instruction- Evolution
Appendix:
Adaptation Artistry Project:
General Description: Students will create a new species of bird or fish based on hypothetical environmental pressures. Students will successfully
complete several steps to creating their three dimensional organism and presenting a short report on it.
Grading Rubric: The project grade is made up of 100 points. The breakdown of the activities and their grading rubric is as follows:
 Reading assigned textbook pages either about a bird or fish and completing assigned Section Assessment – 10 points
 Completing assigned workbook pages – 10 points
 Completing chart on organism’s habitat, climate, food source, predators and adaptations for reproduction – 10 points
 Sketching organism with its adaptations and its habitat – 10 points
 Creating three dimensional organism – 30 points
 Writing a story about organism and its adaptations based on different characteristics of its environment – 10 points
 Presenting an oral report to class about their organism – 10 points.
 Turing in project on time – 10 points.
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