Download Evolution and Theory - Eileen`s Site Connection For ETEC

COMPONENTS OF A
LESSON PLAN
By Eileen Zungia
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LETTER GRADE
Modern Biology
Copyright  by Holt, Rinehart and Winston. All rights reserved.
Chapter 15 Lesson Plan
1
Integrated Science 1- Biology
Unit 4 - Evolution
Evolution and Theory
Instructor- Ms. Zuniga
Ninth Grade Level
April 1, 2002
Period 1: M-F 7:40-8:32 am
Chapter 15
Section 15-1: The Fossil Record
Section 15-2: Theories of Evolution
Section 15-3: Evolution In Process
Charles Darwin
California State Standards for Biology
8. Evolution is the result of genetic changes that occur in constantly
changing environments. As a basis for understanding this concept:
a. Students know how natural selection determines the differential survival of
groups of organisms.
b. Students know a great diversity of species increases the chance that at least
some organisms survive major changes in the environment.
c. Students know the effects of genetic drift on the diversity of organisms in a
population.
d. Students know reproductive or geographic isolation affects speciation.
e. Students know how to analyze fossil evidence with regard to biological
diversity, episodic speciation, and mass extinction.
f.* Students know how to use comparative embryology, DNA or protein sequence
comparisons, and other independent sources of data to create a branching diagram
(cladogram) that shows probable evolutionary relationships.
g.* Students know how several independent molecular clocks, calibrated against
each other and combined with evidence from the fossil record, can help to
estimate how long ago various groups of organisms diverged evolutionarily from
one another.
Objectives / Purpose
Section 15-1 Students will:
Modern Biology
Copyright  by Holt, Rinehart and Winston. All rights reserved.
Chapter 15 Lesson Plan
2

Define fossil, and tell how the examination of fossils led to the development of
evolutionary theories.
 Explain the law of superposition and its significance to evolutionary theory.
 Describe how early scientists inferred a succession of life-forms from the fossil
record.
 Tell how biogeographic observations suggest descent with modification.
Section 15-2 Students will:
 Define evolution.
 Explain Lamarck’s theory of evolution, and describe how it was flawed.
 List some of the evidence that led Darwin to his idea of how species might
change over time.
 Explain Darwin’s two major theories.
Section 15-3 Students will:
 Describe the difference between homologous, analogous, and vestigial structures.
 Tell how similarities in macromolecules and embryos of different species suggest
a relationship between them.
 Explain the difference between coevolution, and divergent and convergent
evolution.
Teaching Methods or Techniques

Brainstorm

Writing

Team Teaching

Question and Answer

Visual Illustrations

Assignments

Transparencies

Discussion

Listening
Introduction 5 minutes
Engage Students, ATE p. 283. Display depictions of several dinosaurs. Have students
identify specialized adaptations of various kinds. Ask why there were so many different
kinds of dinosaurs. Ask students to discuss what happened to the dinosaurs and why.
Explain Agenda, Transparency. Display on overhead the activities students will be
engaged in for the next two days.
Teach 20 minutes
Concept Development Activity, Have students brainstorm on the concept of
Evolution using their previous knowledge. Students will then group similar ideas, label
the groups and then regroup ideas if applicable. Finally students will produce a summary
sentence statement that incorporates their ideas on the concept of Evolution.
Modern Biology
Copyright  by Holt, Rinehart and Winston. All rights reserved.
Chapter 15 Lesson Plan
3
o Steps:
1) Brainstorm on Evolution
2) Group ideas
3) Label groups
4) Regroups ideas
5) Develop an overall sentence statement
Teach 20 minutes
Holt BioSources Teaching Transparency 48, “Evolution of the Horse.” Review the
terms species, transitional form, ancestor, and evolution. Introduce students to the
ancestors of the modern horse, emphasizing the period of time each existed.
Modern Biology
Copyright  by Holt, Rinehart and Winston. All rights reserved.
Chapter 15 Lesson Plan
4
Holt BioSources Teaching Transparency 49, “Whale Evolution.” Have volunteers
describe the similarities and differences in the bones of these animals. Point out that
finding a complete skeleton is rare. Ask how the backbone of these animals changed in
relation to the time the animals spent in water.
In Class Activity 45 minutes
Reciprocal Teaching Activity, Chapter 15, sections 15-1,15-2,15-3.

Students work in groups of four
o Assign a job to each student

Reader- reads the material.

Questioner- creates inference questions from the read material.

Summarizer- interprets the readings in their own words.

Visualizer- illustrates the reading.
Close 5 minutes
Modern Biology
Copyright  by Holt, Rinehart and Winston. All rights reserved.
Chapter 15 Lesson Plan
5
Reteaching Activity, ATE p. 286. Using pictures and dates as data, students propose
how horse evolution might have been advantageous.
A common representation of geologic time is as a spiral. This image is from
http://pubs.usgs.gov/gip/geotime/time.html.
Homework
Study Guide, “The Fossil Record,” Section 15-1 Review. Students complete the reading
of the section and answer questions on the worksheet.
Chapter 15 Review, “Review,” pp. 294–295, items 1–2, 8, and 16.
Modern Biology
Copyright  by Holt, Rinehart and Winston. All rights reserved.
Chapter 15 Lesson Plan
6