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Stage 3_Dailey_Lauren
Lauren Dailey
Understanding by Design Lesson Plan
Application of Instructional Design
Spring 2010
Stage 3_Dailey_Lauren
Title of Unit
Natural Selection
Grade Level
7th
Standard:
S7L5. Students will examine the evolution of living organisms through inherited characteristics that promote survival
of organisms and the survival of successive generations of their offspring.
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.
c. Trace evidence that the fossil record found in sedimentary rock provides evidence for the long history of
changing life forms.
Complementary Standards:
S7L3. Students will recognize how biological traits are passed on to successive generations.
a. Explain the role of genes and chromosomes in the process of inheriting a specific trait.
S7L4. Students will examine the dependence of organisms on another and their environments.
C. Recognize that changes in environmental conditions can affect the survival of both individuals and
entire species.
Stage 3_Dailey_Lauren
Understandings:
1. Physical characteristics of organisms change over time. (Explanation)
Ex: Adaption of Peppered Moth for survival.
2. Changes in species occur due to natural selection, reproduction and environmental conditions. (Interpretation)
Ex: Charles Darwin’s finches in Galapagos Island and their variations
3. Fossils provide evidence of change. (Interpretation, Application and Perspective)
Ex: Create a fossil (hard item fossilized/plaster of paris).
Related Misconceptions:
1. Evolution means “man from monkey”
2. Evolution no longer occurs
3. Evolution is “only a theory”
4. Evolution is an origin of life/a belief system.
5. Evolution is something an organism does on purpose.
Individual organisms change to meet the needs of their environment.
Essential Questions
Stage 3_Dailey_Lauren
Overarching Questions:
1. How do physical characteristics of organisms
demonstrate/support the theory of evolution?
2. How does natural selection affect the evolution of species
on earth?
3. How did so many different types of organisms develop?
4. How is genetic material passed from parent to offspring?
5. How does natural selection lead to evolution?
Topical Questions:
6. What do you know about natural selection
and what do you feel about it? Why do you
feel that way?
7. What is Darwin’s theory of evolution?
8. What is natural selection?
9. Why are fossils important evidence of
evolution?
Learning Experiences
Week 1
1. Begin with an entry question (What is evolution? What did human evolve from?) to hook students. NEP H
2. Students are given a Pre-Test to test what they know about natural selection. (self-assessment) E2, U1-3, EQ 1-9
3. Students are introduced to key vocabulary words through different classroom notes and lab activities. NEP H,
E, O U 1 – 3 EQ 1-9 S7L5: a, b S7L4: c
4. Video Podcast and Guided notes over Darwin and Evolution. NEP, FEP, EEP E, T, O U 1-3 EQ 1-3, 5, 6-8
S7L5 and 4: a-c
5. Define Vocabulary and Read Textbook pg. 154-156 NEP E2, E, T, O U 1, 2, 3 EQ 1-7
6. Ticket out the door: Explain Natural Selection? R, E2 U 4,6 EQ 6
7. Computer Lab: Genetics and Disease L-Q E, E2, T U 3, 4 EQ 1, 3
8. LabZone: How do seeds vary? (Need Sunflower seeds, hand lens, and ruler) AEP U 3 E, W, T EQ 4, 5
9. Students will watch a United Streaming film on Darwin, and answer questions
NEP W, E, E2 U1 – 4 EQ 7, 8 S7L5: a-b S7L4: c
10. Technology: Brain Pop Online Video: Darwin NEP, FEP E, R, T U 1-3 EQ 1-3, 5, 6-8
11. Lab: Camouflage Peppered Moth activity AEP, NEP, L-Q, EEP, FEP E, E2, T, O U 1 – 4 EQ 1-5, 8
S7L5 and 4: a-c
12. Brain Pop Online Video: Natural Selection. NEP E, E2 U 1-3,
13. Beak Lab L-Q, NEP, FEP, EEP AEP W, E, T U 2, 3 EQ 1-5, 7, 8
S7L5: a, b S7L4: c
Stage 3_Dailey_Lauren
1. Ticket in the Door: What is a fossil? E2 U1 EQ 9
S7L5 and 4: a-c
2. Review Moth Lab and complete Natural Selection Cloze Notes. W, E, T U1-3 EQ 4, 5
S7L5 and 4: ac
3. Students will complete workbook pages 77-79 and textbook page 179 NEP, FEP E, E2, T U1, 2 EQ 2, 5, 6, 8
S7L5 and 4: a-c
4. Watch United Streaming Video on Natural Selection NEP, FEP W, E, E2 U 1,2, 3 EQ 2, 5, 6, 8
5. Computer Lab: Web-quest Charles Darwin and HMS Beagle NEP, FEP, L-Q, AEP, EEP E, E2, R, T U1-3
EQ 1-8 S7L5 and 4: a-c
6. Brain Pop Online Video: Fossils NEP E, E2, T U1-4 EQ 9 S7L4: c
7. Powerpoint with Guided notes (Fossil Record) NEP, FEP, L-Q E, E2, T U1-3 EQ 9 S7L4: c
8. Lab: Create a fossil (self-assessment) L-Q, NEP, EEP W, E, E2, T U2,3 EQ 9 S7L4: c
9. Show what you know: identify the sample fossils
W, R, E, E2 U 1-4, 6 EQ 9 S7L4: c
10. Galapagos Island Video E, E2 U1, 4, 5 EQ 1-9 S7L5 and 4: a-c
11. Natural Selection Test (self-assessment) E2, O U1,3,6 EQ1-9 S7L5 and 4: a-c
12. Follow-Up Activity: Jeopardy Review for CRCT over Natural Selection
13. CRCT Review packet
Notes to the Instructor
Within the activities, there are many different Entry Points for the different types of learners. The different Entry Points
used are: Narrational (NEP), Logical-Quantitative (L-Q), Foundational (FEP), Aesthetic (AEP), and Experiential (EEP).
The Understanding (U), Essential Questions (EQ), Standards (S) and WHERETO are also noted with the activities.
Bearsley, P. (2004). Middle School Student Learning in Evolution: Are Current Standards Achievable?. American
Biology Teacher, 66(9), 604-612. Retrieved from Professional Development Collection database.
Persistent link to this record (Permalink): http://proxygsugso1.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=15081514&site
=ehost-live
Desantis, L. (2009). Teaching Evolution Through Inquiry-Based Lessons of Uncontroversial Science. American Biology
Teacher, 71(2), 106-111. Retrieved from Academic Search Complete database.
Griffis, K., Thadani, V., & Wise, J. (2008). Making authentic data accessible: the Sensing the Environment inquiry
module. Journal of Biological Education, 42(3), 119-122. Retrieved from Professional Development Collection
database.
Stage 3_Dailey_Lauren
DARWIN’S THEORY of _______________________________________
(Survival of the Fittest)
In 1831, ______________________________________ set sail on the HMS Beagle for a 5 year trip around the world.
____________________ collected and studied numerous ______________________ during this famous voyage.
_____________________ he made on the Beagle expedition also provided him with the ____________ that he later
used to formulate his theory of _________________ and _____________________________________________.
SCIENTIFIC THEORY:
a ____________________ concept (idea) that explains a wide range of ___________
What is the difference between an idea, theory and fact?
SPECIES:
Group of ________________________ that can __________ and produce _____________
DARWIN’S THEORY:
Species gradually ______________________________________________ and become better
_______________________ to new conditions.
THE GALAPOGOS ISLANDS ARE A GROUP OF _________________________
HOW DID DARWIN THINK PLANTS AND ANIMALS ORIGINALLY CAME TO GALAPAGOS ISLAND?
Ancestors of today’s plants & animals on the islands were brought from the mainland by
___________________________________________________________.
Stage 3_Dailey_Lauren
ONCE THEY REACHED ISLANDS, THEY ______________________________ & OFFSPRING BECAME
____________________________________ FROM MAINLAND RELATIVES
______________________________________________.
Natural Selection
Individuals that are _____________________________________ to their environment are more likely to
___________________________________.
SURVIVAL OF THE FITTEST
WHAT ARE FACTORS THAT AFFECT SURVIVAL?
1. Differences in __________________________ (variations)
2. _________________________________ of same species
3. ________________________________________________________
SO….
HOW DOES THIS APPLY TO THE GALAPAGOS ISLANDS?
Organisms that were on the Islands first had ________ competition for _________________(food, shelter, H2O)
because no other species was there.
Darwin studied _______________ found on these islands. This played an important role in his recognition of the
_____________________________________________.
By studying the finches, Darwin showed how ________________________________
...And
over _____________________ of time ________________________________ can lead to
________________________________.
HOW?
__________________________ IN ORGANISMS GRADUALLY ACCUMULATE WHILE UNFAVORABLE
ONES _______________________________.
Stage 3_Dailey_Lauren
Camouflage:
__________________________________ that allow organisms to blend in
w/_________________________________________.
ANOTHER ADAPTATION SEEN IN ANIMALS AND PLANTS:
________________________________
CRITICAL THINKING
• WHAT MAKES AN IDEA A THEORY?
• HOW IS A THEORY DIFFERENT FROM A FACT?
• UPON WHAT FACTS DID DARWIN BASE HIS THEORY OF EVOLUTION?
Stage 3_Dailey_Lauren
EARLY RELEASE DAYS
LF Lesson Plan
Teacher:___ ____ Date:___ ___
Lesson_________of ___________
Course:______Life Science________________ Period(s):______________
Unit________________________
Essential Question:
How is genetic material passed from parent to offspring?
How does natural selection lead to evolution?
Key Question(s) and/or Standards: S7L3. Students will recognize how biological traits are passed on to successive generations. Explain the role of genes and
chromosomes in the process of inheriting a specific trait. S7L4. Students will examine the dependence of organisms on one another and their environments.
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 offspring.
Activating Strategies:
Cognitive Strategies:
_X__KWL-Plus
_____Word Splash
____Distributed Practice
______Graphic Organizer _____Numbered Heads
___Frayer Model
_____Concept Map
__X__Note Taking
___Anticipation Guide
Overview
___X__Vocabulary
_____Research Process
______Think/Share/Write
_____Think/Pair/Share
____X__Demonstration
___Word Map
_____Other
C
O
N
T
E
N
T
Monday 3/22
Week @ a glance
Journal: KWL on Evolution
Tuesday 3/23
Journal: What is a theory?
Define Changes over Time
vocabulary p. 172b all terms
from all sections (1-3)
Due Wednesday.
Computer lab
Turn in Super Baby!!!
__X____Guided Reading
Wednesday 3/24
Journal: Target Reading Skill
p. 172 –have them copy it form
the board
How do seeds vary? LabZone
p.172 (Need sunflower seeds,
hand lens, ruler)
_____Mnemonics
_____Other
Thursday 3/25
Journal: Online BrainPop
Darwin
Friday 3/26
Journal: Online BrainPop on
Natural Selection
Peppered Moth Lab
Finish Notes
Study Buddy Review of
Vocabulary terms – Quiz on
Wednesday
Survival of the Fittest Lab or
Bird Beak Lab
Begin Notes for
Darwin/Evolution
Vocabulary due
Summarizing:
____3-2-1
____Ticket Out the Door _____The Important Thing
Extending and Refining:
____Cause and Effect
____Classifying
_____Compare and Contrast
_____Writing Prompt
____Cue Cards
_____Analyzing
_____Error Analysis
______Other
_____Decision Making
_____ Synthesize
_____Induction/Deduction
_____Other
Stage 3_Dailey_Lauren
Assignments:
____Practice
______Other
____Preview
____Study
____Read for Purpose
____Revise/Edit
____Interview
Assessments:
____Performance
____Test
____Other
____Portfolio ____Conferencing ____Writing Process
__X__Quiz
____Project
____Presentation