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UNIT: Evolution LESSON PLAN #:4/8 TOPIC: Natural Selection (Single Period) INSTUCTORS: Caitlin Rejman CONTEXT Course/Subject: Living Environment Grade Level: Mostly 9th graders, some 10th graders Learners: 2nd Period- 20 students, range of IEPs 5th Period- 19 students, range of IEPs, health issues, ESL students 8th Period - 17 students, range of IEPs CENTRAL FOCUS This lesson will focus on what the theory of evolution actually implies through natural selection. Students will learn how natural selection takes place when several factors take place, how they are all related, and what can spark the factors to occur. STATE/NATIONAL STANDARDS ADDRESSED New York Living Environment Standards: Key Idea 3: Individual organisms and species change over time. 3.1e Natural selection and its evolutionary consequences provide a scientific explanation for the fossil record of ancient life- forms, as well as for the molecular and structural similarities observed among the diverse species of living organisms. 3.1f Species evolve over time. Evolution is the consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of resources required for life, and (4) the ensuing selection by the environment of those offspring better able to survive and leave offspring. LEARNING OBJECTIVES Students will be able to: 1. Differentiate between artificial and natural selection. 2. Identify and describe when natural selection occurs. 3. Differentiate between natural selection and fitness. CONCEPTS AND PRINCIPLES The concept of natural selection is analyzed further in this lesson. Each factor that allows natural selection to take place is looked at deeply and on an individual basis. Adaptation, variation, and fitness are all looked at as separate things and then united together. We also address the idea of decent with modification and associate that with the idea of common ancestry. ASSESSMENT Formative: 1. Half Sheet Review Questions- at the end of the lecture, students will answer three questions on a half sheet of paper to be collected, but not graded. Summative: 1. Students are assigned a “word dump” homework assignment today, due on Friday. ACADEMIC L ANGUAGE Vocabulary Artificial selection- nature provides the variations, but humans select the ones they find useful Natural selection- process by which organisms that are most suited to their environment survive and reproduce most successfully Variation- differences in a same species Adaptation- any heritable characteristic that increases an organism’s ability to survive and reproduce in its environment Fitness- describes how well an organism can survive and reproduce Academic Language Function Students will be expected to understand these terms, and how they act as evidence of evolution as individual evidence, how they work together to support it, as well as how Darwin used them to formulate his theory of evolution. PRIOR KNOWLEDGE/PREREQUISITE SKILLS So far in this unit, student have looked at what influenced the theory of evolution, and what evidence helps support it. This will be used to aid in their understanding of this lesson where the theory itself is discussed. HISTORICAL/CULTURAL DEVELOPMENT AND RELATION TO THE COMMUNITY This lesson ties in the theory back to Darwin. His artificial selection experiments with pigeons are discussed to support the topic of artificial selection. NATURE OF SCIENCE/INQUIRY As the laboratory activity concludes, the students will have had a chance to examine all stations that they had not been able to complete. They will now be applying these observations to what they are learning in the lecture. LESSON PROCEDURES: INSTRUCTIONAL STRATEGIES AND LEARNING TASKS Launch/Motivation/Introduction to Lesson: Lesson Intro: As students come into the classroom, they will pick up a notes sheets, a half sheet, this week’s homework, and follow the daily routine of filling out their calendar and the think question. Step-by-Step Procedures: Lecture: Students will get out their note sheet and follow along with my lecture as I go over the material. I will go through the lecture and prompt students to write down notes according to the headings outlined on the notes sheet. I will ask students to reread their notes to answer the three review questions on their second half sheet. I will collect the sheet. Lesson Closure: Reminders: General announcements will be made to remind the students they have an exam Friday and to start reviewing notes. DIFFERENTIATION All periods: Several students will receive printed out note sheets. Several students must also sit in the front of the classroom. INSTRUCTIONAL RESOURCES AND MATERIALS Power point Smart board Computer Note sheets (one for every student) Half sheets (one for every student) Homework (one for every student) EMERGENCY/ SAFETY TECHNIQUES AND PROCEDURES No lab is being done this period, there are no additional safety requirements in the classroom. No extra precautions outside of the usual safety/emergency policies posted above the classroom door, and stated in the students safety contract. POST-LESSON REFLECTION AND ANALYSIS