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Lesson Plans: Biology Taylor /Clark/Farrar Unit: Evolution Date: Mar 3-7
Summative Assessment: Mar 14, 2014
Daily Agenda
Mon
Tues
Wed
Thurs
Fri
Unit Vocabulary: Adaptation Population Natural selection Evolution Reproduction isolation Gradualism Punctuated equilibrium Fossils
Paleontologist Radiometric dating Vestigial structures, Homologous structures Divergence Speciation Subspecies Mutualism Half-life Relative
dating Law of superposition Era Period Geologic time scale Cambrian explosion Plate tectonics Spontaneous generation Theory of biogenesis
Endosymbiont theory Artificial selection Derived traits Ancestral traits Analogous structures Genetic drift Founder effect Directional selection
Learning
Target
I can: Explain the
theory of evolution
I can: Explain how
fossils are formed
I can: Explain how
new species are
formed
I can: Explain the
difference between
homologous and
vestigial structures
I can: Explain the
difference between
homologous and
vestigial structures
Common
Core/ Quality
Core
SC-HS-3.5.1 Students
will: predict the impact
on species of changes to
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 the
resources required for
life, or (4) natural
selection; propose
solutions to real-world
problems of
endangered and extinct
species. DOK3
SC-HS-3.5.2 Students
will: predict the
success of patterns of
adaptive behaviors
based on
evidence/data; justify
explanations of
organism survival
based on scientific
understandings of
behavior. DOK 3
SC-HS-3.5.1 Students
will: predict the
impact on species of
changes to 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 the
resources required
for life, or (4) natural
selection; propose
solutions to realworld problems of
endangered and
extinct species. DOK3
SC-HS-3.5.1
Students will: predict
the impact on species
of changes to 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 the
resources required
for life, or (4) natural
selection; propose
solutions to realworld problems of
endangered and
extinct species.
DOK3
Instructional
Practices
Bell Ringer
Lecturing/Note taking
Collaborative learning
SC-HS-3.5.1
Students will:
predict the impact
on species of
changes to 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 the
resources required
for life, or (4)
natural selection;
propose solutions to
real-world problems
of endangered and
extinct species.
DOK3
Lecturing/note taking
Lecturing note taking
Collaborative learning
Flashback from previous
lesson
Flashback from
previous lesson
Flashback from
previous lesson
Flashback from
previous lesson
Flashback from
previous lesson
Lecture over
speciation
Video followed by
lecture over
homologous and
vestigial structures
Students in groups
will create posters
depicting the
differences between
homologous and
vestigial structures.
Questions from lecture
Product
Heterozygous pairing
Questions from
lecture
Teacher made notes
Teacher made notes
Heterozygous pairing
F- Exit Slip
F- Exit Slip
F- Exit Slip
F- Exit Slip
Activities/
Assignments
Lecture over evolution
Students in groups will
conduct an exercise
over fossils.
Exit
Questions from lecture
Product
Accommodatio Teacher made notes
ns
F- exit slip
Assessment:
*Formative-F
*Summative-S