Evolution Lesson Plan Unit Plan: Evolution Content Standards: Arizona State Standards (Science) o SCHS-S4C4-02: Explain how

w genotypic and phenotypic variation can result in adaptations that influence an organisms success in an environment. o SCHS-S4C4-03: Describe how the continuing operations of natural selection underlies a populations ability to adapt to changes in the environment and leads to biodiversity and the origin of new species. o SCHS-S4C4-05: Analyze how patterns in the fossil record, nuclear chemistry, geology, molecular biology, and geographical distribution give support to the theory of organic evolution through natural selection over billions of years and the resulting present day biodiversity. (http://www.azed.gov/standards-practices/files/2011/09/sciencehighschool.pdf) Next Generation Science Standards o HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. (http://www.nextgenscience.org/next-generation-science-standards) Language Standards: Listening and Speaking: o Stand 1: Student will listen actively to the ideas of others in order to acquire new knowledge. ! B-5: retelling main ideas/concepts and key points/details of presentations using complete sentences. ! B-6: responding to social conversations by rephrasing/repeating information, asking questions, and expressing ones thoughts. o Strand 2: Student will express orally his or her own thinking and ideas. ! B-5: asking and resonding to academic questions in complete sentences. (eg., making comparisons describing events, etc.) Reading: o Stand 4: The student will analyze text for expression, enjoyment, information, and understanding. ! B-21: applying understanding of content area vocabulary within math, science, and social studies texts. Writing: o Stand 1: The student will express his or her thinking and ideas in a variety of writing genres. ! B-3: writing an expository paragraph that includes a topic sentence, supporting details, and a conclusion. http://www.azed.gov/english-language-learners/elps/

Task Analysis: Terminal Objective: SWBAT discuss in a summary the evidence of evolution from facts seen today. Time 5 min Sub-Objective SWBAT discuss what Darwins strategies are in writing. Blooms: Comprehension Teaching Strategy Bellwork: Teacher will provide questions from the previous lesson asking what Darwins ideas and strategies are. Instruction: Teacher will provide information on what artificial selection is and answer any questions students have about the subject. Active Student Participation Students will answer the questions on paper first. They will then answer the questions as a class either by volunteer or non-volunteer basis. Students will take notes then write down in their own words what the definition of artificial selection is and how this relates to evolution. The teacher will walk around and read students definitions of artificial selection. Students will take notes on the notetaker. Students will work through the photos provided to follow the evolution of an animal. Using the fossil record students will look at the relationships between forms of animals. Students will also answer questions on a volunteer and nonvolunteer basis. Teacher will also walk around while

5 min

SWBAT define, in writing, what artificial selection is. Blooms: Knowledge

10 min

SWBAT analyze how the fossil record and geographic distribution plays a factor in evolution using pictures. Blooms: Analysis

Instruction: Teacher will provide information on the fossil record and geographic distribution. She will also provide pictures of transitional forms for students to look at.

5 min

SWBAT compare through discussion what homologous structures are and be able to compare different animal limbs. Blooms: Application

Instruction: Teacher will provide the definition of homologous structures and examples of them.

5 min

SWBAT describe in a list the similarities in embryology. Blooms: Comprehension

Instruction: Teacher will provide information on embryology and examples of embryology.

10 min

SWBAT recognize in pictures the similarities in DNA among animals. Blooms: Knowledge

Instruction: Teacher will provide instruction on the similarities in DNA among animals. Teacher will provide photos of DNA to the students.

students are working in groups. Students will take notes and look at the examples of homologous structures and discuss in groups if they are homologous or not and why. Teacher will walk around and talk with groups as they work. Students will answer questions as a class on white boards. Students will take notes and list the similarities in embryology when looking at examples. Teacher will walk around and read student work while students are working. Students will answer questions when called upon or in free answer. Students will take notes and are to work in groups and compare DNA from different animals from the given photos. Students will discuss the similarities and share with the class their answers. Teacher will walk around and talk with groups during the

10 min

SWBAT discuss in a summary the evidence of evolution from facts seen today. Blooms: Comprehension

Closure: Teacher will provide answers to questions students may have and provide instruction for writing a summary.

activity. Students will write a summary of the information discussed today discussing the evidence of evolution from facts seen today. Teacher will walk around and read summaries while students are working.

Materials: Evolution PowerPoint Projector White boards Evolution Note-Taker Pictures of homologous structures Pictures of fossil record Pictures of DNA