Janelle Burgos Lesson Plan - Conceptual Change

I. Lesson Foundation

Lesson Title: Phylogeny: The Tree of Life - Cleaning the Old Bones

Grade Level: 8th Grade

Subject Area(s)/Subject Content Explanation: Biology; Phylogeny, Conceptual Change -

Birds are Dinosaurs

Standard(s):

NYS/NGSS Standards

MS-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities and
differences among modern organisms and between modern and fossil organisms to infer
evolutionary relationships.
Disciplinary Core Ideas - Anatomical similarities and differences between various
organisms living today and between them and organisms in the fossil record, enable the
reconstruction of evolutionary history and the inference of lines of evolutionary descent.
Crosscutting Concepts - Patterns can be used to identify cause and effect relationships.
Connections to Nature of Science - Scientific Knowledge Assumes an Order and
Consistency in Natural Systems - Science assumes that objects and events in natural
systems occur in consistent patterns that are understandable through measurement and
observation.
Science and Engineering Practices - Constructing Explanations and Designing Solutions
- Apply scientific ideas to construct an explanation for real-world phenomena, examples,
or events.

Common Core Standards

CCSS.ELA-LITERACY.RST.6-8.4 - Determine the meaning of symbols, key terms, and other

domain-specific words and phrases as they are used in a specific scientific or technical context
relevant to grades 6-8 texts and topics.

CCSS.ELA-LITERACY.RST.6-8.7 - Integrate quantitative or technical information expressed in

words in a text with a version of that information expressed visually (e.g., in a flowchart,
diagram, model, graph, or table).
CCSS.ELA-LITERACY.RST.6-8.9 - Compare and contrast the information gained from
experiments, simulations, video, or multimedia sources with that gained from reading a text on
the same topic.

Essential Questions:
In phylogeny, what do we look at to define evolutionary relationships between
organisms?
How do we illustrate and interpret the evolutionary relationships between organisms in a
cladogram?
Are dinosaurs, in fact, more related to birds than reptiles?

Instructional Objectives and Performance Expectations:

Students will understand how to read a phylogenetic tree, have a basic understanding of
the mechanisms by which they are created, and have a general understanding of the
principles involved in grouping organisms on an evolutionary tree.
Students will be able to pose scientific questions about a group of organisms whose
relatedness is described by a phylogenetic tree or cladogram in order to (1) identify
shared characteristics, (2) make inferences about the evolutionary history of the group,
and (3) identify character data that could extend or improve the phylogenetic tree
Students will be able to construct a cladogram and show where new animals will be
placed when given trait and species data

Formative Assessments:
The formative assessment will consist of three major areas. The first is the the in-lecture
questions which will solidify and impress upon the students the key terms, ideas, and
relationships in phylogeny. The second is the student's cladogram activities which represent their
ability to interpret and create a cladogram using lecture material which will evaluate student
application and understanding of cladograms. The third is the discussions that will occur
throughout the cladogram activities and alert the teacher as to any misconceptions, confusion
about cladogram representation, and allow for reflection on prior notions about species
relationships.

Summative Assessments:

The summative assessment will include the exit ticket to evaluate student interpretation and
comparison of cladogram structure as well as the homework. Depending on the homework
(Review or Renew) will determine the assessment. The Review homework (Minion cladogram
construction) will evaluate further, the students ability to create and interpret a cladogram from a
set of traits, pictures, and tables. The Renew homework (Interactive gaming activity) will assess
students who are not quite understanding the concept of cladograms and their construction. It
will have them use a simulation which guides them through the process of cladogram
construction with instructions and guided questions.

II. Lesson Body

Lesson Introduction: Begin class with a discussion about family trees, their purpose and the
information that can be retrieved from them. This should logically segue into a connection to the
family trees of animals and species over time.

Teaching Procedures:

Description of Methods - PowerPoint Presentation with in-lecture questions

This lesson plan functions assuming that topics on evolution and the Linnaean System were
already addressed in previous classes as well as the basic history and key terms used in
phylogeny. The instructor will then begin a lecture that will briefly review the key terminology
necessary for the topic that was addressed in a previous lecture. Throughout this section of the
class period, questions will be periodically spread throughout the PowerPoint presentation used
in order to create consistent review as to prevent misunderstandings that would inhibit the
cladogram creating process. Many of these questions will highlight and promote the defining
features found in cladograms (see Key Terms). The class will then spend about 15 minutes
learning about the construction and interpretation of a cladogram and its various forms. This will
include the placement of traits, species, and taxonomy onto the structure. A strategy for students
who are struggling with picturing the structure of a cladogram and the relationships is using a
tree branch as an analogy. Having a physical tree branch is best practice.

Once the lecture section is finished, the class will move onto an activity which will test their
ability to appropriately read a cladogram. They will be provided a fully crafted cladogram,
species-specific taxonomy/trait information, and short-answer questions at the beginning of the
assignment and after. The cladogram will feature an accurate representation of the dinosaur and
bird phylogeny. The students will be tasked with answering reflecting questions about their
present perception of the nature of the relationship between dinosaurs and birds. They will then
study the cladogram and be asked about the relationships presented in the structure using a
required word bank (e.g. common ancestors, homologous structures, analogous structures, nodes,
clades). The questions will be guided with some information to aid in interpretation of common
ancestors and the taxonomic terminology. The students will discuss their answers in groups and
then come together as a class.

The groups will voice the common misconceptions found among the members that they have
about the species relationships and questions will be asked to discern from what forms of media
or interactions were those misconceptions formed. From there, the groups will discuss the
relationship provided on the cladogram and compare and contrast their previous perceptions to
their new evidence.

The last step in the class activity is where an additional data set will be given in which the
students will be tasked in creating a adding species and traits to the given cladogram. They will
also re-draw the cladogram using rectangular branches or vertical. This will help promote the
idea that cladograms come in many shapes and styles, but, they all represent the same type of
information. The students will do this in groups and then hang their work up on the walls for
observation.

The class will close with a brief run-through of the classes accomplishments and objectives for
the day and the homework for the following class (see Closure).

Key Terms
Hierarchy
Common ancestors
Monophyletic, Paraphyletic and Polyphyletic
Homologous, Analogous Structures
Shared derived/primitive characteristics
Cladograms
Clades
Outgroups/Ingroups
Age/Time/Advancement on a Cladogram

Guided Practice -
Students will answer questions throughout the lecture portion of the class as well as contribute to
discussion after the first section of the cladogram activity that will be guided by the teacher. The
questions will address misunderstandings in key areas of phylogeny where as the discussion will
uncover misconceptions common in organismal ancestral history through questions addressing
previous notions about species relationships.

Independent Practice -
Students will meet in groups in both sections of the cladogram activity to utilize their skills in
phylogeny to make inferences about species relationships through shared characteristics,
evolutionary history, and gaps in data. They will also apply their knowledge of cladogram
formation by using the previous cladogram and expanding on it with additional species and traits
data. This will be done with limited to no teacher guidance.

Closure:
After the different cladograms are posted in the class, I will close the class with a brief run-
through of the classes accomplishments and objectives for the day and how we achieved them. I
will then present them with their exit ticket and homework for the next day. The exit ticket for
the class will require them to record two differences and two similarities they found between
their groups cladogram and the others. The homework has two possibilities. If the students
understand cladogram construction and can craft them on their own successfully, their review
will have them make a Minion cladogram using pictures and a data table that they fill in
themselves which also features some short-response questions. If I feel that the students are not
grasping the cladogram construction well and are struggling, I will have them use an interactive
game that allows them to visualize the movement and shape of cladograms. This game also
allows them to see where they are improperly putting a species and guides them in the right
direction while reviewing cladogram interpretation skills.

Minion Homework: https://dochub.com/janelleburgos/eeMRW6/evolution-1-

cladograms?dt=x7a2jy91j5u473sg
Interactive Game Link:
http://www.pbs.org/wgbh/nova/labs/lab/evolution/research#/chooser

III. Lesson Essentials

Differentiated Learning Activities: Students who are in need of coordination guidance, have a
physical disability, or are incapable of participating in the physical aspect of the lecture have two
options for an alternative activity. Option one will be a interactive cladogram game which will
provide a visual and tangible application of the knowledge from lecture and also addresses the
relationships between the species previously addressed in the lesson body. The second option is a
educational video that will review the same relationships but through a more interactive media.
The video and game will be complemented with similar guided questions (written or vocal) to
lead towards the essential questions as well as a adjusted homework to meet the disability or
need.

Video Link:
https://www.youtube.com/watch?v=NcMTz_4pSKU
Interactive Game Link:
http://www.pbs.org/wgbh/nova/labs/lab/evolution/research#/chooser

Instructional Resources, Materials and Technology: Computer, Projector/Screen or

SmartBoard, Markers, Large White Paper, Tree Branches

IV. Post-lesson Reflection:

Analysis of Student Learning: This will be done through the exit tickets as well as through the
questions and discussions asked and conducted throughout the lesson. These will allow the
instructor to understand if the material is being retained as well as if they are applying their
knowledge to the activities. The discussion will be key as to assuring conceptual change has
occurred and the students have taken their previous notions about species relationships and have
extended beyond that.

Analysis of Teaching: In the beginning, I will gauge the level of understanding the students
have of the material in the lecture through in-lecture questions that reinforce key terms and ideas.
By using the formative and summative assessments as well as tracking student questions
throughout the exercise, I can modify my lesson to clear up areas of confusion in the future. I
will also use the homework assignment to see if key ideas and objectives where met and
understood.