Evolution Unit

Ariel Puthoff Wright State University
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Evolution Unit
Overview
Ohio Standards
This unit will cover evolution standard content which must contain concepts on natural selection,
mutation, genetic drift, gene flow, sexual selection, history of life on Earth, speciation based on
molecular evidence, population genetics, and gene frequency.

Description
Evolutionary theory states that species change over time. This is also called descent with
modification. Evolution occurs via natural selection meaning individuals with the most favorable
traits survive and reproduce and these favorable traits then become more common within the
population. In this unit, I will use a variety of activities (cooperative and individual work, inquiry
and direct instruction) to get my students to understand the theory of evolutions mechanisms,
supporting evidence, and its impact on populations and diversity of life.

Demographics
This unit is intended for Minster High School 10
th
graders taking Biology. Minster is a small
rural town in midwest Ohio with a total population around 2,800. The median household income
in Minster is about $64,250. Minster High School enrolled 387 students in 2012. Of those 387
students, 98.7% were white/non-hispanic, 9.8% had a disability, and 10.4% were economically
disadvantaged. Minster High School has a 100% graduation rate for at least the last five years.
In 2012, 97.1% of Minsters 10
th
graders passed the science OGT.

Context
This unit will follow units on cells and heredity/genetics. This is the most logical sequence
because students must first learn about the structure and function of cells, DNA, and genes and
how genes are passed on before learning how life on Earth changes as a result of the transfer of
genes and environmental factors. Preceding this unit will be units covering the diversity of life
and ecology. After learning how life has changed and developed the diversity that now exists
through evolution, it makes the most sense to explore the diversity of life after evolution. The

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unit on evolution will also provide an introduction to populations and competition leading into
ecology.

Prior Knowledge
As previously stated the students will need prior knowledge on the structure and function of
cells, DNA, and genes and how genes are passed on from parent to offspring. Also, according to
the current standards, students should have some prior knowledge of evolution concepts from
elementary and middle school. They should know that evolution via natural selection is the
mechanisms by which species change and is responsible for diversity. They should also already
have some exposure to evolutionary evidence in the fossil record. To assess how much of this
prior knowledge students have retained, I will conduct and informal assessment of prior
knowledge during the first inquiry assignment (explained in further detail in the specific lesson
plan).

Misconceptions
Misconceptions were obtained from: http://evolution.berkeley.edu/evosite/misconceps/index.
shtml.
Evolution and how it works:
1. Evolution is a theory about the origins of life.
2. Evolution is like a climb up a ladder of progress; Organisms are always getting better.
3. Evolution means that life changed by chance.
4. Individuals adapt.
Evidence of evolution:
1. Evolution is just a theory (guess or hunch).
2. Evolution is a theory in crisis and is collapsing as scientists lose confidence in it.
3. Gaps in the fossil record disprove evolution.
4. Evolutionary theory is incomplete and is currently unable to give a total explanation
of life.
5. The theory of evolution is flawed, but scientists wont admit it.
6. Evolution is not observable or testable.
7. Most biologists have rejected Darwinism.

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Implications of evolution:
1. Teaching evolution leads to immoral behavior. If children are taught that they are
animals, they will behave like animals.
2. Evolution supports ideals such as Social Darwinism and rationalizes the oppression of
certain people.
Evolution and religion:
1. Evolution and religion are incompatible.
Teaching evolution:
1. Teachers should teach both sides (religious views and scientific concepts) and let
students decide for themselves.
2. Teaching evolution is religious so teaching it violates the first amendment.

Lessons Overview 14 days
Lesson 1- Inquiry Lab and Simulation (Lesson plan attached) 2 days
Essential Question: Do species/populations change over time?

Students will answer inquiry style questions and complete a whole class simulation of evolution
and natural selection. Students will collect and analyze data and make inferences about evolution
based on the simulation.

Rationale:
The unit will begin with an inquiry activity to stimulate student interest in the topic. This
activity will also provide an introduction to evolution and an example that can be
referenced later during other activities. This lesson will also serve as an informal pre-
assessment for prior knowledge. The simulation will also benefit visual and tactile
learners as it is very hands on and active.

Lesson 2- Founding Theorist Reading and Discussion (Lesson plan attached) 1 days
Essential Question: What contribution did Darwin, Hutton, Lyell, Lamarck, Malthus, and
Linnaeus make to evolutionary theory?


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Students will read about the founders of modern evolution theory (Darwin, Lamarck, Hutton,
Lyell, Malthus, and Linnaeus). Students will read about the observations made by these scientists
and how these observations led to the development of evolution theory as a homework
assignement. After completing the reading assignment, students will discuss in groups what they
read and work together to answer discussion questions. Then, we will come together as a whole
class to summarize. A vocabulary homework assignment will be given in which students must
define key vocab and list examples from the simulation.

Rationale:
I chose to start teaching evolution concepts with the observations of Darwin and other
scientists because it is reflective of the scientific method which first starts with
observations and asking questions. By working in groups, the students may hear thoughts
and perspectives that they themselves hadnt thought of. The vocabulary homework will
serve as preview for the material covered during the next lesson, and by having them
come up with examples from the simulation, I am hoping to build connections and
increase retention.

Lesson 3- Lecture and Note Taking (Lesson plan attached) 2 days
Essential Questions:
What are the key concepts of evolution?
Do individuals adapt?
How does evolution occur?
Are organisms always getting better?

Students will utilize guided notes to follow a powerpoint over key concepts (natural selection,
fitness, adaptation, mutation, etc.) The powerpoint will contain checkpoint discussion questions
throughout. After the first day of lecture, the students will be assigned an online webquest with a
simulation over peppered moth populations (classic evolution example).


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Rationale:
Now that the students have done some discovery and reading about the observations that
lead to evolutionary theory, I want to give the students the concepts, facts, and real world
examples through an interactive lecture powerpoint. Guided notes are provided to
increase participation and serve as a study tool. Discussion questions will increase
participation and provide an informal assessment of understanding throughout. They will
also be used to address some of the common misconceptions listed previously. The
peppered moth simulation will summarize the key concepts of evolution and is a fun
game-like activity for the students.

Lesson 4- Review (Lesson plan attached) 1 day
Essential Question:
No essential question for this lesson because we are reviewing previous information.

Students will play a jeopardy style review game in which I can assess retention and address
common misconceptions. Game questions will consist of mostly recall and comprehension style
with some application questions. A natural selection scenario handout will be given as
homework. Students will be given a scenario and asked to identify key evolutionary components.

Rationale:
At this point in the unit, the students have been exposed to a lot of new information, so I
wanted to plan a day to review the material in a fun way. The game questions will focus
on recall and comprehension with some application because students have just started to
learn the material and may not be ready for application questions. The homework
assignment will also serve as a review activity that will be formally assessed.

Lesson 5- Hardy Weinberg Lab 1.5 days
Essential Question:
How does the Hardy-Weinberg principle explain population evolution?


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Students will perform in groups a lab that explores the Hardy-Weinberg principle after given a
brief explanation of its meaning. Students will collect group data, use the Hardy-Weinberg
equation, and analyze the results. This will not be an inquiry style lab because the material is
brand new to the students and fairly difficult. The lab walks the students through the procedure
and is followed by questions in which the students will analyze real-world applications.

Rationale:
The Hardy-Weinberg principle proposes how populations evolve based on allelic
frequencies. This focus on populations must come after learning the basic concepts and
natural selection focused on individuals which was accomplished during the lecture and
review lessons. By doing a lab, the students will be using and testing the Hardy-Weinberg
principles in an interactive way.

Lesson 6- Founder Effect, Bottleneck Effect, and Genetic Drift (Handouts attached) 1.5 days
Essential Question:
How does genetic diversity impact evolution?

I will explain the founder effect, bottleneck effect, and genetic drift via powerpoint and students
will individually complete bottleneck genetic drift simulation worksheets. The powerpoint will
include checkpoint discussion questions to informally assess understanding as we go and
examples from the real-world to make the material more relevant.

Rationale:
Much of the work up till now has been done in groups so I wanted to change things up
and provide an individual activity. Some students dislike group work so I want to provide
an activity that will appeal to these students. Teacher explanations are followed by
student simulation work. Students are given the definition and explanation for the
concepts then they have to test the explanation through a simulation. This type of activity
will encourage students to question and search for evidence.


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Lesson 7- Speciation (Handout attached) 2 days
Essential Questions:
What makes a species?
How do different species form?

Students will start by discussing the question How many species of dogs is there? Of course,
there is only one species of dog, so by starting with this question I address a misconception and
lead into a discussion of what makes a species? and how do different species form?. To
answer these questions, the students will complete a webquest using online interactive real-world
speciation examples. After the webquest, as a class we will discuss their findings and I will give
a powerpoint over the types and different causes of speciation. For homework, students will
complete a handout in which they have to create their own species and make it undergo a
speciation event.

Rationale:
So far this unit has addressed evolution from the individual and population perspectives,
so now we can move on to evolutions effects on diversity of life. Using real-world
examples, increases the relevance of the information and hopefully, the retention level.
The homework assignment attached to this lesson allows the students to be creative and
they will have to use higher level thinking (synthesis) according to Blooms.

Lesson 8- Evidence Supporting Evolution 1 day
Essential Question:
How do we know evolution occurs?

Students will discuss in groups and brainstorm on How we know evolution occurs. I will then
show videos that present examples of evolutionary evidence (Bozeman Science Evolution
Evidence and Vestigial Organs).


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Rationale:
I chose to put the evidence for evolution after fully discussing evolution at the individual,
population, and global level. This content is usually placed toward the beginning after
learning basic concepts. I placed it at the end because I thought it would have more
meaning and I would be able to connect evidence to all levels of evolution explanation.
By having them brainstorm, I can gauge any prior knowledge and get them using higher
level thinking skills. I chose to use videos for a change of pace. The speakers in the
videos may explain things in ways different from myself that may work better for some
students.

Lesson 9- Final Review 1 day
Essential Question:
None

Students will play a Jeopardy style review game to summarize the unit. The questions used in the
game will be both recall type and application type. I will remind students to use the game as a
tool to guide their studying efforts. Material they do not know during the game is good material
to study before the test. I plan to use this type of review before every test, so they should be used
to doing this.

Rationale:
This is a very long unit that covers a lot of information, so I planned a day to consolidate
all of the important information and give students insight on what to focus on and the
types of questions that will be asked. It is also a fun review activity that will relieve some
stress before the test.

Formal Summative Assessment 1 day
Essential Question:
None


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Students will be given a written test composed of multiple choice and short answer questions. I
do not want to simply test the students comprehension and recall of the content. The goal is for
them to use higher level thinking so the test questions will be application based.

Rationale:
At this point the students should have mastered all the content mandated by the Ohio
standards. I chose to use a written test for the unit summative assessment because the
content learned in this unit will also be covered on the OGT, so I wanted to test them in a
similar way. The test can also be completed in a timely manner, and we can move on to
the next unit.

Resources
Campbell Biology: Reese et. al.
Biology: Miller and Levine (Class text)
Peppered Moth Simulation:
http://www.techapps.net/interactives/pepperMoths.swf
Speciation Webquest:
http://www.pbs.org/wgbh/evolution/darwin/origin/
Bozeman Science Video:
http://www.youtube.com/watch?v=ooGKYediys8

Reflections
Most of the assessment throughout the unit is informal. I think I should add in some formal
assessments in the form of quizzes to more adequately assess students understanding and to
provide students with feedback on their understanding.

I also think my unit may include too much information. My students would probably perform
better and retain more information if I subdivided it into three smaller units: Darwin and theory
overview, Population evolution, and speciation. I could then to formal summative assessments
after each mini unit to ensure understanding and retention. Then I would do a day of review and
a formal assessment over the three units together.

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I may have planned too much homework. Depending on the level of my students it may be
doable. If not, I may have to incorporate some of the homework assignments into class time.

I think my unit contains many different types of activities which will benefit student learning
because I will be accessing different learning styles. It will also hopefully help to keep students
interested and on task since we arent doing the same type of activity every day.


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Inquiry Lab and Simulation
Lesson Plan 1
Ohio Standards
Evolution- natural selection, adaptations

Objectives
1. Students will investigate and discover how natural selection occurs by completing a
simulation of a feeding frenzy of birds with different beak adaptations.
2. Students will collect, organize, and analyze data obtained from the simulation.
3. Students will understand how natural selection occurs and describe real life examples of
natural selection in action.
4. Students will work cooperatively in groups.

Essential Questions
Do species/populations change over time?

Prior Knowledge
Knowledge of predator-prey interactions is expected and required. Students will need to
understand and know how to compute mathematical proportions. They will also need to know
how to create graphs from a given data table. Specific prior knowledge of the meaning of
evolution or natural selection is not necessary (although some is expected) because this lesson is
meant assess if students possess that prior knowledge.

Handouts (in separate file)
Lab handout
Reading passages for homework (next lesson)

Materials
Calculators
2 tongs

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2 pliers
2 needle-nose pliers
2 tweezers
300 marshmallows
300 sunflower seeds
300 beans
300 macaroni
300 paper clips
8 bowls
Large carpet or outdoor space
Duct tape

Instruction 2 days
Outline
Day 1:
Daily Inquiry- Explain the predator-prey relationship and give an example.
Daily Inquiry Discussion
Natural Selection Inquiry Lab- Pre Questions
Natural Selection Inquiry Lab- Simulation
Homework- Post Question #4
Day 2:
Daily Inquiry- What will the next generation of predator and prey look like? (Post
Question #4)
Natural Selection Inquiry Lab- Post Questions
Lab Debrief
Homework- Founding Theorists Reading (Next Lesson)


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Day 1
Daily Inquiry:
Teacher will greet students at the door and remind them to do the daily inquiry question posted
on the board while the teacher takes care of administrative tasks. The daily inquiry question for
today is Explain the predator-prey relationship, and give an example. Students will answer this
question independently and record their answers in their class notebook as usual.

Rationale:
The purpose of the daily inquiry is to get students working and focused as soon as they
enter the classroom and give the teacher time to perform any administrative tasks.
Student responses are recorded in a notebook that will be collected and graded once every
quarter to encourage and check participation.

Daily Inquiry Discussion:
Students will participate in a teacher led discussion over the predator-prey relationship. Students
should have prior knowledge from previous science classes in 7
th
and 8
th
grade. If the prior
knowledge is lacking, the teacher will give a very brief mini lesson on predator-prey interactions.
The teacher will direct the discussion toward birds and their prey, specifically why different
birds eat different things. This discussion will segue into the natural selection inquiry lab.

Rationale:
The daily inquiry for this lesson is information that students should have mastered and is
necessary prior knowledge before the next activity can begin. By starting class with this
question students will be prompted to recall the information and allow the teacher to
assess if prior knowledge is lacking and re-teaching is required. The teacher directs the
discussion to birds and their prey because the next activity involves a simulation of birds
eating different types of prey based on their specific beak adaptations. By having this
discussion, the students will be discussing adaptations abstractly without actually
knowing what adaptations are, and the actual concept can be introduced more formally
later using this discussion as reference.


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Natural Selection Inquiry Lab- Pre Questions:
Students will be split up into eight groups and will work together on the lab pre-questions.
Teacher will circulate among the groups and guide responses. When students reach a check point
in the lab, a representative from the group will raise their hand to have the group work checked
by the teacher. After being checked by the teacher, groups will continue on to the pre-simulation
predictions. Groups will then reach a check point and have their work checked by the teacher.
Groups that finish early will be asked to count out the materials to be used during the simulation.

Rationale:
Cooperative learning is utilized to encourage positive peer interactions and improve
learning outcomes. Cooperative learning is expected to improve learning outcomes
because it may help some students to hear the material explained from a peer and may
make the learning activity more engaging by working with others. The teacher will
circulate among the groups to assist groups and to assess the level of prior knowledge
students possess. Check points are used to assess student understanding and ensure that
students are working in a timely manner. As groups finish early, they will be asked to
prepare materials to save time and to keep these students on task.

Natural Selection Inquiry Lab- Simulation:
Student groups will each be given a tool that represents a bird beak and a bowl to represent the
birds stomach. The teacher will mark a 16 square meter plot with duct tape in a grassy outdoor
space. If weather or policy does not permit the class to be outdoors, the teacher will use a carpet
to simulate grass and duct tape it to the classroom floor. Then, 100 pieces of each prey (pre-
counted) will then be spread out within the plot. One student from each group will use the tool to
retrieve prey and drop them in a bowl held by a group member. The simulated feeding frenzy
will last one minute. The teacher will then lead the class in recording data and performing
calculations to figure out the composition of the next generation of predators and prey. Students
will be told that they will complete this step on their own for the next round. Students will then
repeat the simulation for the next generation. After the second simulation, the student groups will
then record the data and do the calculations on their own. Again, the teacher will circulate among
the groups helping when necessary.

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Rationale:
A simulation was chosen to provide a demonstration of natural selection in an engaging
and hands on way. The activity should be done outside if possible just for a change of
pace, to get out of the classroom for a little bit. By doing this the students become more
active and the activity becomes more exciting for students when they get to go outside.
The teacher leads the class in recording data and performing calculations to provide an
example for the next round in which the students will have to do this on their own.
Without the example, students may struggle to do the tasks efficiently and the goal of the
lesson is not to have students develop a formula or mathematical method. By making the
students aware that they will have to repeat the example procedures on their own, the
students will become more attentive and better prepared for when they have to do it on
their own, but the teacher will circulate to make sure the students are performing the task
adequately.

Homework:
Students will then work on #4 of the lab post-questions. Students will be required to finish the
question for homework if they do not complete it during class time.

Rationale:
It is important to complete #4 before the next class because the rest of the post-questions
build off of #4. The teacher will then check the accuracy of the students answers during
the next class to ensure a smooth transition to the rest of the post-questions.

Day 2
Daily Inquiry:
Teacher will greet students at the door and tell them to discuss in yesterdays groups the daily
inquiry question posted on the board while the teacher takes care of administrative tasks. The
daily inquiry question for today is What will the next generation of predator and prey look
like? from yesterdays homework. Students will compare answers and discuss how they came
up with their answers.


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Rationale:
Because this daily inquiry is the same as the homework they should have completed,
recording responses in their notebook is not necessary. Students are to compare and
discuss their answers to check themselves and others for understanding and accuracy.

Teacher will begin the discussion by asking several students for their answer. If many students
had difficulty and did not get the correct answer, the teacher will lead a discussion on how to
perform the calculations correctly, focusing on correcting errors students may have made. If the
class seems to have all gotten the correct answer on their own, class can continue to the next
activity.

Rationale:
The teacher takes the time to check the homework via the daily inquiry because it is
important for the students to have the correct answer because the rest of the lab post-
questions build off this question. Ensuring that all students have the correct answer will
make the rest of the activity go smoothly.

Natural Selection Inquiry Lab- Post Questions:
Students will continue to work through the lab post questions in their groups and have their work
checked by the teacher as they arrive at check points. The teacher will be circulating among the
groups to guide responses. If some groups get done early, I will allow them to work on the
homework assignment as everyone else finishes.

Rationale:
The teacher is again utilizing cooperative learning and check points for the same reasons
stated above. As groups finish, by allowing them to start the homework, students are
staying engaged and are less likely to distract other groups that are still working.


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Lab Debrief:
When all students are done working, the teacher will lead a class discussion over the results and
analysis obtained from each group. Instead of asking each and every group for their results and
analysis, the teacher will ask each group to elaborate on their response and thought process for
one of the questions from the lab. The teacher will then direct the discussion to how the
simulation applied to the definition of natural selection given in the lab handout. Students will
then be asked to turn in their lab handout to be graded individually. If this debrief does not last
up till the end of class, students will be allowed to start the homework in class.

Rationale:
The teacher leads a lab debrief to summarize the activity and to share some analysis
responses that other groups may have not thought of. It also provides another opportunity
for the teacher to assess student understanding. By grading the lab individually (students
will have to be informed of this before starting the activity), it holds all students
accountable and encourages them to be an active participant within the group.

Homework:
Students will be given a passage from a textbook over the founding theorists of evolution theory.
Students will have to read the passage before the start of the next class in which they will share
and discuss their findings with their group.

Rationale:
Students will read about founding theorists in preparation for the next days lesson. By
informing the students of the discussion and sharing activity, the students may feel more
compelled to complete the homework and fewer students will come to the next class
unprepared.


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Assessments
Informal
Daily Inquiry Discussions:
Teacher will informally assess student prior knowledge required for the lab and understanding of
simulation calculations through student responses to the inquiry question and subsequent
discussion questioning.

Natural Selection Inquiry Lab:
Teacher will informally assess student understanding and prior knowledge of evolution
throughout the activity by circulating among the groups and questioning groups about their
thoughts and reasoning for their answers.

Lab Debrief:
Teacher will do a final informal assessment of student understanding on how the simulation
applied to natural selection through student responses during discussion.

Formal
Natural Selection Inquiry Lab:
Student understanding and participation will be formally assessed by grading the lab handout for
completeness. The lab handout is not to be graded for accuracy because this is an introductory
inquiry activity, so students are not expected to have the information mastered yet.

Differentiation
Grouping
Student groups will be purposefully assigned to mix learners of different levels. This applies
Vygotskys Zone of Proximal Development so that students at a higher level of understanding
can help other students reach a higher level. Groups will also facilitate a less stressful learning
activity.

Learning Styles
The simulation activity is a visual and kinesthetic learning experience.

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Support and Questioning
As the teacher circulates among the groups, the level of support and questioning exhibited by the
teacher will reflect the learning level and needs of the students within the group. For example, a
student that is struggling may receive more support and less rigorous questioning than a student
that is excelling.

Reflection
In order for this lesson to be successful, the students will have to have had experience with
similar inquiry activities. If this lesson is presented to students used to the typical cookbook
type lab activity, there will most likely be a lot of opposition and resistance from the students.
Because I plan to teach this unit about half way through the school year, I will have to build the
students up to this level of inquiry by doing smaller less intimidating inquiry activities early in
the year.

I think the students will really enjoy this activity, but I will have to very diligent with my
classroom management to make sure students stay on task and dont get out of hand during the
simulation.

I should add the math calculations that will be done during the natural selection inquiry lab
simulation to make this lesson plan more teacher friendly.


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Founding Theorists Reading and Discussion
Lesson Plan 2
Ohio Standards
Evolution- natural selection

Objectives
1. Students will understand the observations that led to modern evolutionary theory

Essential Question
What contribution did Darwin, Hutton, Lyell, Lamarck, Malthus, and Linnaeus make to
evolutionary theory?

Prior Knowledge
Students will need to have a reading level consistent with the high school textbook.
Accommodations should be made for students not at this level and for students above this level.

Handouts (in a separate file)
Pages from Campbell Biology: Reese et.al.
Summary worksheet
Vocabulary list for homework

Materials
Class text: Biology: Miller and Levine

Instruction
Outline
Day 1:
Daily Inquiry
Reading Group Discussion

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Class Summarization
Homework

Day 1
Daily Inquiry:
today is Was Darwin the first scientist to propose evolution? Support your answer. Students
will answer this question independently and record their answers in their class notebook as usual.

Rationale:
Student responses are recorded in a notebook that will be collected and graded once every
quarter to encourage and check participation.

Students will participate in a teacher led discussion on Darwins predecessor in evolution theory.
Students should be able to easily answer the question and support their answer with evidence
from the previous lessons reading homework assignment.

Rationale:
The purpose of this specific daily inquiry is to assess if and how well the students
completed the homework assignment. It also forces the students to use scientific thinking
by supporting their answer with evidence.

Reading Group Discussion:
Students were given one of two reading segments (one from a college textbook and the other
from the class textbook) based on reading ability. Students will be split up into groups by the
teacher, mixing the two reading assignments. Each student will be given a worksheet to guide

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discussion and summarize the contributions of each theorist the students read about in the
reading assignment. The teacher will circulate among the groups to guide responses.

Rationale:
Cooperative learning groups are again utilized to allow students to hear different
perspectives and to create a less stressful learning environment. By circulating among the
groups the teacher will be able to assess whether students completed the homework and
also understanding of the content.

Class Summarization:
Teacher will lead a short class summarization of the theorists contributions by asking each
group to share their findings on a different theorist. The teacher will collect the worksheets for
grading.

Rationale:
By having the students complete the worksheets individually, group participation is
encouraged and checked.

Homework:
Students will then be allowed to work on a vocabulary assignment, in which they will be given a
list of vocabulary words to define and give an example from the inquiry simulation.

Rationale:
By having the homework ready, the teacher can keep the students busy if the reading
discussion doesnt take the whole period. Science is very vocabulary intensive and may
be difficult for some students, so this activity makes the students spend some time
acquiring the new vocabulary. Also, by having the students supply an example from the
inquiry lab, the students will be creating connections between activities, which should
increase retention. This activity will also provide a good introduction to the concepts
explained in the next lesson.


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Assessments
Informal
Students completion and understanding of the reading will be assessed through their responses
to the daily inquiry question.

Reading Group Discussion:
While circulating among the groups, the teacher will use student responses to assess
understanding of content and ability to work cohesively within a group.

Formal
Class Summarization:
By collecting and grading the worksheet, the teacher will formally assess student understanding
and group participation.

Homework:
The vocabulary homework will be collected and graded to assess and encourage student
acquisition of new vocabulary.

Differentiation
Variation of Activities
Students will be assigned one of two reading segments (one from a high school textbook and the
other from a college textbook) based on learning level.

Grouping
activity.


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Support and Questioning
As the teacher circulates among the groups, the level of support and questioning exhibited by the
teacher will reflect the learning level and needs of the students within the group. For example, a
student that is struggling may receive more support and less rigorous questioning than a student
that is excelling.

Reflection
Another variation of this activity could be to give each student within the group a different
scientist to read about then have them share and listen to others explain about the other scientists.

Instead of or in addition to the class summarization, I should do a visual presentation and
explanation of Darwins observations. This would be a much stronger end to the activity and a
better segue into the next lesson.


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Lecture and Note Taking
Lesson Plan 3
Ohio Standards
Evolution- natural selection, mutation, genetic drift, gene flow, speciation based on molecular
evidence, population genetics, and gene frequency.

Essential Questions
What are the key concepts of evolution?
Do individuals adapt?
How does evolution occur?
Are organisms always getting better?

Objectives
1. Students will understand the mechanisms of evolution.
2. Students will understand evolution and how it differs at the individual, population, and
species levels
3. Students will be able to differentiate between the different patterns of evolution and types
of natural selection.

Prior Knowledge
Students will need to know the observations made by several scientists that lead to evolution
theory.

Handouts
Guided notes

Materials
Lecture powerpoint


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Resources
Peppered Moth Simulation:
http://www.techapps.net/interactives/pepperMoths.swf

Instruction
Outline
Day 1
Daily Inquiry
Lecture and Note-taking
Day 2
Daily Inquiry
Lecture and Note-taking
Homework

Day 1
Daily Inquiry:
today is List some observations Darwin made that lead to his theory of the origin of species.
Students will answer this question independently and record their answers in their class notebook
as usual.

Rationale:
enter the classroom and to review material from the previous day. It also gives the teacher
time to perform any administrative tasks. Student responses are recorded in a notebook
that will be collected and graded once every quarter to encourage and check participation.


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Students will participate in a teacher led discussion on Darwins observations. Students should
be able to easily answer the question and support their answer with evidence from the previous
lessons activity.

Rationale:
retained the information presented in the previous lesson. This discussion will segue into
the lecture on evolution concepts.

Lecture and Note-taking:
Students will utilize guided notes to follow a powerpoint over key concepts. The powerpoint will
contain checkpoint discussion questions and examples throughout. The teacher will proceed with
the powerpoint up until the end of the class period, and the rest will be covered the next day.

Rationale:
Guided notes are provided to increase participation and serve as a study tool. The guided
notes contain a variety of fill in the blank, answering discussion questions, and drawing
examples. This was purposefully done to increase attention during lecture. Discussion
questions will increase participation and provide an informal assessment of understanding
throughout. They will also be used to address some of the common misconceptions listed
previously in the overview. Real world examples are also used throughout the powerpoint
to increase the relevance of the material and hopefully, make it more interesting.

Day 2
Daily Inquiry:
today is Brainstorm some adaptations possessed by a polar bear. Students will answer this
question independently and record their answers in their class notebook as usual.


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Rationale:
enter the classroom and to review material from the previous day. It also gives the teacher
time to perform any administrative tasks. Student responses are recorded in a notebook
that will be collected and graded once every quarter to encourage and check participation.

Students will participate in a teacher led discussion on the possible adaptations possessed by a
polar bear. Students will use information from the previous day to be able to come up with the
specific example.

Rationale:
retained the information presented the previous day. This daily inquiry question also has
students using a higher level of Blooms by having them apply information to a real
world example.

Students will utilize guided notes to follow a powerpoint over key concepts. The powerpoint will
contain checkpoint discussion questions and examples throughout. The teacher should be able to
finish the powerpoint presentation within the second day, but if extra time is needed, the lesson
can be extended to the next day.

Rationale:
Guided notes are provided to increase participation and serve as a study tool. The guided
notes contain a variety of fill in the blank, answering discussion questions, and drawing
examples. This was purposefully done to increase attention during lecture. Discussion
questions will increase participation and provide an informal assessment of understanding
throughout. They will also be used to address some of the common misconceptions listed
previously in the overview. Real world examples are also used throughout the powerpoint
to increase the relevance of the material and hopefully, make it more interesting.

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Homework:
Students will be asked to complete an online webquest with a simulation over peppered moth
populations in pre- and post-industrial revolutionary England (classic evolution example).

Rationale:
The peppered moth webquest uses data based on real world events which increases the
relevance of the activity. The peppered moth example is also a classic example often
included on standardized tests, so I want my students to be familiar with it before they
encounter it on a test. The simulation will summarize the key concepts of evolution and is
a fun game-like activity for the students.

Assessments
Informal
Daily Inquiry Discussions:
Teacher will assess students understanding of previously covered content based on student
responses during discussion

Teacher will assess students understanding of lecture content as they progress through the
presentation via responses to discussion checkpoints throughout the powerpoint.

Formal
Teacher will assess student understanding and participation during lecture by collecting the
guided notes and grading them for completeness.

Differentiation
Learning Styles
Multiple learning styles will be accessed through the lecture and note-taking. The lecture
powerpoint is an auditory activity, but the pictures and examples throughout access visual

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learners. The guided notes contain picture drawing portions which will interest the kinesthetic or
creative learner.

Variation of Activities
Students who do not have internet access and therefore, will not be able to complete the
webquest, will be given a paper investigative version of the peppered moth simulation.

Reflection
As I was creating the powerpoint presentation, I realized that it was a lot to ask 10
th
graders to sit
through two days in a row. It would be a better idea to deliver the presentation in chunks and pair
each chunk with an activity that I already have planned. This way I could keep my students
engaged and reinforce lecture content immediately with an activity.

I think I could make my powerpoint presentation more colorful and add more pictures to make it
more engaging for my students.


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Review
Lesson Plan
Ohio Standards
Evolution- natural selection, mutation, genetic drift, gene flow, speciation based on molecular
evidence, population genetics, and gene frequency.

Objectives
1. Students will review key concepts of evolution.
2. Students will be able to identify evolutionary concepts from a written scenario.

Prior Knowledge
Students will need to know what adaptations are and how they affect fitness and natural
selection. Students also need to know contributions made by evolutionary founding theorists,
speciation concepts, population evolution concepts, types of natural selection, and patterns of
evolution.

Materials
Review game powerpoint with questions

Instruction
Outline
Day 1:
Daily Inquiry
Review Game
Homework


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Day 1
Daily Inquiry:
today is Describe the characteristics of the peppered moth population before and after the
industrial revolution and the reasons the population changed. Students will answer this question
independently and record their answers in their class notebook as usual.

Rationale:
enter the classroom and to review material from the previous days homework. It also
gives the teacher time to perform any administrative tasks. Student responses are
recorded in a notebook that will be collected and graded once every quarter to encourage
and check participation.

Students will participate in a teacher led discussion on the peppered moth population from the
simulation. Students should be able to easily answer the question and support their answer with
evidence from the previous days homework.

Rationale:
completed their homework. The teacher may also address any questions the students may
have had about the webquest and summarize the activity.

Review Game:
Students will play a Jeopardy style review game presented in a powerpoint. Students will be
separated into two teams, and each team will take turns answering questions via two team
representatives. Every student within a team must take a turn being a team representative.
Correct answers receive points and the team with the highest points win and receive five points
extra credit on the test.

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Rationale:
The purpose of the game is to have the students review the content covered in the
previous lessons lecture to increase retention and to have a fun activity after several days
of lecture.

Homework:
Students will be asked to identify evolution concepts from written scenarios for homework.

Rationale:
This homework assignment will summarize the concepts learned in the lecture and
review game and have the students use a higher level of Blooms by identify underlying
concepts in a scenario.

Assessments
Informal
Daily Inquiry Discussion and Review Game
Teacher will assess understanding and retention of material covered in the lecture activity via
student responses during discussion and questioning.

Formal
Teacher will assess student understanding by collecting and grading the homework assignment.

Differentiation
Grouping
activity.


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Reflection
I think this review game would be more effective for increasing retention, if I added more
pictures and took time to explain the answers.

Evolution Unit

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Ariel Puthoff Wright State University

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