Science and Math LESSON PLAN TEMPLATE

EDES 5254-55 01
Name Stephanie Nguyen___ ___

School Junipero Serra HS___

Grade Level_9__

Course_Biology______

Date

Days/Time allotted 1 period .

CONNECTIONS
(How does this lesson fit into the big picture?)
Unit Topic: Evolution
Topic of this lesson: Evidence for Evolution
HS-LS4-1: Communicate scientific information that common ancestry and biological evolution
are supported by multiple lines of empirical evidence.
Topic of Previous Lesson: Natural Selection
HS-LS4-2: Construct an explanation based on evidence that the process of evolution primarily
results from four factors: (1) the potential for a species to increase in number, (2) the heritable
genetic variation of individuals in a species due to mutation and sexual reproduction, (3)
competition for limited resources, and (4) the proliferation of those organisms that are better able
to survive and reproduce in the environment.
HS-LS4-4: Construct an explanation based on evidence for how natural selection leads to
adaptation of populations.
Topic of Following Lesson: Common Descent in Galpagos Finches
HS-LS4-3: Apply concepts of statistics and probability to support explanations that organisms
with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
HS-LS4-4: Construct an explanation based on evidence for how natural selection leads to
adaptation of populations.
FOCUS
Learning Question:
What are the main lines of scientific evidence that support Darwins theory of evolution by natural
selection?
Learning Target:
16.5- I can justify Darwins theory using scientific evidence from biogeography, fossils, embryology, and
molecular biology.
DOK Levels Reached:
DOK1- provide examples of each line of evidence
DOK2- justify the theory of evolution using evidence
SEP/MPs Reached:
Practice 7: Engaging in Argument From Evidence
Practice 8: Obtaining, Evaluating, & Communicating Information

Lesson Plan 1

RESOURCES
Materials/Resources:
- Computer
- Projector
- Internet
- PowerPoint lecture (slides attached after lesson plan document)
- Butcher paper
- Printed images of:
o Pakicetus
o Ambulocetus
o Kutchicetus
o Dorudon
o modern whale
- Markers
- Post-it notes
INSTRUCTIONAL SEQUENCE
Hook:
The instructor plays a video clip of whale evolution while asking students to keep in mind what changes
they see occurring from species to species. Instructor prompts students to access prior knowledge about
variation & adaptation while facilitating a class discussion about the changes students saw occurring from
species to species.
IBE (Investigation Before Explanation):
In small groups, students discuss and create a list of changes they believe occurred between the species
shown in the video. Using printed images of the species, markers, and butcher paper, they display the
speciation that occurs in an organized manner of their choosing. They must also hypothesize why those
changes occurred. Students then present their posters to the class and justify their arguments.
Interactive Mini-Lecture:
Instructor presents a mini-lecture, which introduces the lines of evidence for evolution:
- Biogeography
- Age of the Earth
- Fossils
- Homologous structures
- Vestigial structures
- Embryology
- Common genetic code & molecules
During the lecture, students supplement the notes they have already taken on a section of reading assigned
for homework with information from the presentation. Instructor provides materials to supplement the
lecture such as actual fossils that students can touch and online maps. Students watch an online video of
Evidence for Evolution to reinforce concepts. Throughout, students are asked to recall prior knowledge
and make connections between these new concepts and what was learned about natural selection in the
previous class meeting. Students use their Stop/Go cards to indicate understanding. Students are
prompted to provide examples for each line of evidence.
Active Practice/Learning:
Lesson Plan 2

Students are divided into four study groups for a Jigsaw Review of the material in this lesson. Each group
is assigned a source of evolution evidence: age of the Earth and fossils, comparative anatomy and
embryology, genetics, and molecular biology, and testing natural selection in nature. Each study group
reviews their material together. Then students form four new groups, mixing up members from each
group who will serve as the Expert in the learning circles on their topic in the new group. The new
groups discuss the contents of the lesson and record any remaining questions they have. These questions
are addressed when the classroom reforms.
Closure:
Questions posed by the new groups are discussed as a class. Students then rate themselves on a scale of
1-4 on their learning target logs. Finally, students perform an exit slip, whereby they must identify one
example for each line of evidence that supports Darwins theory of evolution. They answer the question
on a post-it note and stick it on the door as they leave the class.
OUTCOMES AND EVALUATION
(How will student success be determined?)
Formative Assessment:
- During the Hook, students are asked to identify traits and variations among different species.
- During the IBE, students are asked to present and justify their hypotheses about the reason for the
variations in the species.
- To establish prior knowledge and recall concepts of natural selection, students are prompted to
make connections to new concepts during the interactive mini-lecture.
- To establish fluency during the interactive mini-lecture, instructor prompts students use Stop/Go
index cards to indicate their level of understanding.
- Students are asked questions by the instructor and by group members throughout the Jigsaw active
practice to demonstrate their understanding of the lines of evidence supporting the theory of
evolution.
- So that students may assess themselves, comprehension of the concepts covered is rated on a scale
of 1-4 using a learning target log during the closure.
- The exit slip allows students to demonstrate their understanding of the lines of evidence
supporting the theory of evolution.

Lesson Plan 3