Mini-Lesson Plan Guide for Science
Date(s):
Subject: Mechanisms for Evolution
Grade Level: 9-12
Lesson Planning
Benchmark/Standard: What is the next benchmark on my course curriculum guide or FCIM calendar?
SC.912.L.15.14:
and gene flow
Discuss mechanisms of evolutionary change other than natural selection such as genetic drift
Essential Questions: How will I reword the benchmark into specific questions using student friendly terms?
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How do genetic drift and gene flow contribute to changes in the gene pool?
What is the bottleneck effect?
How do mutations contribute to changes in the gene pool?
Materials/Resources: What do I have or need to teach this lesson?
Computer w/ internet access
Projector
Venn diagram template-optional
Lesson Agenda: How will I deliver this lesson to help my students answer the essential questions?
Day One: Explicit Instruction
Day Two: Modeled Instruction
Day Three: Guided Instruction
Day Four: Independent Instruction
Day Five: Assessment
Lesson Delivery
Explicit Instruction: How will I focus my students on what they need to learn? Which important vocabulary will I introduce/review?
 Teacher will present powerpoint to class, reviewing key terms: genetic drift, gene flow, bottleneck effect
 Optional: Teacher will use online animations to show genetic drift, gene flow, and bottleneck effect
Links are embedded within the powerpoint)
http://evolution.berkeley.edu/evosite/evo101/IIIDGeneticdrift.shtml
http://evolution.berkeley.edu/evosite/evo101/IIID3Bottlenecks.shtml
Modeled Instruction: How will I show my students what they are expected to do to answer the essential question?
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Teacher will instruct students to create a venn diagram to compare and contrast gene flow, genetic drift,
and mutations (template on slide 10 of powerpoint)
Teacher will complete one of the circles in the venn diagram with students help on the board
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Guided Practice: How will I help my students practice answering the essential question?
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Students will use notes from the powerpoint to complete the venn diagram and teacher will circulate to
help
Independent Practice: How will my students practice answering the essential question individually?
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Show students polydactyly image:
http://www.teachersdomain.org/resource/tdc02.sci.life.gen.foundereffect/
Ask students: How can founder effect spread this type of deformity throughout an entire population?
Ask students: Why is this deformity not an example of a bottleneck effect?
Ask students: Is polydactyly a mutation? Why or why not?
Assessment: