Westside High School Lesson Plan
Teacher Name:
K. Galdes
Unit Name and #:
Course:
Biology
Dates:
Monday
What are we learning?
Daily Objective:
TEKS/AP/Standards:
How will we learn it?
Learning Activities:
Unit 10: Evidence of
Evolution & Unit 11:
Other Mechanisms of
Evolution
1/5-1/9 2015
TEACHER PLANNING DAY
How will we tell if we’re learning it correctly?
Assessment Methods:
Checks for Understanding:
What do I need to be successful?
Materials:
What do I need to before next class?
Follow Up/HW:
Tuesday
What are we learning?
Daily Objective: To re-read classroom syllabus and review classroom policies. Analyze how
over prescription of antibiotics has led to antibiotic resistance.
TEKS/AP/Standards: 7(E) analyze and evaluate the relationship of natural selection to
adaptation and to the development of diversity in and among species
How will we learn it?
Learning Activities: Jig-saw activity with syllabus and classroom policies. Independent
reading of antibiotic resistance articles with video clips.
How will we tell if we’re learning it correctly?
Assessment Methods: Verbal discussion. Analysis questions over antibiotic article. Students
will be assigned groups for antibiotics discussion and asked to turn in one set of questions
per group.
Checks for Understanding: Teacher will call on students to answer questions which
demonstrate knowledge of classroom policies. Possible exit ticket quiz.
What do I need to be successful?
Materials: Pen/pencil
What do I need to before next class?
Follow Up/HW:
Wed/Thur
What are we learning?
Daily Objective: Students will be able to analyze the differences & similarities between
gradualism & punctuated equilibrium. Students will begin discussion over genetic drift, gene
flow, mutation & recombination.
TEKS/AP/Standards: 7(B) analyze and evaluate scientific explanations concerning any data of
sudden appearance, stasis, and sequential nature of groups in the fossil record. 7(F) analyze
and evaluate the effects of other evolutionary mechanisms, including genetic drift, gene flow,
mutation, and recombination.
How will we learn it?
Learning Activities: Guided notes & genetic drift lab.
How will we tell if we’re learning it correctly?
Assessment Methods: Students will work in groups to complete the lab activity. Each group
will turn in their work.
Checks for Understanding:
What do I need to be successful?
Materials: Pen/pencil, paper
What do I need to before next class?
Follow Up/HW:
Friday
What are we learning?
Daily Objective: Students will finish discussion over genetic drift, gene flow, mutation &
recombination. Analyze scientific reading to begin discussion of endosymbiosis.
TEKS/AP/Standards: 7(F) analyze and evaluate the effects of other evolutionary mechanisms,
including genetic drift, gene flow, mutation, and recombination.7(G) analyze and evaluate
scientific explanations concerning the complexity of the cell.
How will we learn it?
Learning Activities: Finish guided notes with video clips. Independent reading over
endosymbiosis.
How will we tell if we’re learning it correctly?
Assessment Methods: Students will complete a graphic organizer describing the four
evolutionary mechanisms and their subcategories.
Checks for Understanding: Verbal teacher assessment with exit ticket.
What do I need to be successful?
Materials: Pen/pencil, paper
What do I need to before next class?
Follow Up/HW: Complete graphic organizer of evolutionary mechanisms.