WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Matcuk/ Grischow
week:
Date 10/13/14
Length of Lesson 15 daysContent Area Biology
Edline was updated this
My Class website was updated this week:
STAGE I – DESIRED RESULTS
LESSON TOPIC:
Theory of Evolution
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
• Explain the mechanisms of evolution.
UNDERSTANDING GOALS (CONCEPTS):
ESSENTIAL QUESTIONS:
• What are the mechanisms of evolution?
Students will understand:
• Explain how natural selection can impact allele frequencies of a population.
• Describe the factors that can contribute to the development of new species (e.g.,
isolating mechanisms, genetic drift, founder effect, migration).
• Explain how genetic mutations may result in genotypic and phenotypic
variations within a population.
VOCABULARY: Radiometric dating, radioisotope, half-life,
microsphere, fossil, cyanobacteria, eubacteria,
archaebacteria, endosymbiosis, protist, extinction, mass
extinction, mutualism, continental drift, vertebrate,
arthropod, Darwin, natural selection, gradualism, punctuated
equilibrium, fossils, species formation, population,
adaptation, reproductive isolation, paleontologist, vestigial
structure, homologous and analogous structures, divergence,
speciation, subspecies
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
• Distinguish an ecosystem from a community.
• Describe the diversity of a representative ecosystem.
• Sequence the process of succession.
• Distinguish between producers and consumers.
• Compare food webs and chains.
• Describe the role of competition in shaping the nature of
communities.
• Summarize the importance of biodiversity.
• Summarize the key features of the Earth’s major biomes.
• Summarize the main points of Darwin’s theory of evolution
as it is stated today.
• Summarize how biological molecules such as proteins and
DNA are used as evidence of evolution.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
• Scientists Who Influenced Darwin
• Extreme Mammals article
• Becoming Human article and worksheet
FORMATIVE ASSESSMENTS:
#1. Open Ended Questions
#2. Graphic Organizers
#3. Exit Tickets
Others: Teacher questioning, class discussion, simulations,
labs, event retelling, think-pair-share, small group talk, game
playing, thumbs up, think aloud, read aloud, demonstrations
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Active Engagements used:
#1. Note-Taking
#2. Whole Class Response
Others: Role Play
•
•
•
•
Projector
Power Point
Lap top
DVD
INTERVENTIONS:
ASSIGNMENTS:
• Student portfolio
• Test Corrections
• Extended time for
homework and tests
• Alternative assignments
•
•
•
•
•
Directed Readings
Active Readings
Becoming Human activity
Extreme Mammals
Describe usage:
• Lecture/discussion of the
theory of evolution and
adaptations.
• Build on the knowledge of
DNA, genes, and how organisms
evolve
Scaffolding used:
#1. Build on Prior Knowledge
#2 . Chunking
Others:
Describe usage:
• Build on the knowledge of
DNA, genes, and how organisms
evolve
Other techniques used:
• Science World "Back to Life"
cloning prompt
MINI LESSON:
• "Becoming Human" Science
World article and activity
• "Extreme Mammals" Science
World article and activity
• Do Now;Warm up
Mini Lesson: Becoming Human
Guided Practice: Becoming
Human Article WS
Independent Practice: Directed
Readings & Section Questions
Summations/Formative
Assessments: Exit ticket
Reflections: Summary
• Worksheets
• Lab Equipment
• Note Packets:
Ecolosystems
Biological Communities
• Note Packets:
Evolution,
Darwinian Evolution,
and
Scientists Who
Influenced Darwin
Worksheets
CONTENT AREA
READING:
Chapters 12 & 13
• Tutoring
• College Access