WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Matcuk/ Grischow
week:
Date 10/06/14
Length of Lesson 15 daysContent Area Biology
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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:
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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
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
PERFORMANCE TASK:
• “Voyage to the Galapagos” video
• Animal Adaptation article
• Darwin Evolution Packet / Animal
Adaptations / Scientists Who Influenced
Darwin
• Extreme Mammals article
• Wise Guys article and worksheet
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS
AND
RESOURCES:
INTERVENTIONS:
ASSIGNMENTS:
• Student portfolio
• Directed Readings
Active Engagements used:
#1. Note-Taking
#2. Whole Class Response
Others: Role Play
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:
• Do Now;Warm up
Mini Lesson: Web Quest
Guided Practice: Who's
Related to Whom?
Independent Practice:
Camouflage reading
Summations/Formative
Assessments: Exit ticket
Reflections: Summary
MINI LESSON:
• Library webquest
• "Wise Guys" Science
World article and activity
• "Voyage to the
Galapagos" Video w/
worksheet
• Projector
• Power Point
• Lap top
• DVD
• 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
• Test Corrections
• Extended time for
homework and tests
• Alternative
assignments
• Tutoring
• College Access
• Active Readings
• Who's related to Whom?
• Explore analogous and homologous structures via:
http://evolution.berkeley.edu/evolibrary/article/0_0_0/
similarity_hs_01
• Wise Guys activity
• Voyage to the Galapagos video worksheet