Differentiated Learning Plan Project Template
Nicole Perry
Grade Level: 7
Unit Topic/Theme: Evolution
Part One:
Know:
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 fossil fossil record extinct homologous
 structure vestigial structure
Understand:
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 fossil evolution adaptation descent with
 modification natural selection
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 population variation artificial selection gene pool microevolution gene flow
Do:
 Students will understand that that evolution of plants and animals takes place over thousands of years.
 Students will understand that natural selection provides animals with certain characteristics a better chance at survival as compared to their non – gifted counterparts.
 Students will understand that the fossil record contains detailed information about life on earth.
 Students will understand that both genetic variation and the environment are factors that cause evolution and the diversity of organisms over time.
Students will be able to:
 Describe information the fossil record contains about life on Earth.
 Explain how similarities in structure and development among different species are evidence for evolution.
 Summarize Darwin's theory of natural selection.
 Compare and contrast artificial selection with natural selection
 Describe the two main points of Darwin's theory.

Part Two:
Day One:
For the first day, I want to get the kids interested in the topic of evolution. To do that, I plan to use a couple of my animals (possibly class pets) and use them in my opening in order to get their attention. I will then ask the students what they think they already know about evolution. I plan to bring in my crested geckos along with a snake and a taxidermy crow and use them to explain the common ancestor theory and vestigial structures as well as adaptations that certain animals have over others. After I get the kids interested, I plan to continue my power point and continue to bring in the animals when possible to help keep their attention (as well as possibly show them that reptiles are not the scariest thing in the world). For these power points, I plan to use a lot of pictures in order to help kids like
Sarah who have a reading disability as well as Ian who may not understand my entire lecture. I also plan to hand out the worksheet that will be due the day of the Lab (wed).
Day Two:
Probably the most boring day out of this lesson, I plan on using the majority of the day continuing the power point. During the middle of the power point or when the kid’s eyes start to glaze over I will stop and do the natural selection simulation with the kids. I will assign a think tac toe board to students who want to get ahead or need more of a challenge
(my two gifted learners). I will explain to the kids since it may be their first time how a think tac toe board operates and explain the rule and expectations (especially in private to my gifted kids… I expect you to at least to …) Finally, I plan to do thumbs up assessment to see where the students believe they are at.
Day Three:
For this day, I plan to walk in wearing my lab coat (a signal to my students that today is a lab day). I plan to start off class by collecting the worksheets that were due. I will then do a quick lesson over the peppered moth theory to give the kids an overview of what this lab is about. I then plan to separate up the kids into pairs of 2 –keeping Scott and Emma in the same working groups and do a higher leveled tiered assignment, along with the 5
“strugglers” all into different groups so they the groups are relatively evened out. I also plan to put Sarah and Ian in the same group so that I can assign them a different tiered lab so that they can still learn the material and so that I can help them when necessary. I will also pair up the remainder of the students so that they can no feel like this was chosen in a particular order. I will explain the instructions to the main class and allow them to start

working and then I will confront Ian and Sarah and give them their instructions along with
Scott and Emma. Throughout the class period I will be walking around assisting the students if needed. Before I end the time for the lab I will make sure all of the students have what they need so that they can finish the remaining questions for homework. At the end of the class- remaining 15 min or so- I will give them clean up instructions along with a short quiz – tiered to each of the student’s needs. I also plan before they are allowed to leave to do a quick thumbs up or down assessment to see where the kids are at with the topic.
Day Four:
After, an in class grading of the quiz from the day before, I plan to use as much time as needed to cover any topics or questions that the students have about the quiz or last few days. The remainder of the period will be used as a day to work on the think tac toe boards with me walking around to assist when necessary and answering any questions.
Part Three: Long Form Lesson Plan
Student Teacher: Nicole Perry
6/2/14
State Standard: California State Standards
Life sciences: Evolution
Grade Level: 7 Date:
3. Biological evolution accounts for the diversity of species developed through gradual processes over many generations. As a basis for understanding this concept: a. Students know both genetic variation and environmental factors are causes of evolution and diversity of organisms. b. Students know the reasoning used by Charles Darwin in reaching his conclusion that natural selection is the mechanism of evolution. s when the environment changes and the adaptive characteristics of a species are insufficient for its survival.

Subject: Life Science
Name of Lesson: Evolution: Then to now
3
I. Goal:
For students to understand the importance of adaptive coloration in the survival of animals.
Period / Time: 11:00-12:00 Day
Required
Adaptations/Modifications:
II. Objectives:
Students will be able to recognize the different environmental factors that affect adaptation.
Students will be able to explain what natural selection is and how it causes populations to change within a species.
Required
Adaptations/Modifications:
III: Faith / Values Integration:
Through the understanding of natural selection, students will have a better understanding and appreciation of the complexity of plants and animals that the Lord has put us with while we are here on earth.
Required
Adaptations/Modifications:
IV. Integrated Technology:
Computer and projector
Required
Adaptations/Modifications:
V. Materials:
Lab handouts (pre stapled) computer, projector, pencils, stopwatch, quiz sheets, hole punch, white paper, newspaper, 360 precut circles of white paper and 360 precut circles of newspaper, forceps, sandwich bags
Required
Adaptations/Modifications:
Make sure I have land handouts staple and ready to go along with bas of circles already counted and assembled to reduce set up time.

VI: Procedure:
A. Set / Hook: Walk in wearing lab coat
(signal to students it is a lab day), give a quick introduction review of material, followed by an explanation (scenario) of what needs to be done.
Collect worksheets.
Required
Adaptations/Modifications:
Extra support given to students who need it.
Tiered Lab into 3 levels.
B. Transition: Explain the lab and put the kids into their groups
Lower: Simpler wording, “less factual” reading (it was covered in the introduction anyway)
C. Main Lesson: allow students to start lab, conduct timing portion of the lab on to projector. As students are getting started discuss tiered lab and expectations for those who are on “high or low end”.
Walk around answering questions if needed.
Higher: more factual reading, harder questions.
Assigned groups based on needs.
D. Transition: Tell students to clean up. Draw attention back to myself by doing a reminders time about upcoming due work.
E. Conclusion: End with a short quiz and thumbs up or down assessment to see where the students are at.
VII. Assessment:
Short quiz over lab and previous day’s power points.
Informative assessment of participation and work completion.
Thumbs up assessment.
VIII. Assignment:
Finish Questions on Lab if student was unable to finish them in class.
Required
Adaptations/Modifications:
Tiered Quiz for higher and lower levels. Lower vocabulary in lower tier. More advanced questions and extra readings.
Required
Adaptations/Modifications:
Offer for students to come in and get help if needed.

IX. Self-Evaluation: X. Coop’s Comments:
Part Four: Copy/Paste/Create student teaching tools required for the long form lesson plan day below.
See attached tiered labs and quizzes.

Lowest Tier:
Name: ______Sarah and Ian______________
Peppered Moth Simulation
Objectives:
See the importance of coloration.
Explain how natural selection causes populations to change.
Materials
Sheet of white paper and newspaper
Forceps (Tweezers)
Clock
2 colors of paper
Purpose
This lab will show how animals find their prey in different areas. You will see how different colors affect the animal’s ability to not get eaten.
Procedure.
1.
Put the sheet of white paper on your desk, have your partner put the white circles and colored circled on the paper.
2.
When the teacher says go, pick up as many as you can with the tweezers. Stop when the teacher says stop.
3.
Double the remaining number of paper.
.
4.
Repeat this method 3 more times using different papers. a.
Colored background b.
Colored circles on a white paper c.
Colored circles on a colored paper
Write the answers below.

3
4
1
2
Populations Start on White Background
Starting Population
Generation Newspaper White
Final Populations (how many of the original were left )
Newspaper White
30 30
Double these final numbers to get number for next round
2
3
Populations Start on Newspaper Background
Starting Population
Generation Newspaper White
1 30 30
Final Populations (how many of the original were left
)
Newspaper White Double these final numbers to get your starting population for the next generation
4
Analysis
1. Explain how the moths changed over time?
2. What moth color was best for the dark background?
Why?
3. How does the simulation model natural selection?
4. Examine the table and construct a graph. Plot the years of the study on the X-axis, and the number of moths captured on the Y axis.
You should have 2 lines on your graph - one for light moths, and one for dark moths.
Year
2
# of Light
Moths
Captured
537
# of Dark
Moths
Captured
112

5
6
3
4
7
8
484
392
246
225
193
147
198
210
281
337
412
503
5. Explain what the graph shows. What type of area do you think these moths live in?

“Normal Tier”
Name: _________Most of class______________________
Peppered Moth Simulation
Objectives:
Describe the importance of coloration in avoiding predation
Relate environmental change to changes in organisms
Explain how natural selection causes populations to change
Materials
Sheet of white paper and newspaper
Forceps
Clock with Second Hand
30 newspaper circles 30 white circles (made with hole punch)
Purpose
In this lab, you will simulate how predators locate prey in different environments. You will analyze how color affects and organism's ability to survive in certain environments.
Industrial Melanism is a term used to describe the adaptation of a population in response to pollution. One example of rapid industrial melanism occurred in populations of peppered moths in the area of Manchester, England from 1845 to 1890. Before the industrial revolution, the trunks of the trees in the forest around Manchester were light grayish-green due to the presence of lichens. Most of the peppered moths in the area were light colored with dark spots. As the industrial revolution progressed, the treee trunks became covered with soot and turned dark. Over a period of 45 years, the dark variety of the peppered moth became more common.
Procedure.
1.
Place a sheet of white paper on the table and have one person spread 30 white circles and 30 newspaper circles over the surface while the other person isn't looking.
2. The "predator" will then use forceps to pick up as many of the circles as he can in
15 seconds.
3. The number that are left are doubled to represent the next generation
4. This trial will be repeated with white circles on a newspaper background,

newspaper circles on a white background, and newspaper circles on a newspaper background. Record the data in chart below.
2
3
Populations Start on White Background
Starting Population
Generation Newspaper White
Final Populations (how many of the original were left )
Newspaper White
1 30 30 Double these final numbers to get your starting population for the next generation
4
Populations Start on Newspaper Background
Starting Population
Generation Newspaper White
Final Populations (how many of the original were left )
Newspaper
1
2
30 30
White Double these final numbers to get your starting population for the next generation
3
4
Analysis
1.
Describe how the population of moths changed in each generation for both the newspaper and the white moths.
2. What moth coloration is the best adaptation for a dark (newspaper) background? Why?
3. How does the lab model natural selection?

9
10
7
8
5
6
4. Examine the table and construct a graph. Plot the years of the study on the X-axis, and the number of moths captured
Year
2
# of Light
Moths
Captured
537
# of Dark
Moths
Captured
112 on the Y axis. You should have 2 lines on your graph - one for light moths, and one for dark moths.
3
4
484
392
198
210
246
225
193
147
281
337
412
503
84
56
550
599
5. Explain in your own words what the graph shows. What type of environment do you think these moths live in?

Higher tier:
Name: __________Scott and Emma______________
Peppered Moth Simulation
Objectives:
Describe the importance of coloration in avoiding predation
Relate environmental change to changes in organisms
Explain how natural selection causes populations to change
Materials
Sheet of white paper and newspaper
Forceps
Clock with Second Hand
30 newspaper circles 30 white circles (made with hole punch)
Purpose
In this lab, you will simulate how predators locate prey in different environments. You will analyze how color affects and organism's ability to survive in certain environments.
Industrial Melanism is a term used to describe the adaptation of a population in response to pollution. One example of rapid industrial melanism occurred in populations of peppered moths in the area of Manchester, England from 1845 to 1890. Before the industrial revolution, the trunks of the trees in the forest around Manchester were light grayish-green due to the presence of lichens. Most of the peppered moths in the area were light colored with dark spots. As the industrial revolution progressed, the tree trunks became covered with soot and turned dark. Over a period of 45 years, the dark variety of the peppered moth became more common.
Procedure.
1.Place a sheet of white paper on the table and have one person spread 30 white circles and
30 newspaper circles over the surface while the other person isn't looking.
2. The "predator" will then use forceps to pick up as many of the circles as he can in 15 seconds.

3. The number that are left are doubled to represent the next generation
4. This trial will be repeated with white circles on a newspaper background, newspaper circles on a white background, and newspaper circles on a newspaper background. Record the data in chart below.
Populations Start on White Background
Starting Population
Generation Newspaper White
Final Populations (how many of the original were left )
Newspaper White
1
2
30 30
Double these final numbers to get your starting population for the next generation
3
Populations Start on Newspaper Background
Starting Population
Generation Newspaper White
1
2
3
30 30
Final Populations (how many of the original were left
)
Newspaper White
Double these final numbers to get your starting population for the next generation

Analysis (minimum 5 sentence answers)
1. Describe how the population of moths changed in each generation for both the newspaper and the white moths? Why did the adaptation favor one color over another?
2. What moth coloration is the best adaptation for a dark
(newspaper) background? How do you know?
3. How does the simulation model natural selection and the adaptation of animals to their surroundings?
4. Examine the table and construct a graph. Plot the years of the study on the X-axis, and the number of moths captured on the Y axis. You should have 2 lines on your graph - one for light moths, and one for dark moths.
2
3
8
9
10
6
7
4
5
Year
# of Light
Moths
Captured
537
484
392
246
225
193
147
84
56
# of Dark
Moths
Captured
112
198
210
281
337
412
503
550
599
5.
If the hypothesis of natural selection favoring the melanic moths is correct, what do you predict would be the results of the recapture efforts in the polluted area? And in the unpolluted area?

Conclusion: Write a 5 sentence summary of a) what the experiment tested and showed b) how the experiment relates to natural selection c) how the experiment is an example of evolution (gradual change). Use the space below:
Essay Question: Research another animal of your choosing that presents adaptive coloration characteristics. Explain how and why this animal changed in the way that it did and how this affects its lifestyle. Report your results and findings in a small 1 page report.
Additional reading: http://abacus.gene.ucl.ac.uk/jim/pap/malletgensoc03.pdf
I would attach this if possible but I cannot seem to attach it to the document.

Tiered Quiz:
Normal tier:
Multiple Choice:
1. Which of the following provides clues about the size and structure of once-living organisms?
a. fossils
b. DNA and proteins from the organisms
c. vestigial structures
d. development of embryos
2. What statement is not an observation or inference on which Darwin's theory of natural selection is based?
a. Variations among individuals exist in a population.
b. Poorly adapted individuals never produce offspring.
c. Individuals whose inherited characteristics give them advantages in their environment will generally produce more offspring.
d. Species living today descended with modification from earlier species.
3. Artificial selection is similar to natural selection in that both processes
a. were suggested by Darwin.
b. adapt species to their environments.
c. occur over many millions of years.
d. depend on variation among individuals.
Short Answer (Pick 3)
4. How did Darwin's experiences during his voyage later affect his views about species?
5. How does descent with modification explain the diversity of life?
6. Explain how the formation of fossils provides a chronological record of past life forms.
7. How does natural selection lead to adaptation?
8. Compare and Contrast how the ideas of Lamarck and Darwin are similar and how they differ.
9. Analyzing Scientific Explanations Tell how the forelimbs of a bat, a whale, a cat, and a human contribute evidence to support the hypothesis that these mammals evolved from a common ancestor.

Lower Tier:
Multiple Choice:
1. Which of the following provides clues about dead animals?
a. fossils
b. DNA and proteins from the organisms
c. vestigial structures
d. development of embryos
2. Artificial selection is similar to natural selection because they?
a. were suggested by Darwin.
b. help animals live in their environment..
c. occur over many years.
d. all are correct.
Short Answer (Pick 3)
5. How does descent with modification explain the diversity of life?
6. Explain how fossils provides information of past life forms (dinosaurs).
7. How does natural selection lead to adaptation?
8. How the ideas of Lamarck and Darwin are similar and how they different?

Higher tier:
Answer all 5 questions in detail.
How did Darwin's experiences during his voyage later affect his views about species?
How does descent with modification explain the diversity of life?
Explain how the formation of fossils provides a chronological record of past life forms.
How does natural selection lead to adaptation?
Compare and Contrast how the ideas of Lamarck and Darwin are similar and how they differ.
Analyzing Scientific Explanations Tell how the forelimbs of a bat, a whale, a cat, and a human contribute evidence to support the hypothesis that these mammals evolved from a common ancestor.

Part Five: Copy/Paste/Create two forms of assessment below.
Assessment #1 Informal thumbs up assessment
I use this couple of times throughout the week’s lessons. This particular method will allow me to be able to get a general understand of how my students are feeling throughout the week without making the kids groan about taking “another quiz”. After the second time I ask them if there is still a large number of students who still do not understand the material that is a huge indicator to me that I need to cover the material over again instead of just continuing on.
Assessment #2 Formal assessment: Labs
Labs are collected and analyzed in order to see if the students understand the material. It will also show the participation when they turn in the work (if both members have the same exact answers “red flag”) as well as me watching them in order to make sure it is not just one person.
I also have other forms of assessment listed throughout the week; those include think tac toe and a quiz.