TEACHER:
T. Brooks
CLASS: Integrated Science II
WEEK: 02/23/15 to 02/27/15
Unit 2 Demonstrate an understanding of principles that explain the diversity of life and biological
evolution.
(MS Biology 2010 unit 6)
b. Draw conclusions about how organisms are classified into a hierarchy of groups and subgroups
based on similarities that reflect their evolutionary relationships. (DOK 2)
Unit 3
a.) Research and summarize the contributions of scientists, (including Darwin, Malthus,
Wallace, Lamarck, and Lyell) whose work led to the development of the theory of
evolution. (DOK 2)
b.) Analyze and explain the roles of natural selection, including the mechanisms of speciation
(e.g., mutations, adaptations, geographic isolation) and applications of speciation (e.g.,
pesticide and antibiotic resistance). (DOK 3)
c.) Differentiate among chemical evolution, organic evolution, and the evolutionary steps along
the way to aerobic heterotrophs and photosynthetic autotrophs. (DOK 2)
OBJECTIVE/
OUTCOME
Monday
 2b
 3a
 3b
Tuesday
 2b
 3a
 3b
TEACHING STRATEGIES/ACTIVITIES
ASSESSMENTS
HOMEWORK
I CAN
STATEMENT/ESSENTIAL
QUESTION
 BR: Read article about cladistics and
cladograms
 One question, One commentstudent assessment
 Instructor will guide discussion of
Bean hunter activity
 Students will collect data for Bean
hunter activity .
 CL: Students will record any missing
data from class board to answer
questions from sheet.
 BW: What’s on your plate-storyboard
activity
 Students will present data from the
“Bean Hunter” natural selection
activity.
 Instructor will discuss results of
“Bean Hunter activity introduce
concept of natural selection and
selective pressure
 Students will create a storyboard of
beak selection from “Bean Hunters”.
 Instructor will present information on
Darwin’s Theory of Evolution by
Natural Selection.
 Students will perform Deployment
Exercise 1 Storyboards of Natural
Selection
 CL students will turn in completed
“Bean Hunters”.
 One question,
one comment
 Students will
complete answers
on Natural
Selection lab
activity

 I can discuss
cladograms and how
to read them.
 I can relate the ideas
of natural selection to
the activity.
 Bean Hunter
will be
assessed for
completion .
 Socratic
Questioning
during
presentations
 Complete Exercise
1 Storyboards of
Natural Selection

 I can create a
storyboard of the lab
activity.
 I can understand the
basics of Darwin’s
theory of evolution by
natural selection.
Wednesday
 3a
 3b
Thursday
 3a
 3b
Friday
 3b
Monday
 3b
 BR: Cladogram Analysis WS
 Students will present whiteboards
from Deployment 1.
 Students will answer questions on
Biology Crash Course short video
 Students will create storyboards for
Peppered Moths from video
 Pick up readings on Genetic Drift and
perform questions
 CL: Tic tac toe competition
 BR: Show Darwin “Natural Selection’
Music video
 Students will record historical
information on evolution and
contributions made by earlier
scientists
 Students will begin Whales in
transition timeline activity.
 CL: Students will place the animals
in the correct evolutionary order
from the screen.
 BR: “How new species arrive” reading
 Students will complete Whale’s in
transition activity
 Reading on speciation
 Darwin’s Finches Video
 Perform Deployment 2
 CL: Students will answer questions
on speciation
 Tic-tac toe
competition
Complete reading on
genetic drift –
complete questions
 I can present
information to my
classmates.
 I can explain Genetic
drift and why it
occurs.
 Observation of
activity
 Students will
complete questions
from becoming
whales

 I can discuss the
research of scientists
before Darwin.
 I can analyze whale
fossils to create a
timeline to determine
what the intermediate
between two fossils
would have looked
like.
 Instructor will
evaluate
understanding
based on
whiteboard
presentations
Complete
deployment 2
 BR – Students will perform 2nd
speciation review
 DNA Basics
 Instructor will review Becoming
Whales and explain DNA activity
 Four corners self assessment and
reteaching
 CL: Exit Ticket-Explain why the
whale is considered to be related to
the hippopotamus.
 Student
understanding
will be
assessed
during
presentation
Students will
prepare for a quiz
on return
 I can analyze whale
fossils to create a
timeline to determine
what the intermediate
between two fossils
would have looked
like.
 Describe one process
that creates a species.
 I can analyze DNA for
allele similarities.
 I can explain why DNA
determines
relationships between
organisms.