Alice M. Baxter College-Ready High School
Teacher:
Ms. Cheng
Date: 11.3.14
Subject/Course:
Biology
Grade:
9
Standard(s): HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
Learning Objective (s): SWBAT identify the 3 different types of natural selection. SWBAT differentiate between how geographic and
reproductive isolation affect speciation.
Assessment: Independent student work will serve as the assessment.
WHOLE GROUP
Do Now: What is a species?
DIRECT INTRUCTION
Students will review the concept of speciation.
Factors that contribute to reproductive isolation will
be introduced.
COLLABORATIVE STATION
Students will open the file titled “ Types of Natural
Selection Problem Set”
In Pairs, students will use their notes on the Types of
Natural Selection to identify the type of natural selection
described in each of the 3 examples.
Students will justify their answer using information from
the text.
Responses will be EMAILED to jcheng@laalliance.org
with the title NATURAL SELECTION PROBLEM SET
WHOLE GROUP
Answers to the Natural Selection Problem Set will be Reviewed.
INDEPENDENT STATION
Students will open the file titled “ HW-Speciation”
Students will complete the FIRST page of the document
where they will identify the steps of speciation through a
reading. Responses will be EMAILED to
jcheng@laalliance.org with the title SPECIATION
The second page of the worksheet will be completed for
homework. Responses will be EMAILED with the title
SPECIATION HW
Alice M. Baxter College-Ready High School
Teacher:
Ms. Cheng
Date: 11.4.14
Subject/Course:
Biology
Grade:
9
Standard(s): HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
Learning Objective (s): SWBAT identify the 3 different types of natural selection. SWBAT differentiate between how geographic and
reproductive isolation affect speciation.
Assessment: Speciation worksheet will serve as the assessment.
WHOLE GROUP
Do Now: What is a species?
DIRECT INTRUCTION
Students will review the concept of speciation.
Factors that contribute to reproductive isolation will
be introduced.
COLLABORATIVE STATION
Students will open the file titled “ Types of Natural
Selection Problem Set”
In Pairs, students will use their notes on the Types of
Natural Selection to identify the type of natural selection
described in each of the 3 examples.
Students will justify their answer using information from
the text.
Responses will be EMAILED to jcheng@laalliance.org
with the title NATURAL SELECTION PROBLEM SET
WHOLE GROUP
Answers to the Natural Selection Problem Set will be Reviewed.
Students will complete the speciation worksheet, detailing geographic, and reproductive isolation.
Students will complete a RAFT assignment:
Role: You are a scientist that JUST discovered a new species!
Audience: your peers
Format: A poem that rhymes (6 line minimum)
Topic: Describe your new species and how it formed
INDEPENDENT STATION
Students will open the file titled “ HW-Speciation”
Students will complete the FIRST page of the document
where they will identify the steps of speciation through a
reading. Responses will be EMAILED to
jcheng@laalliance.org with the title SPECIATION
The second page of the worksheet will be completed for
homework. Responses will be EMAILED with the title
SPECIATION HW
Alice M. Baxter College-Ready High School
Teacher:
Ms. Cheng
Date: 11.5.14
Subject/Course:
Biology
Grade:
9
Standard(s): HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
Learning Objective (s): Period 1 and 3: SWBAT differentiate between how geographic and reproductive isolation affect speciation. Period 6:
SWBAT describe how variations are important to Natural Selection
Assessment: Period 1 and 3: storyboard and RAFT. Period 6: POGIL
WHOLE GROUP
Period 1 and 3 Do Now: Write down EVERYTHING you remember about speciation.
Students will complete a speciation storyboard to demonstrate their understanding of how new species are formed.
Students will complete a RAFT assignment:
Role: You are a scientist that JUST discovered a new species!
Audience: Elementary school students
Format: A poem that rhymes (6 line minimum)
Topic: Describe your new species and how it formed
Period 6 Do Now: Natural Selection depends upon diversity within a species. True or False? Justify your answer.
Students will participate in a gallery walk as an introduction to the genetic basis of diversity
Students will complete a POGIL on genetic drift
Alice M. Baxter College-Ready High School
Teacher:
Ms. Cheng
Date: 11.6.14
Subject/Course:
Biology
Grade:
9
Standard(s): HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
Learning Objective (s): SWBAT describe how variations are important to Natural Selection. SWBAT describe how genetic drift influences
populations
Assessment: POGIL + Guided Reading Questions
WHOLE GROUP
Do Now: Natural Selection depends upon diversity within a species. True or False? Justify your answer.
Students will participate in a gallery walk as an introduction to the genetic basis of diversity
DIRECT INTRUCTION
Students will complete a POGIL on genetic drift
COLLABORATIVE STATION
Students will complete a reading on types of genetic drift
titled “Bottlenecks & Founder Effects”
Guided reading questions will be completed using the
Jigsaw strategy.
INDEPENDENT STATION
Students will complete their speciation storyboard.
If finished early, students may practice on
braingenie.ck12.org (Goals: Evolution 1 and Evolution 2)
OR complete quiz corrections
OR complete a reading + first 5 activities on Achieve3000
--Found: New Species
--Found: New Spider Species
--New Spot for New Species
Alice M. Baxter College-Ready High School
Teacher:
Ms. Cheng
Date: 11.7.14
Subject/Course:
Biology
Standard(s): HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
Learning Objective (s): SWBAT describe how genetic drift influences populations
Assessment: Guided Reading Questions
WHOLE GROUP
Do Now: How are variations introduced to a population?
Students will participate in a jigsaw reading to learn about the differences between founder and bottleneck effects.
Grade:
9