TEACHER
B. Rivera
15th
WEEK OF SCHOOL
COURSE: Pre AP Biology
DATES: 12/1 – 12/5_
Learning Focus – Evidence of Evolution – Students analyze and evaluate the theory of
biological evolution by examining evidence of common ancestry from DNA sequences, fossil
records, biogeography, and anatomical and developmental homologies.
Status vs. Pacing Calendar:
6 – days behind
Rigor – key strategies for focus in 2014
 HOT questions
 Be the Lead Reader
 Wait time
Step 1: Follow the district and/or campus Scope and Sequence Plan to select a
TEKS/SE.
TEKS taught this lesson:
BIOL.2A Know the definition of science and understand that it has limitations.
BIOL.2B Know that hypotheses are tentative and testable statements that must be capable of
being supported or not supported by observational evidence. Hypotheses of durable explanatory
power which have been tested over a wide variety of conditions are incorporated into theories.
BIOL.2C Know scientific theories are based on natural and physical phenomena and are
capable of being tested by multiple independent researchers. Unlike hypotheses, scientific
theories are well-established and highly reliable explanations, but they may be subject to change
as new area of science and new technologies are developed.
BIOL.2D Distinguish between scientific hypotheses and scientific theories.
Ⓢ BIOL.7C Analyze and evaluate how natural selection produces change in populations, not
individuals.
Ⓡ BIOL.7E Analyze and evaluate the relationship of natural selection to adaptation, and to the
development of diversity in and among species.
Ⓡ BIOL.7A Analyze and evaluate how evidence of common ancestry among groups is provided
by the fossil record, biogeography, and homologies including anatomical, molecular, and
developmental.
Ⓢ BIOL.7B Analyze and evaluate scientific explanations concerning any data of sudden
appearance, stasis and sequential nature of groups in the fossil record.
Step 2: Study and research the selected TEKS/SE
A. Identify verbs for cognitive alignment:
Differentiate, identify, compare, classify, demonstrate, organize, analyze, evaluate,
predict, implement and communicate
B. Identify the Concepts (Concept Alignment) in the TEKS/SE:
 Natural Selection
 Diversity
 Hypothesis
 Theory
C. What are the key skills?
 Observing
 Making inferences and formulating testable hypotheses
 Analyzing and evaluating data
 Analyzing, critiquing and reviewing scientific explanation
D. What are the vocabulary Words in the TEKS/SE:
a. Academic –
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DNA
fossil
homology
biogeography
embryology
evidence
phenomena
stasis
phylogeny
analogous structure
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ancestry
sequential
homologous structure
vestigial structure
Step 3: Using the results from above list the critical components of an aligned
lesson in science.
What are the critical components of aligned lessons in teaching this TEKS/SE to
the depth and complexity of STAAR/ EOC?
The theory of biological evolution can be explained by evidence of common ancestry provided by DNA and molecular
biology, the fossil record, biogeography, and anatomical and developmental homologies.
1. How do DNA sequences, anatomical and physiological similarities, and embryology provide evidence of change in
species?
2. How does the fossil record provide evidence of common ancestry among groups of organisms?
3. Why is the study of evolution important?
Step 4: Using the list of critical components from Step 3, go on a “Treasure Hunt”
through programs, textbooks, and materials to find the most aligned lesson or
lessons.
Monday 12/1
TEKS:
1.
BIOL.2G
BIOL.2H
2.
Ⓡ BIOL.6F
3.
Ⓢ BIOL.6G
4.
5.
Tuesday
12/2
TEKS:
BIOL.2A
BIOL.2B
BIOL.2D
Objective: Students will examine evidence of evolution and evaluate
speciation and the reproductive barriers that exist in nature.
Engage and connect
 Review: 5 Mechanisms of Microevolution
Guided instruction – PowerPoint Lecture: Natural Selection (pt. 2)
Independent practice –
 Notes
Check for understanding – Discussion
Homework ––
 Read: The Difference between Theory and Hypothesis hand out
 Complete vocabulary words and definitions for unit.
1. Objective: Review: Students will be able to examine existing evidence and
identify key components regarding hypothesis and scientific theory.
2. Engage and connect
What’s your theory on…
3. Guided instruction – Lecture regarding the scientific method and vocabulary
and how they differ from social expression.
BIOL.2C
Ⓢ BIOL.7C
Wednesday
12/3
TEKS:
Independent practice – Notes and class participation
4. Check for understanding – Question and answer student based inquiry.
5. Homework – Complete missing assignments
1.
2.
3.
4.
5.
Objective: Students will analyze the different methods used in producing
evidence of evolution and how these fields of study apply scientific data to
explain their findings.
Engage and connect: None
Guided instruction – Lecture and notes regarding embryology, molecular
biology, biogeography, fossils and comparative anatomy.
Independent practice – Notes
Check for understanding – Questions and class participation
Homework –Complete Evidence of Evolution worksheet.
Thursday
12/4
TEKS:
1. Objective: Review worksheet “Evidence of Evolution” and analyze each
method used to produce evidence.
2. Engage and connect: None
3. Guided instruction – Use vocabulary to help assist students in identification of
each field of study.
Independent practice – Complete worksheet with corrections
4. Check for understanding – Question and peer assistance in addition to
discussion.
5. Homework –Complete video and worksheet
 Evolution – Why Sex? – PBS Documentary (name of video)
 https://www.youtube.com/watch?v=Wns5OQR74OQ
Friday 12/5
TEKS:
1.
2.
3.
4.
5.
Objective: Students will learn about Linnaeus and the importance of
taxonomic classification.
Engage and connect: What are cattails/ cat tails?
Guided instruction – PowerPoint presentation: Taxonomy
Independent practice – Notes
Check for understanding – Questions and class participation
Homework –Complete Taxonomic worksheet: Due Monday
Upon request by any special needs student, they can receive additional time to
complete their assignments. Also, I am available to provide additional assistance
to any student who requests it.
Depending on their specific request or my assessment of their involvement and
understanding of the subject matter in the classroom, special needs students are
given preferential seating.
Worksheets are used to prepare for each major test.
How will you assess learning and mastery?
Daily
 Observations during student group and independent work time, lab work, and board
work
 Class participation and involvement in discussions and labs
Weekly
 Homework
 Labs, Focus Activities, and/or tests
Demonstrations or Labs:
Lab Activities – TBD
Test: TBD