Mini-Lesson Plan Guide for Science
Date(s):
Subject: Natural Selection
Grade Level: 9-12
Lesson Planning
Benchmark/Standard: What is the next benchmark on my course curriculum guide or FCIM calendar?
SC.912.L.15.15:
Describe how mutation and genetic recombination increase genetic variation
Essential Questions: How will I reword the benchmark into specific questions using student friendly terms?
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How do mutations increase genetic variation?
How does genetic recombination increase genetic variation?
Materials/Resources: What do I have or need to teach this lesson?
Computer with internet access
Projector
Lesson Agenda: How will I deliver this lesson to help my students answer the essential questions?
Day One: Explicit Instruction
Day Two: Modeled Instruction
Day Three: Guided Instruction
Day Four: Independent Instruction
Day Five: Assessment
Lesson Delivery
Explicit Instruction: How will I focus my students on what they need to learn? Which important vocabulary will I introduce/review?
 Teacher will use website to show how mutations and genetic recombination increase genetic variation:
http://evolution.berkeley.edu/evolibrary/article/4_0_0/evo_17 (“genetic variation, mutations, and mutation 2 of 2”)
 Teacher will use powerpoint (slides 1-8) to discuss mutations and genetic recombination
Modeled Instruction: How will I show my students what they are expected to do to answer the essential question?
 Teacher will show video clip “Why sex?”
http://www.pbs.org/wgbh/evolution/library/01/5/quicktime/l_015_03.html
Guided Practice: How will I help my students practice answering the essential question?
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Teacher will show video clip “Accidents of Creation”
http://www.pbs.org/wgbh/evolution/library/01/2/quicktime/l_012_02.html
Discuss with students: Why do deleterious genes for traits such as sickle cell anemia, Tay-Sachs, and
Huntington's disease remain in a population even though natural selection is in operation? How is
carrying ONE allele for sickle cell gene advantageous? How is carrying both alleles for the sickle cell
gene a disadvantage?
Independent Practice: How will my students practice answering the essential question individually?
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Teacher will use HIV evolution (slides 9-14 in powerpoint) to assess knowledge of genetic variation
Slide 14 asks students to: Write a few sentences about how genetic variation among the HIV’s (a virus)
population has allowed it to survive so long in the human population, despite various attempts from
humans to develop a vaccine to get rid of HIV. How does this relate to genetic variation in the human
population’s ability to survive malaria?
Assessment: