Lesson Plans
Teacher: Robinson
Day 1 - (3/25-3/26)
Learning
Target
I can describe various
types of chromosomal
and gene mutations.
Dates: 3/25-4/9
Day 2 - (3/27-3/30)
I can explain how organisms are classified
into a hierarchy of groups and subgroups
based upon their evolutionary relationships.
(6a)
I can identify if an organism displays
asymmetry or type of symmetry.
Bell ringer
I can identify
inheritance by
recognizing similarities
displayed by gel
electrophoresis.
When going from DNA
to RNA, which nucleic
acids would pair up
with the following
codon sequence?
AGCCTA
Identify what types of mutations occurred in
the samples provided on the smart board.
Genetics quiz (problems and terms)
Trisomy 21 and 23
Lesson
(procedures,
activities,
materials)
Process of DNA
Replication, RNA
transcription, and
translation as it relates
to protein synthesis.
Types of genetic
mutations.
Gel-electrophoresis for
DNA comparisons and
relationships
Venn Diagrams comparing…
1. Bacteria/Archaea/Eukarya
2. Protista vs. prokaryotes
(bacteria/archaea)
3. Protista vs. other Eukaryotes
4. Fungi vs Plantae
5. Plantae vs. Animalia
Define the various types of symmetry found
in organisms and use examples on the smart
board to familiarize the students with each
type.
Day 3 - (3/31-4/1)
Research and summarize the
contributions of scientists, (Darwin,
Malthus, Wallace, Lamarck, & Lyell)
whose work led to the development of
the theory of evolution.
Use a Venn diagrams to compare
prokaryotes/eukaryotes, protists/other
eukaryotes, fungi/plants, and
plants/animals.
Lyell – Studied geography. He noticed
that the continents moved…and this
provided Darwin and other
evolutionists with a means of
explaining how populations could
separate (become isolated) from one
another so they could develop isolated
mutations. This provides a means for
divergent evolution and adaptive
radiation.
Discussion of summaries
Course: Biology I
Day 4 - (4/2-4/7)
I can differentiate
among chemical
evolution, organic
evolution, and the
evolutionary steps
along the way to
aerobic heterotrophs
and photosynthetic
autotrophs.
I can critique data
used by scientists
(e.g., Redi, Needham,
Spallanzani, Pasteur)
to develop an
understanding of
evolutionary
processes and
patterns.
Day 5 - (4/8-4/9)
I can explain the steps of
natural selection,
including the
mechanisms of
speciation (e.g.,
mutations, adaptations,
geographic isolation)
and applications of
speciation (e.g.,
pesticide and antibiotic
resistance).
Why did Malthus
suggest world peace
as impossible, & how
did this influence
Darwin?
How did Lyell’s work in
geography provide a
means for divergent &
adaptive radiation?
1.
Definition adaptation
and modern evolution
theory.
2.
3.
Chemical
evolution
Organic evolution
Sequence of
proposed
evolutionary steps
within aerobic
heterotrophs and
photosynthetic
autotrophs
Summarize the work
done by Redi,
Needham,
Spallanzani, and
Discussion and
examples for the
proposed types of
evolution. (Divergent,
convergent, adaptive
radiation, etc.)
Review evidence for
evolution (homologous,
analogous, vestigial,
genetics, etc.)
Pasteur…and
sequence to form the
modern evolution
theory.
Describe endosymbiotic
theory.
Even though LaMark made significant
and accurate contributions to
adaptation/evolution theory, what part
of his contribution was incorrect?
Which individual’s
ideas of evolution
theory are most like
those of Darwins?
Why?
How are divergent
evolution and adaptive
radiation similar and
different?
273-290
Students should
highlight the major
contributions made
towards evolution
theory made by
Darwin, Malthus,
Wallace, LaMark, and
Lyell.
295-311
Workbook review of pages 315-325.
Intro to adaptation, evolution, and natural
selection.
Wrap
up/Reflection
Using the given DNA
sequence provided on
the board, synthesize a
complementary DNA
strand, an mRNA
strand, tRNA sequence,
and a protein using the
codon/anti-codon chart.
Homework
P.327-332
Assessments
Workbook
Which Kingdom includes multi-cellular
organisms that have cell walls that do well in
dark moist areas, & includes yeasts?
Are there more organisms at the family,
class, order, or genus level of taxonomy?
Justify your answer.
Quiz
Workbook & Discussions
Competency/Objective:
6. Demonstrate an understanding of principles that explain the diversity of life and biological evolution.
a. Draw conclusions about how organisms are classified into a hierarchy of groups and subgroups based on similarities that reflect their evolutionary relationships. (DOK 2)
• Characteristics of the six kingdoms
• Major levels in the hierarchy of taxa (e.g., kingdom, phylum/division, class, order, family, genus, and species)
• Body plans (symmetry)
• Methods of sexual reproduction (e.g., conjugation, fertilization, pollination)
• Methods of asexual reproduction (e.g., budding, binary fission, regeneration, spore formation)
b. Critique data (e.g., comparative anatomy, Biogeography, molecular biology, fossil record, etc.) used by scientists (e.g., Redi, Needham, Spallanzani, Pasteur) to develop an
understanding of evolutionary processes and patterns. (DOK 3)
c. Research and summarize the contributions of scientists, (Darwin, Malthus, Wallace, Lamarck, & Lyell) whose work led to the development of the theory of evolution.
d. 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)
e. Differentiate among chemical evolution, organic evolution, and the evolutionary steps along the way to aerobic heterotrophs and photosynthetic autotrophs. (DOK 2)