UNIVERSITY OF MAINE AT FARMINGTON
LESSON PLAN FORMAT
Teacher’s Name: Lora Cyr, John Duplinsky
Grade Level: Secondary
Objectives: Current
Date of Lesson: Oct. 30, 2008
Topic: BSCS Phylogenetics
Grade if not revised 5/15
Students will be able to:
1 Visualize time scale of macroevolution from origin of life to present.
2) Display relationships between species and the development and extinction of
species on phylogenetic tree.
3) Examine “fossils” as evidence connecting species over time, exploring
punctuated equilibrium and gradual phylogeny.
4) Connect microevolution processes to macroevolution, applied to tree.
5) Trace tree branches back to common ancestor and origin of life.
Parameters for Essential Instruction and National Standards Alignment:
PEI Standard E: The Living Environment (9-Diploma)
E5) Evolution: Students describe the interactions between and among species,
populations, and environments that lead to natural selection and evolution.
a. Describe the premise of biological evolution, citing evidence from the
fossil record and evidence based on the observation of similarities
within the diversity of existing organisms.
b. Describe the origins of life and how the concept of natural selection
provides a mechanism for evolution that can be advantageous or
disadvantageous to the next generation.
National Science Education Standards: Life Science [9-12]
C: Biological Evolution: Organisms are biologically classified based on
similarities reflecting evolutionary relationships.
Rationale: Students will visualize the connections between species that over time lead to
macroevolution through phylogenetics; evidence from the fossil record and observations
of similarities in organisms can in theory link all species back to the origin of life.
Assessment:
Students are pre-assessed during elicit phase for understanding of timescale of
evolution; students form timeline calendar of families. During explore phase, students
are informally assessed for accurate phylogeny branch, which they relate to information
during explain phase. Evaluate phase further checks for understanding as students
respond to dictated questions.
Integration:
Students will integrate the nature of science to act as scientists and piece together
fossils, how paleontologists put together missing links to form evolutionary history.
Differentiated Instruction:
Strategies:
Intrapersonal- individual work on elicit activity (timeline)
Interpersonal- group work on explore activity
Logical- piecing together fossils (chronological)
Visual- forming a timeline on board, forming a “branch” on data sheet by
observing fossils, tracing species connections on phylogenetic tree.
Verbal/ Auditory- Lecture during explain, elaborate, extend phases.
Technology: Videos
Modifications/ Accommodations:
I will review the students Individual Education Plan (IEP) and make appropriate
accommodations and modifications. Directions for explore activity spoken and written.
Extensions:
Students will revisit concept of a common ancestor in the lesson on origin of life.
Materials:
Lesson Materials: Outline of Timeline, Video (projector), Caminalcules
worksheets, scissors, glue.
Sources for Lesson Plan and Research:
Calander Timeline – Art Sussman, Dr. Art’s Guide to Science, © 2006 WestEd.
"Caminalcules"- Original created by Dr. Joseph H. Camin and published by Dr. Larry
Wiedman, 1991. Modifications by Larry Flammer, © 1999 Evolution & the
Nature of Science Institutes.
http://www.indiana.edu/~ensiweb/lessons/peek.html
“How Do We Know Evolution Happens?” Video (PBS)- ©2001 WGBH Educational
Foundation and Clear Blue Sky Productions, Inc.
http://www.pbs.org/wgbh/evolution/library/11/2/real/e_s_3.html
“Speciation” Salamander Video. ©2008
http://www.youtube.com/watch?v=YCoEiLOV8jc
Need to cite research here:
Consult Learning Science and Science of Learning book and cite Bybee’s Chapter on the
BSCS 5E model.
Cite: Eisenkrafts article on the 7E model.
Maine Standards for Initial Teacher Certification and Rationale

Standard 3 - Demonstrates a knowledge of the diverse ways in which students
learn and develop by providing learning opportunities that support their
intellectual, physical, emotional, social, and cultural development.
Rationale: I am meeting this standard by allowing students to cooperate with groups to
promote diverse interactions. Students will in turn learn from each other’s
learning styles as they apply their own styles to the lab activity.
•
Standard 4 - Plans instruction based upon knowledge of subject matter,
students, curriculum goals, and learning and development theory.
Rationale: I am meeting this standard by properly planning and preparing for students’
diverse needs and towards content goals, based on observed levels of
understanding.
Game Plan Revise entire game plan based on instructor feedback of lesson and
DVD review of lesson implementation.
7 E Lesson (Macroevolution)
Elicit (10mins)- Biological Time Scale- History of Life on Earth
- Draw long timeline across all boards –compressing all Earth’s history into 1
year.
- Establish Jan. 1= beginning of Earth (4+ billion years ago)
11:59 PM Dec. 31= today
Each “day” = 12 million years
- Question: Individually list the “birthdays” of :
Single-Cell bacteria
Amphibians
Birds
Multi-cellular animals
-
Mammals
Fill in Calendar
Feb. 26 Single Cell Bacteria
Sept. 18 Multicellular Organisms
Oct. 22 Multicellular Animals
Nov. 18 Hard-Shelled Animals
Nov. 27 Land Plants
Dec. 1 First four-legged land animals
Dec. 3 Reptiles
Dec 13 Mammals
Dec 19 Birds
Dec 21 Flowering Plants
Dec 27 Primates
Dec 31 (11:48pm) Humans evolve
Big idea Microevolution + TIME = Macroevolution
Engage (10 mins) - How Do We Know Evolution Happens? Video (PBS)
http://www.pbs.org/wgbh/evolution/library/11/2/real/e_s_3.html
Act as paleontologists to put together fossil evidence, visualizing change in
species over time…how branches are made.
Explore (30)- Caminalcules (Fossil Patterns: Gradualism vs. Punctuated Equilibria)
1. Some evolutionary change is rapid and discontinuous, and some change is gradual.
2. Fossil patterns can provide clues to the past.
3. Speciation explains evolutionary branching and diversification.
Explain (20)- Family “tree”- looking at patterns
define species, punctuated equilibrium, gradual phy.
-branches relate organisms back to common ancestor
Elaborate (10)- Salamander Video – “Speciation” – speciation at work microevolution
http://www.youtube.com/watch?v=YCoEiLOV8jc (librarylu)
Species on the verge of branching, remember TIME is a factor.
What is driving force behind these changes? (natural selection, occupying niche)
- Started off with big picture; the giant time scale.
- Then explained how branches were formed, relationships to common ancestor.
Where species end (extinct) & Where they rapidly branch or gradually branch
- Just saw example of how branches are continually growing.
- Methods of speciation traced back through TIME to single common ancestor…
-Origin of Life
Evaluate(5)
How are Birds like Mammals? What is common ancestor?
How are Fish like Reptiles? What is common ancestor?
Are Humans related to Bacteria? What are our shared features? How long did our
speciation take?
Extend(5)
Talk more about Origin of life…what were the conditions? What were the “ingredients”
Different Theories