AGENDAS FOR THE WEEK:
March 17th – March 21st
MONDAY
Objective(s): SWBAT
*Differentiate between
artificial and natural
selection
*Recognize the four main
principles of to the theory of
natural selection: variation,
overproduction, adaptation,
descent with modification
*Provide an example of
natural selection and an
example of artificial
selection
NGSSS:
 SC.912.L.15.13- Describe
the connections required for
natural selection, including:
over production of
offspring, inherited
variation, and the struggle to
survive, which results in
differential reproductive
success.
P
Engage
10 minutes
 Show video on Hawk vs.
Iguana
 Point out characteristics that
aided each animal in survival
 Ask them: if all the Iguanas
were weaker and smaller,
would they have a greater or
lesser chance of survival?
TUESDAY
Objective(s): SWBAT
*Identify sources for evidence
used in the theory of evolution
*Recognize who Darwin is and
that he was not the only one with
a theory of evolution
*Differentiate between
homologous and analogous
structures
NGSSS:
 SC.912.N.1.3- Recognize that
the strength or usefulness of a
scientific claim is evaluated
through scientific
argumentation, which depends
on critical and logical thinking,
and active consideration of
alternative scientific
explanations to explain the data
presented.
 SC.912.L.15.1- Explain how
the scientific theory of evolution
is supported by fossil record,
comparative embryology,
biogeography, molecular
biology, and observed
evolutionary change
Engage
10 minutes
 From wolf to whale video
 Have a small discussion on the
video.
 What was so interesting?
 What did the scientists believe
was the relative of the whale?
 How did the scientist come up
with their conclusion?
WEDNESDAY
THURSDAY
FRIDAY
sources for evidence are
used today to show
evolution
*Recognize that
bacterial/viral evolution
occurs today, and provide
an example
(TEST)***
Objective(s): SWBAT
* Differentiate between
artificial and natural selection
*Complete a worksheet using
their readings
*Recognize who Darwin is
*Recognize some details of
Darwin such as the Galapagos
Island and the ship he traveled
on.
(TEST)***
Objective(s): SWBAT
* Differentiate between
artificial and natural selection
*Complete a worksheet using
their readings
*Recognize who Darwin is
*Recognize some details of
Darwin such as the Galapagos
Island and the ship he
traveled on.
NGSSS:
 SC.912.L.15.1- Explain
how the scientific theory of
evolution is supported by
fossil record, comparative
embryology, biogeography,
molecular biology, and
observed evolutionary
change’
NGSSS:
 SC.912.L.15.13- Describe
the connections required for
natural selection, including:
over production of offspring,
inherited variation, and the
struggle to survive, which
results in differential
reproductive success.
NGSSS:
SC.912.L.15.13- Describe the
connections required for
natural selection, including:
over production of offspring,
inherited variation, and the
struggle to survive, which
results in differential
reproductive success.
Engage
5 minutes
 Show quote from Darwin
 Have a discussion: what
does he mean by “manage”?
Engage
No engagement today
Objective(s): SWBAT
*Describe how some
Engage
10 minutes
 Show slide picture of
Pokémon: Evee
 Evee is the evolution
Pokémon
 Ask: who knows what
dictates what Evee evolves to?
Answer: Environment/stone
used
 Explain that
environment/surroundings
dictate evolution for organism
as well
L
A
Explore
20 minutes
 Candy Natural selection
Activity
 Tell the students they are
predators trying to catch prey
 Tell the students to not tell
the other students what is in the
bowl until the activity is over.
 Give each student 5 seconds
to choose a candy from a bowl
 Also warn them that they will
not get a chance to change their
answer until after class is over
so do not even ask.
 Count/Tally the number of
each type of candy on the
board and have the students
copy down results in their
worksheet
 Then the students will answer
the questions in their
worksheets, alone.
Explain
10 minutes
 Explain what they just did:
they were a practicing natural
selection by modeling a
predator quickly choosing its
prey
 Ask and explain what natural
selection is.
 Ask and explain who Darwin
is.
 Go over misconceptions on
what natural selection refers to:
It does not only refer to color.
 Show pictures on slide on
characteristics that can enhance
natural selection: color,
mimicry, spikes (defense), etc.
Elaborate
5 minutes
 On slide present example of
moths and ask: which type of
moth do you think will survive
better?
Explore
15 minutes
 Grouping activity
 Students will be given pictures
of different organism and will be
asked to group them on a piece
of paper based on the shared
similarities they can observe
 They will be asked to explain
why they grouped the animals
together
 The similarities are
anatomical, such as wings, but
can be anything such as food
type
Explain
15 minutes
 Ask: what is scientific
evolution?
 Explain that in science we
have strong evidence that
supports the idea of evolution
that Darwin proposed. Explain
that there were other scientist
who had ideas of evolution yet,
evidence points toward Darwin’s
theory.
 I will address evidence for
evolution: fossils, geography,
embryology, anatomy
analogous vs homologous vs.
vestigial structures
 I will first have one group
present
 I will point out missed traits
that the students overlooked
 As: why do distantly related
species share similar
characteristics? Answer: they
share similar habitats and could
need similar feature, they could
also feed on the same organism,
etc.
 I will address any
misconceptions I observed while
circulating the classroom.
Elaborate
5 minutes
Explore
20 minutes
 Virus Evolution Research
Activity
 Students will be divided into
groups of 2 and work on their
laptops to research a host and
virus relationship
 As they are working, I will
walk around asking them: has
the virus you are researching
changed over time? Could it
have evolved from an earlier
virus? Could humans have
played a part in the evolution
of the virus?
 Have the students answer the
worksheet for the virus/host
relationship as they research
their virus
Explain
10 minutes
 Ask: Can viruses and
bacteria evolve as well? How
so? What sort of factors
influence evolution?
 Lead the discussion towards
evidence
 Ask: How can scientists
conclude that evolution in an
organism took place?
 I will address evidence for
evolution: fossils, geography,
embryology, anatomy
analogous vs homologous vs.
vestigial structures
 Explain in more details and
with examples how each of the
evidence types has aided
scientists in coming up with
the theory of evolution
 Address any misconceptions
I observed while circulating
the classroom.
Elaborate
5 minutes
 Talk about MRSA
 Explain the timeline of
Explore
10 minutes
 Hand out crossword puzzle
and ask the students to
complete using the readings
from the book
 Walk around and ask
questions about: what is
natural selection, was Darwin
the only one with a theory,
why did the other theories not
work according to other
scientists, etc.
Explain
 Address any misconceptions
as I walk around and ask
questions during the
exploration
Elaborate
No elaboration today
Explore
10 minutes
 Finish the crossword
puzzle.
Explain
Elaborate
N
Resources:
Evaluate and Summary
5 minutes
 Teacher will ask the students
to provide an example of
natural selection and artificial
selection.
 And to explain why they
think each represents each.
 Candy Natural Selection:
http://evolution.about.com/od/t
eaching/a/Natural-SelectionOf-Candy-Lab.htm
 Natural selection activity
worksheet
 Candy (4 different types of
candy, 1 type of healthy small
snack)
 Bowl
 Engage Video:
http://www.youtube.com/watch
?v=9vQuqg5hZYM
 Human appendix picture
 Ask the students, who knows
what kind of structure the
appendix is?
 Have the students think of
reasons why the appendix might
have been important before
MRSA a little
 Ask the students: if MRSA is
resistant to Methicillin now,
what do you think has to occur
in medicine to keep MRSA
and other infections under
control?
Evaluate and Summary
5 minutes
 Justified True and False
Statements
 Students will be given a true
and false statement, they must
decide whether it is true or false
and then explain why
 The statement is: Natural
selection explains how evolution
can occur.
 Answer: True. Natural
selection represents those genes
that get passed on to the gene
pool. As the gene pool changes
the organisms change and
eventually evolve.
 Whale evolution video:
http://www.youtube.com/watch?
v=I2C-3PjNGok
Evaluate and Summary
5 minutes
 Three-minute Pause
 Students will be given the
question: Why do you think
that embryology can be
evidence to support evolution?
 They will discuss with their
partners, their answers and
reflect on their answers for 3
minutes
 Teacher will get their
attention again and ask them to
share some answers
Evaluate and Summary
 No evaluation
 Evolution of viruses:
http://www.paulding.k12.ga.us
/userfiles/99/Classes/10853/vir
uses%20and%20host%20evolu
tion.doc?id=468605
 Laptops
 Crossword Puzzle:
http://www.biologycorner.co
m/worksheets/cw_evolution.h
tml
Evaluate and Summary
5 minutes
 Teacher will ask two
students to share what they
have learned this week.
 This might lead into a small
discussion on interesting
information learned
throughout the week.
**** On Thursday and Friday the students will be taking an exam distributed by the School, similar to the EOC. The test itself takes 35 minutes.