Troy Spitzmueller
Evidence For Evolution Lesson Plan
Grade level
/subject
9th grade Honors Biology
Context
description
Students will have a prior knowledge about unification of genetics and evolution and
historical perspectives of evolutionary theory. Also, students should understand the
traits are inherited through DNA which is passed on through generations. Formative
assessment (Question of the day) will be used at the beginning of class to assess
students understanding of the above material.
Ohio Model Curriculum
Standards met


The basic concept of biological evolution is that the Earth’s present-day
species descended from earlier, common ancestral species
From a long-term perspective, evolution is the descent with modification of
different lineages from common ancestors.
OSTP: 1.1, 1.3, 1.4, 2.1, 2.3, 3.1, 3.2, 4.1, 4.3, 5.1, 5.3, 6.1, 7.1
Concept
addressed
How are common traits among various animals linked in regards to their common
ancestry?
Objectives
The students will be able to:
 Explain the origin of similar traits in families as the passing on of
genes in the DNA of ancestors.
 Compare and contrast the homologous bone structure of diverse
organisms to show related ancestry.
 Use DNA comparison to support relatedness between species
through evolution.
Academic
language
Natural Selection, Homologous structures, Vestigial structures, Generations,
Evolution, DNA
Learning
strategies
Formative and Summative assessment, Questioning, Group investigation and
collaboration, individual group questioning and discussion
Materials
needed
30 copies of the activity “Evidence for Evolution” in the POGIL Activities for High
School Biology book.
Writing material
Exit poll (attached)
Engagement/Introduction/Hook
Students will be given a question of the day assessing the students knowledge of the
material described in the Context Description above. Once completed and turned in,
the teacher will then go over the question of the day. This discussion will lead to the
teacher asking the students if they can identify animals that have structures or traits
that are common amongst groups of animals. Examples are vertebrae in mammals, a
birds wings, and fish's fins. After a few examples are given, then the students will be
Troy Spitzmueller
Instructional
outline
Evidence For Evolution Lesson Plan
asked to identify animals that have traits or structures that they don't use or need
anymore, such as the tailbone for a human. Through this discussion, the concept that
DNA passed down from ancestors over generations have shaped these traits and the
activity will be introduced. (7-8 minutes)
Instructional sequence:
Segment 1: The “Evidence for Evolution” packets will be handed out
and then the students would be separated into groups of four. Once the
students are organized, then the teacher would select a student to read
the section labeled “Why” or the teacher can read it aloud to the class.
Students then will begin the activity labeled “Model 1- Family
Characteristics” on pages 1 and 2 of the packet. The teacher will walk
around helping students struggling with a question or providing
feedback. If a group finishes the activity early, they will wait to move
on so a discussion can be had once all the groups are done.
(10 minutes)
Transition 1: Once all of the groups have completed the “Model 1- Family
Characteristics” activity, the teacher will then address the whole class
and call on students to give their answers for each question.
(5 minutes)
Segment 2: The students now move back into their groups and begin the
activity labeled “ Model 2 – Forelimb Structures” on page 3 – 6 of the packet.
The teacher will again walk around and assess student understanding. This
time, if groups are done early, they can work on the activity labeled
“Extension Questions” on page 7 of the packet.
(12-15 minutes)
Transition 2: Once all of the groups have completed the “Model 2-
Forelimb Structures” activity, the teacher will then address the whole
class and call on students to give their answers for each question.
(5 minutes)
Segment 3: Students would then be given an exit poll (attached) to assess
their understanding of the lesson.
(5 minutes)
Modifications
Assessments of
learning
Analyzing
teaching
Readers could be provided (either through their peers of an aid) for a student that
needs a reader.
Formative assessments: The question of the day at the beginning of the class,
questioning by the teacher as the students are working in their groups.
Summative assessments: The exit poll. The exit poll will be graded and returned to
the students after the