Title: Biology Digital Agenda
Date: 2/11/2013
Essential question(s): (answer the corresponding highlighted question(s)
1.) What are the sources of evidence for evolution?
2.) Is there enough scientific evidence to prove evolution as a theory?
3.) How do genetic changes in a gene pool cause evolution?
4.) What is the relationship between natural selection and evolution?
5.) Who was Charles Darwin and what did he discover about evolution?
Teacher:

Carr
Date:
2/112/12/2012
Subject/Course:
Biology
Grade:
9-10
Do Now: Do-Now 2/11-2/12-students will independently research and answer several short questions on evolution, focusing on Charles
Darwin.____
CA Standard(s):


BI. 8. a. Students know how natural selection determines the differential survival of groups of organisms.
BI. 8. b. Students know a great diversity of species increase the chance that at least some organisms will survive major changes in the
environment
 BI. 8. e Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction.
Learning Objective (s):
SWBAT…
 Explain how natural selection determines the differential survival of groups of organisms.



Analyze multiple sources of evidence for evolution.
Explain how a great diversity of species increase the chance that at least some organisms will survive major changes in the environment
Analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction.
Assessment:

Evolution Quiz I 8a, 8b, 8e- students will be given a multiple choice assessment on standards 8a, 8b, 8e.
 Exit Slips-students will complete multiple choice items on standards 8.a, 8.b
 Evidence of Evolution Essay-students will analyze multiple sources
 Benchmark III.- March 26-March 30
Bloom’s level of this assessment:

Quizzes and Exit Slips-Comprehension, Synthesis, Analysis
Daily Agenda: (check off each assignment after completion)
 Do-Now 2/11-2/12/2013-students will independently research and answer several short questions on evolution, focusing on Charles





Darwin.____
(Direct Instruction) US Discussion Guide-Darwin- students will observe several short segments from US and engage in a
discussion using key vocabulary on ancient forms.____
(Direct Instruction)-Lec.24-Darwininan Evolution-students will record notes on the lecture from Chap.24._____
(Collaborative Station) Reading Guide-Introduction to Darwin Article -students will in small groups read an article on Charles Darwin and
then answer several questions. Then as a large group the students will engage in a discussion on Charles Darwin.____
(Collaborative Station) Concept Map-Darwin-students will use the classzone.com website to create a concept map on Charles
Darwin.____
(Collaborative Station)-Evolution Quick Lab-students will collaboratively complete an online lab demonstrating mutations that drive
evolution._____
Practice:

Complete the Introduction-Analysis of Evidence Evolution Essay-(Introduction/Prior Knowledge)-students will in small groups
work on the introduction to their essay by completing this section of their essay template.___
How will students reflect on what they’ve learned?
 Exit Slip 8a, 8b