Lesson Sequence Outlines
Candidate Samantha Whisenhunt
Dates 3-4-2014 thru 3-7-2014
Lesson 1
Title
Standard
Central Focus
(CF)
Learning
Target
(LT)
Instruction
Inquiry
Preview
Review
Informal
Assessment
Subject/Grade: Biology/ 10th grade
Activity description/Teacher does
Students do
Antibiotic Resistance: Evolution in Action Part 2
9-11 LS3A:
Students know that: Biological evolution is due to: (1) genetic variability of offspring due to
mutations (2) the potential for a species to increase its number, (3) a finite supply of resources,
and (4) natural selection by the environment for those offspring better able to survive and
produce offspring.
Students are expected to: Explain biological evolution as the consequence of the interactions of
four factors: population growth, inherited variability of offspring, a finite supply of resources,
and natural selection by the environment of offspring better able to survive and reproduce.
Explain how factors like genetic variability (through mutations), population growth, selective
pressure(s), and natural selection interact to drive the process of biological evolution within a
population of species.
Weekly Goal- Students will explain how biological evolution is Students interpret learning
a consequence of the interaction between these four factors:
target with a partner and
genetic variability, population growth, finite resources, and
discuss why it’s important to
natural selection.
learn, individuals volunteer to
share interpretation with entire
Daily Learning Targetclass.
Students will explain how certain bacteria evolved to be
resistant to specific antibiotics.
Students will identify the genetic variability among bacteria.
Review inquiry question: Can bacteria evolve to become
resistant to antibiotics? How do they do this?
Notes about bacteria cells: Draw a picture, what make their
cells different from our cells? Generate idea as a class, record
in notebooks.
Students review the inquiry
question with lab group.
Students draw a picture of
bacteria in their notebook,
labeling their structures,
participate in discussion of
Collect data from antibiotic resistance lab (this lab was started differences.
the previous day). Record data in the table students draw in
their lab notebooks, on bacteria growth in presences of
Students will collect data from
antibiotics. Prior to students measuring their data, the teacher lab as directed to do so by the
demonstrates how to collect and measure data, measuring the teacher, measuring the zone of
“zone of inhibition” (in mm). Measuring from the center of the inhibition for each antibiotic
antibiotic disk (~2mm in diameter) to the outside edge of
disc. Students will record their
where you observe bacteria growth. It should look like a circle group’s results in their
around the antibiotic disc (slightly hazy white colored). Each notebook, and report data to
plate should have 2 antibiotics discs on it, bacteria used is E.
teacher for class data.
coli. After students collect group data they will report it to the
teacher so we have class data.
Monitor student groups as they collect their data. Check in with Students will answer prompts
them that they are correctly measuring and recording their data. given to them from their
teacher based on individual
group progress.
Practice
Activity
Support
Informal
Assessment
Practice
Activity
Support
Lab discussion question to be answered individually in lab
notebooks but discussed in groups.
1. What did we expect to see (prediction/hypothesis)?
What did we see (what’s growing on our plates)? Did
we all get the same results? (If no, what should our
results be and what do you think could have happened
to skew our results?)
2. Are all the bacteria on the plate the same? Why?
3. How do these individual bacteria get diversity?
(mutations)
4. How can we explain our results, thinking about what
happened to the bacteria and its growth pattern?
Students work in their lab
groups to discuss the questions
and record the answers to the
question in their lab notebook.
Groups discuss lab questions and record answers in lab
notebooks, teacher comes around to check in with students and
student groups on answers to the discussion question, provides
feedback and further explanations and questioning as
necessary.
Teacher walks students through how to write a structured
conclusion, using the Claim-Evidence-Reasoning (C-E-R)
format.
Claim- answer inquiry question based on results from lab.
Evidence- use data from lab to support your claim
Reasoning- applies scientific concepts and explanation to
support evidence and claim.
Students write a conclusion in their lab notebooks, answering
the question and then providing evidence from their data to
support their answer. Students use their knowledge of scientific
concepts to support their conclusion and data.
Students respond to questions
and peers answers.
Students listen to feedback
from peers and teacher, and are
given opportunities to respond.
Students follow along with
teachers instructions on how to
write a structured conclusion,
students write their conclusion
from the lab in their notebooks.
Lesson 2
Activity description/Teacher does
Students do
Goldfish Lab: Evolution in Action
WA State Standard 9-11 LS3A
Students know that: Biological evolution is due to: (1) genetic variability of offspring due to
mutations (2) the potential for a species to increase its number, (3) a finite supply of resources,
and (4) natural selection by the environment for those offspring better able to survive and
produce offspring.
Students are expected to: Explain biological evolution as the consequence of the interactions of
four factors: population growth, inherited variability of offspring, a finite supply of resources,
and natural selection by the environment of offspring better able to survive and reproduce.
Central Focus Explain how factors like genetic variability (through mutations), population growth, selective
pressure(s), and natural selection interact to drive the process of biological evolution within a
(CF)
population of species.
Weekly Goal- Students will explain how biological evolution is Teacher reads learning targets
Learning
a consequence of the interaction between these four factors:
aloud, students listen as teacher
Target
genetic variability, population growth, finite resources, and
reads the learning targets.
(LT)
natural selection.
Students interpret learning
targets meaning with a partner,
Daily Learning Targetindividuals volunteer to share
Students will define genetic variability, natural selection, and interpretation with entire class.
selective pressures.
Title
Standard
Instruction
Inquiry
Preview
Review
Students will explain how a selective pressure in an
environment can affect a population of species.
Review the big ideas talked about in the bacteria resistance lab: Students respond to teachers
genetic variability (mutations in DNA) and selective pressure questions and respond to peers
(antibiotics). Teacher facilitates a short class discussion.
as well.
Class discussion (questioning):
1. If you were a doctor are there any antibiotics you would
not prescribe to kill this bacteria? Which one(s)? Why?
2. On plates where we saw resistance what was different
about those bacteria? How do bacteria become diverse?
3. What was the purpose of the antibiotics?
Informal
Teacher then goes over notes that students should write in their Students record notes in their
science notebooks:
science notebooks.
Define:
Natural selection- The survival and reproduction of individuals
with characteristics (traits) that make them better adapted to a
particular environment
Selective pressures- Factors (Examples- environmental,
predators, disease, etc.) in the environment that affect survival
rates of organisms. Can cause organisms with specific mutation
to have a better chance of surviving and reproducing.
Genetic variability- When there are different genes (and traits)
in a population. Get these diverse traits through mutations.
Teacher asks students discussion questions (using the turn and Students respond to questions
Assessment
Practice
Activity
Support
talk with your partner strategy), then asking a few students to
share what they talked about with their partner(s). Teacher
listens to student answers and provides feedback, further
questioning and probing when necessary.
Goldfish Lab: Using Pepperidge Farm rainbow goldfish
students are given two different colors of fish (purple and
orange etc.) and 12 of each color, (student groups are given an
orange sheet of construction paper to represent the fishes’
environment, and the fish live in an orange pond). Students
listen as the teacher read the introduction to the lab out loud, as
found in the textbook (page- 292, substituting the words teddy
grahams for goldfish).
Teacher goes over Inquiry Question with students:
Inquiry Question: When a selective pressure is applied to a
population, how does that population of species change over
time?
Gives students time to come up with a prediction and
hypothesis:
Prediction (I predict…) /hypothesis (If _______ then ________
because ____________).
Teacher shows students Procedure and the Data Table they will
write in their science notebooks to record their data. Teacher
instructs students that they will also need to write a
Procedure/Data/Results
1) Start with 5 orange goldfish and 5 purple goldfish in
you pond.
2) Each year 2 orange fish and 3 purple fish get eaten by a
predator.
3) Each year every surviving fish has a baby, add the baby
goldfish to your pond.
4) Repeat steps 2 and 3 for each year of the experiment, a
total of 4 years of data should be collected.
Data Table/Results
Year
Orange fish
Purple fish
Total
1
5
5
10
2
3
4
Results: Students create a bar graph showing population
change for orange and purple fish over the years.
Students discuss analysis questions with lab group, then answer
discussion questions in science notebook (for a stamp):
1. What happened to the population of purple fish overtime?
2. What happened to the population of yellow fish overtime?
3. Why did this change in the fish population happen? Try
explaining using natural selection.
4. What do you think will happen to each type of fish over the
and peers answers.
Students listen to feedback
from peers and teacher, and are
given opportunities to respond.
Students participate in class
discussion to develop a written
conclusion for the goldfish lab
investigation.
next 5 to 10 years?
Students use turn and talk strategy to discuss analysis questions
with their lab groups, and record answers in their science
notebooks.
Teacher monitors and checks in with student groups for
Informal understanding and progress, asks additional questions when
Assessment appropriate.
Practice
Activity
Support
Closure
Assessment of
Student Voice
Students discuss these
questions in their lab groups
listening to peers answers and
responding appropriately.
Students also share their
answers with the teacher when
probed to do so, listen and
respond to the teacher’s
feedback. Record answers in
science notebook.
Teacher hands out a worksheet which the students will use to Students will take notes in their
write their structured conclusion for this lab, they will turn it in science notebook.
for feedback, again students will use the C-E-R format.
Teacher reviews how to write a structured conclusion using the
C-E-R format. The teacher stresses the importance of including
scientific vocabulary terms in reasoning to further explanation.
Claim- answer inquiry question based on results from lab.
Evidence- use data from lab to support your claim
Reasoning- applies scientific concepts and explanation to
support evidence and claim.
Students will write their C-E-R
conclusion and add vocabulary
terms to their reasoning, and
turn the conclusion in for
feedback.
Exit slip reflecting on progress towards meeting learning
targets:
Students complete student
voice exit slip and turn it in on
their way out the door.
Reflect on our learning targets:
 Students will define genetic variability, natural
selection, and selective pressures.

Students will explain how a selective pressure in an
environment can affect a population of species.
1) What is one thing you learned today?
2) What is one thing you would like clarification on or to
review tomorrow?
Lesson 3
Activity description/Teacher does
Students do
POGIL: Evolution in Action
9-11 LS3A:
Students know that: Biological evolution is due to: (1) genetic variability of offspring due to
mutations (2) the potential for a species to increase its number, (3) a finite supply of resources,
and (4) natural selection by the environment for those offspring better able to survive and
produce offspring.
Students are expected to: Explain biological evolution as the consequence of the interactions of
four factors: population growth, inherited variability of offspring, a finite supply of resources,
and natural selection by the environment of offspring better able to survive and reproduce.
Central Focus To explain how the four factors of biological evolution (genetic variability, population growth,
finite resources, and natural selection) interact to drive biological evolution.
(CF)
Weekly Goal- Students will explain how biological evolution is Students will interpret the
Learning
a consequence of the interaction between these four factors:
learning goals and why it’s
Target
genetic variability, population growth, finite resources, and
important to learn about.
(LT)
natural selection.
Title
Standard
Instruction
Inquiry
Preview
Review
Daily Learning TargetStudents will be able explain natural selection as a process.
Clicker Questions Review: Vocabulary understanding
Students will answer review
questions using their assigned
Notes: Natural selection as a process (using our bacteria and
clicker as an informal
goldfish inquiries as examples). Draw natural selection as
assessment to check student
process using a time line: 1) state what the genetic variation is, understanding of vocabulary
2) state what the selective pressure is, 3) talk about the one
terms.
with best (most advantageous) genes or traits survive the other Students will take notes on the
dies, 4) overtime a change occurs in the population.
process of natural selection
Questions:
Each student uses there
1) In the bacteria lab where did the resistant bacteria come
assigned wireless clicker to
from?
send in their answers to the
A. There were no resistant bacteria, all bacteria were the
questions. Each student’s
same.
answers are recorded to see
B. They change when we put antibiotics in with the
whole class data.
bacteria.
C. The bacteria decided to become resistant to antibiotics
to survive.
D. They were always present in the population
Informal 2) How does a population (like the goldfish) get genetic
Assessment variability?
E. They don’t
F. Mutations
G. Selective Pressure
H. Natural Selection
3) In the bacteria lab, what acted as the selective pressure?
A. Antibiotics
B. Bacteria
C. Agar Plate
D. There wasn’t a selective pressure
Practice
Activity
Support
Start POGIL (Process Oriented Guided Inquiry Lesson)
Students work with a partner to
start the POGIL
Students work in pairs to complete POGIL activity:
See attached hand-out--POGILs are curriculum supplements
regularly used at our school. (It’s a packet that scaffolds
inquiry based learning that supports the concepts being covered
in class).
Check in with each student pair on particular pre-determined
Students are asked clarifying
questions about the process of natural selection.
questions (how did you get this
answer) and given
Informal
opportunities to respond.
Assessment
Students listen to feedback and
are given opportunities to
respond.
Student groups finish the POGIL and turn it in, so teacher can Students turn in finished
Practice
keep for student understanding and explanation on how natural POGIL to check student
Activity
selection is a process.
understanding
Support
Lesson 4
Activity description/Teacher does
Students do
Poster Project: Evolution in Action
9-11 LS3A:
Students know that: Biological evolution is due to: (1) genetic variability of offspring due to
mutations (2) the potential for a species to increase its number, (3) a finite supply of resources,
and (4) natural selection by the environment for those offspring better able to survive and
produce offspring.
Students are expected to: Explain biological evolution as the consequence of the interactions of
four factors: population growth, inherited variability of offspring, a finite supply of resources,
and natural selection by the environment of offspring better able to survive and reproduce.
Central Focus To explain how the four factors of biological evolution (genetic variability, population growth,
finite resources, and natural selection) interact to drive biological evolution.
(CF)
Students will explain how evolution is a consequence of the
Students interpret learning
Learning
interaction between these four factors: genetic variability,
targets meaning with a partner,
Target
population growth, finite resources, and natural selection.
individuals volunteer to share
(LT)
interpretation with entire class.
Daily Learning Target:
Students will be able to explain natural selection as a process.
Title
Standard
Instruction
Inquiry
Preview
Review
Students will be able to identify and explain the factors that
interact to cause biological evolution.
Inquiry Question: How is (group topic/article) an example of
biological evolution?
Students will work with a group to complete a poster project,
explaining how a given topic from nature is an example of
biological evolution.
Topics Include:
 Sickle-cell anemia
 Strep bacteria resistance
 Peppered moth
 Hudson Tomcod
 Bed bugs
 Super rats
Students work in groups of 3 to
5, and are assigned a topic and
article to analyze.
Students look over the
expectations, directions, and
rubric as the teacher presents
them to the class.
Poster Project Directions and Rubric
-Teacher goes over expectations, directions and rubric for the
poster project.
Posters should include a picture, identifying the factors of
biological evolution we have been discussing for this particular
example. Work should be divided up evenly amongst group
members. A confident reader (or two) in the group will read the
article aloud.
-Assigns students to groups and assign each group a different
topic/article to evaluate.
Informal
Assessment
Ask for a general class understanding of their tasks that they
need to be complete. Answer questions as they arise.
Rotate around from group to group checking in on progress,
asking target questions to keep groups on track, giving them
Students respond to questions
promotes, and feedback.
Students are given
opportunities to interact with
feedback and additional resources to help them on their project additional resources.
as needed.
Practice
Activity
Support
After students are assigned a topic and article, one or more
members from the group read the article aloud, as the rest of
the group follows along.
Once the article has been read aloud: student groups
summarize the example, identify the factors of biological
evolution within their example (genetic variability, selective
pressure, and natural selection).
One or more group members
read the article aloud, as
everyone else in the group
follows along. Students work
with group members to
complete poster project.
Student groups work together to complete their posters:
including a picture that tells the story of evolution and
identifies the factors
Informal
Assessment
Practice
Activity
Support
Rotate around from group to group checking in on progress,
asking target questions to keep groups on track, giving them
feedback and additional resources to help them on their project
as needed. Check to make sure work is being divided up evenly
amongst group members.
Students respond to questions
promotes, and feedback.
Students are given
opportunities to interact with
additional resources.
Each group presents Poster Project to the entire class. Not
every member has to talk but all members in the group have to
stand up. The presenter should not be the student that read the
article aloud (in less everyone in the group read the article
aloud), and the presenter should not be the student that did the
majority of the writing on the poster. Teacher helps students
divide work up evenly so all group members are participating.
Students present with their
group.
Students are responsible for
recording the example, genetic
variability, selective pressure
and outcome for each of the
examples presented.
Student groups not presenting at the time watch their peers
paying particular attention to: what the example is, what the
genetic variability is, what the selective pressure is, and what
the result/outcome of this example was.
Teacher helps facilitate summarization after the group’s
presentation.
Reflection on progress towards meeting the learning targets as Students complete student
exit slip for the week:
voice reflection as an exit slip.
Reflecting on our learning goals this week:
• Students will be able explain natural selection.
• Students will be able to identify the factors that cause
natural selection.
• Students will define genetic variability, selective
pressure, and natural selection.
Student Voice
• Students will explain how a selective pressure can
affect population overtime.
• Students will explain how certain bacteria evolved to be
resistant to specific antibiotics.
• Students will identify the genetic variability among
bacteria.
1) On a scale of 1 to 4 rate yourself on how ready you feel
to take a post-assessment on our evolution of disease
chapter?
2) What is one thing you learned this week?
3) Is there anything you would like more clarification on
or to review before our post-assessment?