AGENDAS FOR THE WEEK:

February 10th February 14th

MONDAY
Objective(s): SWBAT
*tell the difference between
homologous and analogous
structures
*describe what comparative
anatomy is used for
*describe what vestigial
structures are
NGSSS:
SC.7.L.15.2- Explore the
scientific theory of evolution
by recognizing and explaining
ways in which genetic
variation and environmental
factors contribute to evolution
by natural selection and
diversity of organisms.
Supporting Benchmarks:
SC.6.N.1.5- Recognize that
science involves creativity not
just in designing experiments,
but also in creating
explanations that fit evidence.
SC.6.N.3.1- Recognize that a
scientific theory is well
supported and widely accepted
explanation of nature and is not
simply a claim posed by an
individual. Thus, the use of the
term theory in science is very
different than how it is used in
everyday life.

Engage
Table of Contents
Hands up Pair up Activity
with their vocabulary words

TUESDAY
Objective(s): SWBAT
*Explain ways in which
scientist can gain evidence of a
relationship between two
species. Example:
developmental biology,
comparative anatomy,
molecular biology
*Explain how diversity occurs
*Describe how divergence
occurs.
NGSSS:
SC.7.L.15.2- Explore the
scientific theory of evolution by
recognizing and explaining ways
in which genetic variation and
environmental factors contribute
to evolution by natural selection
and diversity of organisms.

WEDNESDAY
Objective(s): SWBAT
*Understand the theory of
Evolution
*Describe some factors that
contribute to natural
selection
*Understand everything in
chapter 6 for their exam
NGSSS:
SC.7.L.15.2- Explore the
scientific theory of evolution
by recognizing and explaining
ways in which genetic
variation and environmental
factors contribute to evolution
by natural selection and
diversity of organisms.

Supporting Benchmarks:
SC.8.N.3.2- Explain why
theories may be modified but
rarely discarded.
SC.6.N.3.1- Recognize that a
scientific theory is well
supported and widely accepted
explanation of nature and is not
simply a claim posed by an
individual. Thus, the use of the
term theory in science is very
different than how it is used in
everyday life.

Supporting Benchmarks:
SC.6.N.1.5- Recognize that
science involves creativity not
just in designing experiments,
but also in creating
explanations that fit evidence.
SC.6.N.3.1- Recognize that a
scientific theory is well
supported and widely accepted
explanation of nature and is
not simply a claim posed by an
individual. Thus, the use of the
term theory in science is very
different than how it is used in
everyday life.

Engage
Table of Contents
Drag and Drop Game on
Second PowerPoint from the
Life Science Resources **

Engage
Table of Contents
Drag and Drop Game on
Second PowerPoint from the
Life Science Resources **

THURSDAY

FRIDAY (ACTIVITY DAY

(EXAM DAY: CHAPTER

6)

36 MINUTES EACH CLASS)

NGSSS:
SC.7.L.15.2- Explore the
scientific theory of evolution
by recognizing and explaining
ways in which genetic
variation and environmental
factors contribute to evolution
by natural selection and
diversity of organisms.

Objective(s): SWBAT
*Realize their misconceptions
and metacognize
*Understand their
misconceptions

SC.7.L.15.1- Recognize that

fossil evidence is consistent
with the scientific theory of
evolution that living things
evolved from earlier species

NGSSS:
SC.7.L.15.2- Explore the
scientific theory of evolution
by recognizing and explaining
ways in which genetic
variation and environmental
factors contribute to evolution
by natural selection and
diversity of organisms.

Supporting Benchmarks:
LA.6.2.2.3- Students will
organize information to show
understanding, through
outlining and paraphrasing

SC.7.L.15.1- Recognize that

fossil evidence is consistent
with the scientific theory of
evolution that living things
evolved from earlier species

Engage
Table of Contents
No engaging activities, but
teacher can ask the students if
they have any questions about
the chapter before the exam

Engage
Table of Contents
Hand out prizes for Game
Show Activity winners

L
A

N
Resources:

(10 Minutes)

(10 Minutes)

(10 Minutes)

Explore (20 minutes)

Chapter 6 Lesson 3 Outline
Activity from the Life Science
Workbook
Students will listen to the
audio and actively fill out the
outline.

Explore (20 minutes)

Explore (30 Minutes)

Game Show Activity

Explain (10 Minutes)

I will pause the audio at
several key points to
emphasize certain points or ask
probing questions.
For example: What is one
way scientist can tell that a
species is related to another?
What does anatomy mean?
Elaborate (5 Minutes)
Ask probing questions such
as: What does vestigial
structure represent? Who can
give me an example?
Address any misconceptions
that were expressed in their
outline

Evaluate and Summary (5

Minutes)
No formal evaluation, but
small class discussion of what
they learned will be conducted
by the students and led by the
teacher.
Hands up Pair up -Activity
from Kagan Structure
Coaching Form

Finish Chapter 6 Lesson 3

Outline activity from the Life
Science Workbook
Students will listen to the
audio and actively fill out the
outline.
Explain (10 Minutes)
I will pause the audio at
several key points to emphasize
certain points or ask probing
questions.
For example: What is an
embryo, and why can it be
useful to look at an embryo
when looking at the evolution of
a species?
Elaborate (5 Minutes)
Ask probing questions such as:
How is molecular biology used
to determine relationships
among species?
Address any misconceptions
expressed in their outlines
Evaluate and Summary (5
Minutes)
No formal evaluation, but
small class discussion of what
they learned will be conducted
by the students and led by the
teacher.
Drag and Drop Game on
Second PowerPoint from the
Life Science Resources **

Explain
Teacher will review any
misconceptions immediately
after each question is answered
by all the groups and discuss
why the other answers were
incorrect.
Explanation and Elaboration
will be mingled in together for
the sake of addressing the
misconception directly before
the exam.

begins.
(10 Minutes)

Explore
Students will require the
rest of the time period to
finish the exam. There are
25 questions.
NO EXPLORE
Explain
NO EXPLAIN

(10 Minutes)

Explore
NO explore due to time
Explain (26 Minutes)
Class discussion of
misconceptions expressed on
the exam for chapter 6
Elaborate
No elaboration

Elaborate
NO ELABORATE

Elaborate (5 Minutes)
Ask the class to name the
ways scientist can find
evidence or relationships
between species.

Evaluate and Summary (5

Minutes)
No formal evaluation, but
small class discussion of what
they learned will be conducted
by the students and led by the
teacher.
Drag and Drop Game on
Second PowerPoint from the
Life Science Resources **
Game Show Activity

Evaluate and Summary (40

Minutes)
EXAM for chapter 6
Lessons 1-3

EXAM for chapter 6

Lessons 1-3

Evaluate and Summary (5

Minutes)
No formal evaluation, but
small class discussion of what
they learned will be
conducted by the students and
led by the teacher.
Prizes provided by intern

**- The PowerPoint from the chapter 6 life science resources is interactive, except when it is saved to the computer it does not show the drag and
drop games (because you must click on a lesson to open them up). They basically are a small game with a flow chart or some sort, and the kids must
come up to the board (smart board) and drag what they think is the correct answer based on the list of possible answers. There are two different drag
and drop games that we will be using for each engagement, just to get the students in their thinking mode.