Victoria Charron

Yessica Lopez
Launa White
Grade/ Subject
Unit Name
Unit Big Idea

Next Generation Science Standards and

Common Core State Standards

9th Grade Biology

Life Science: Biological Evolution
How are population able to adapt to their
environment and potentially become
invasive species like the asian tiger
mosquito population?
Natural selection and change in gene
frequency allow species to adapt to their new
existing environment and can potentially
lead a species to become an invasive species.
ex. asian tiger mosquito
Next Generation Standard:
HS-LS4-4.Construct an explanation based on
evidence for how natural selection leads to
adaptation of populations.
Common Core State Standards
Concept 4: Biological Evolution
PO 1. Identify the following components of
natural selection, which can lead to
speciation:
potential for a species to increase its
numbers
genetic variability and inheritance of
offspring due to mutation and recombination
of genes
PO 2. Explain how genotypic and phenotypic
variation can result in adaptations that
influence an organisms success
in an environment.
PO 4. Predict how a change in an
environmental factor (e.g., rainfall, habitat
loss, non-native species) can affect the
number and diversity of species in an
ecosystem.

Literacy in Science and Technical Subjects

Core Standards
9 10.WHST.7. Conduct short as well as
more sustained research projects to answer a
question (including a self generated
question) or solve a problem; narrow or
broaden the inquiry when appropriate;
synthesize multiple sources on the subject,
demonstrating understanding of the subject
under investigation.
9 10.WHST.10. Write routinely over
extended time frames (time for reflection and
revision) and shorter time frames (a single
sitting or a day or two) for a range of
discipline specific tasks,
purposes, and audiences.
9 10.WHST.9. Draw evidence from
informational
texts to support analysis, reflection, and
research
Culminating Assessment: how will I
measure mastery of the state standards?

Students will construct a poster that will

demonstrate their knowledge of gene
frequency, natural selection, invasive, native
species, biotic and abiotic factors . The poster
will be graded using a rubric that will check
for accuracy, use of scientific practices,
knowledge of how processes work.
the standard that will be graded based on
accuracy, use of scientific practice, and
knowledge of how the processes work.

Calendar of
Daily
Objectives
and Lesson
Summary
Day

3 Launa

Learning
objectives

SWBAT
formulate a
prediction of what
kinds of factors
allowed species
like the asian tiger
mosquito species
to new and
existing
environments.

SWBAT use a
venn diagram to
compare and
contrast native
and invasive
species.

SWBAT
Explain how
natural
selection may
lead to an
invasive
species taking
over an
environment.

SWBAT create
a claim of
factors
that lead to the
change in gene
frequency in the
species .

SWBAT
justify how
changes in gene
frequency can
allow
populations to
adapt to new
exciting
environments.

Lesson
summary

Students will use

a prediction
graphic organizer
sheet to predict
the factors that
allowed species to
survive in new
and existing
environments

Students will
take notes on a
powerpoint
lecture on
Native species
and invasive
species

Students will
watch a short
video on
natural
selection

Teacher will
provide a brief
lesson on
factors that can
change gene
frequency in a
species and on
why changes in
gene frequency
occur.

Students will
work in pairs to
answer a
worksheet that
requires them to
prove how gene
frequency can
allow species to
adapt to new
environments.

In groups
students will
apply their
knowledge of
gene frequency
to write a claim
of the factors
that lead to the
change in gene
frequency like
in the asian tiger

Teacher will
provide a brief
review on gene
frequency and
the factors that
can change gene
frequency .
Teacher will
allow pair work
for the activity.

Teacher will lead

a discussion on
factors that affect
species ability to
survive in new
and existing
environments.

Students will
create a venn
diagram to
compare and
contrast what
they learned
from the
powerpoint

Students will
discuss
questions and
information
about natural
selection
Students will
fill in a guided
note sheet on a
powerpoint
about natural
selection

mosquito
species.
Students will
complete the
prediction sheet
and that sheet will
assess completion
of the objective.

Completion of
the venn
diagram will
assess
completion of
the objective.

Students will
turn in an exit
ticket on their
way out of
class and that
will be used to
assess
completion of
the objective.

Students will
present and turn
in their claim of
the factors that
lead to a
change in gene
frequency in
the asian tiger
mosquito.
Students claims
should include
their evidence
and reasoning/
justification for
their claim.

Students will
participate in a
class discussion
where they will
share their
answers from
the worksheet.
Students will
also turn in their
worksheet .

Day

6 yessica

8 victoria

10

Learning
bjectives

SWBAT explain
how change in
gene frequency
and natural
selection allow
species to adapt to
new environments
and become
invasive species.

SWBAT to
create a graphic
organizer that
illustrates how
native species
become invasive
species with the
help of natural
selection and
gene frequency.

SWBAT
propose a
solution to rid
the
environment of
a specific
invasive
species.

SWBAT
construct a
poster of the
solution of
possible
solution to get
rid of invasive
species.

SWBAT critique
classmates
solutions for
ridding an
environment of
an invasive
species

Formative
assessments

Calendar of
Daily
Objectives
and Lesson
Summary

Lesson
summary

Students will
work individually
on worksheet that
will allow them
apply their
knowledge about
gene frequency,
natural selection,
and invasive
species. Students
will participate as
well in
Teacher will
facilitate and
assist students in
the creation of the
class explanation
how natural
selection and gene
frequency allowed
the asian tiger
mosquito adapt to
new existing
environment and
become an
invasive species.

Formative

Students will turn

Students will
create a poster
with their
assign. In the
poster students
will apply their
knowledge of
gene frequency,
natural selection
and invasive
species.
Teacher will
assign, monitor
and assist
students groups

Students will

Students will
work with a
partner to
generate a
solution.
Teacher will
provide
leading
questions to
help them
focus in on
their idea.
Students will
start
formulating
concepts for
their poster.

Completion of

Students will
work with their
partner to lay
out a solution to
the problem that
was identified
on day 8.
Poster will lay
out both
problem and
solution

Groups will
come up to the
front of the class
and explain how
they found their
invasive species
and how it
affects the
environment.

Students will
listen and
critique each
Teacher will
students poster
walk around and with the
check each
worksheet they
student's poster are given.
to make sure
they understand Teachers will
the concept and ask the students
are correctly
who are
representing the presenting about
data.
their poster to
make sure that
they understand
the objectives.

Completion of

Posters will be

assessments

in the worksheet
they answer
during class.

participate in
gallery walk
where their
peers and their
teacher will
assess their
graphic
organizer and
their ability to
understand how
a native species
can become
invasive species
with the help of
natural selection
and gene
frequency

the solution
idea paper will
assess the
completion of
the objective.

posters will be
required before
students exit
class

turned in for a
grade as well as
students
critiques of their
classmates.