LESSON PLAN TEMPLATE

[Write Lesson Title Here]

Class (Grade Level): 9 Grade Biology
th

Time Length: 50 minute

BIG IDEA for LEARNERS

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.
Example: Asian tiger mosquito
LESSON OVERVIEW
[Write an overview/synopsis of the lesson (generally what will happen to help students reach
the big idea), including how it reflects each of the four SSTELLA practices. The purpose is for a
reader to determine if this is an appropriate lesson to use or not].
This lesson provides students with the opportunity to understand how natural selection and
changes in gene frequency can allow species like the Asian tiger mosquito adapt to their new or
existing environment to become an invasive species. Natural selection is the process which
biological traits become more or less common in a species to adapt to their new or existing
environment. Change in gene frequency is the process that occurs within population that allows
a trait to evolve and become more common in new or existing environment. In this lesson the
Asian tiger mosquito is included to the big idea of how species like the Asian tiger mosquito
with natural selection and change in gene frequency are able to become an invasive
species.[SSTELLA practice: Scientific Sense-Making/ Sub Practice: communicating the big idea]
So, since students get the opportunity to see the role that natural selection and changes in gene
frequency have in the species students will be able to make the relationship of how these
processes can help species adapt to their environment and become invasive species by
generating a model of how these processes are involve in the Asian tiger mosquito ability to adapt
and become an invasive species. [SSTELLA practice: Scientific Sense-Making/ Sub Practice:
Model or Problem based scientific/engineering practice] Students in the lesson will also get the
opportunity to engage in explanation and argumentation by discussion, critiquing and revising
each others models.[SSTELLA practice: Scientific Discourse/Sub Practice: Explanation and
Argumentation] At the same time students in this lesson will get the opportunity to develop
language by students working in groups of 2-3 to create, explain and critique each other
models.[SSTELLA practice: English Language and Disciplinary Literacy Development/ Sub
Practice: English Language Development for ELs through Student interaction]
STANDARDS
Next Generation Science Standards (NGSS

HS-LS4-4.Construct an explanation based on evidence for how natural selection leads to

adaptation of populations.
Arizona science standard

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
910.WHST.9. Draw evidence from informational texts to support analysis, reflection, and
research
LESSON LEARNING OBJECTIVE AND ASSESSMENT

SWBAT generate a model on how natural selection and change in gene frequency allow species
like the Asian tiger mosquito adapt to its new or existing environments.
Students will demonstrate that they met the objective by
Sub objectives:
Student will illustrate the process of natural selection.
Student will sketch how change in gene frequency occurs.
Student will recognize what makes up a model.
Students will describe the effect that natural selection and changes in gene frequency can have
on the Asian tiger mosquito species.
SCIENTIFIC PRACTICES AND ASSOCIATED LANGUAGE FUNCTIONS
SCIENTIFIC
PRACTICE(S)
RECEPTIVE
LANGUAGE
FUNCTIONS

Developing and Using models

Constructing explanations
Developing and Using models
Interpret the meaning of models presented in texts and diagrams
Comprehend others oral and written descriptions, discussions, and
justifications of models

PRODUCTIVE
LANGUAGE
FUNCTIONS

Constructing explanations
Comprehend questions, critiques, and explanations of others
Developing and Using models
Ask questions about each others model
Describe how a model relates to a phenomenon or system
Describe model using oral and written language as well with
illustrations

KEY VOCABULARY

Constructing explanations
Respond to questions to amplify explanation
Provide information needed by listeners or readers
Critique or support explanations or designs offer by others
1. Natural selection: process by which forms of life having traits
that better enable them to adapt to specific environmental
pressures, as predators, changes in climate, or competition for
food or mates, will tend to survive and reproduce in greater
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numbers than others of their kind, thus ensuring the

perpetuation of those favorable traits in succeeding
generations.
2. Gene frequency: the frequency of occurrence or proportions
of different alleles of a particular gene in a given population.
3. Asian Tiger mosquito: a mosquito, Aedes albopictus, native to
Asia, that transmits yellow fever and dengue and possibly
West Nile virus.
4. Evolution: any process of formation or growth; development.
5. Invasive species: that causes environmental, economic, or
human harm.
6. Native species: impact positively their local environment and
ecosystem.
7. Model: a representation, generally in miniature, to show the
construction or appearance of something.
MATERIALS

Posters

A total of five posters for a class of twenty students

One poster per group

Markers

Class board

RESOURCES
Rochlin I, Ninivaggi DV, Hutchinson ML, Farajollahi A (2013) Climate Change and Range
Expansion of the Asian Tiger Mosquito (Aedes albopictus) in Northeastern USA:
Implications for Public Health Practitioners. PLoS ONE 8(4): e60874.
doi:10.1371/journal.pone.0060874

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The Next Generation Science Standards | Next Generation Science Standards (The Next
Generation Science Standards | Next Generation Science Standards). Retrieved from
http://www.nextgenscience.org/next-generation-science-standards

PREREQUISITE KNOWLEDGE
[What will students need to know (science concepts, scientific practices, and literacy practices)
prior to completing this lesson and how will you access their prior knowledge?]

Students would have already define and explain evolution.

Students would have already discuss the four basic mechanisms of evolutionary
change, mutation, migration, genetic drift and natural selection.
Students should already know the difference in native and invasive species.
Students should have already identified the key component of natural selection like
variation of traits, differential in reproduction, and heredity.
Students should already identified process of evolution that change gene frequency.
Student should have already know what a model is and what goes into a model.

TEACHING PROCEDURES AND ANNOTATED SSTELLA PRACTICES

[Procedural Steps (Step by step DETAILED instructions for teaching the lesson this is MORE
than an outline), so that another teacher could replicate the lesson. You may structure and
organize the steps in the way you deem most appropriate for this particular lesson (5E model, 2
columns [What teacher does/What students do], etc.). After each step, include a written
annotation that describes how that steps reflects one (or more) of the SSTELLA practices. Attach
any relevant artifacts (e.g., directions, assignments)]

PART I: FRAME LESSON AND ACTIVATE PRIOR KNOWLEDGE

Engaging:

Teacher will provide students with a statement of how recently she has been bitten constantly by
mosquitos. Then she use the statement of often she has been bitten by mosquitos to ask students the how
many of them been bitten by mosquitos recently? Are mosquitoes and issue to public health? And are
mosquitoes a greater issue in the United States or in developing countries? The question will be ask to
students as bellwork questions. Teacher will require students answer this questions individually and
then discuss their answer with their neighbor. Teacher will also ask students to share their answer with
the class. As students share their answer in class teacher will ask proving question that will aid students
to comprehend mosquitos. So later in the lesson students are able to connect their knowledge of
mosquitos an the Asian tiger mosquito.
Developing country: Is a country less develop with lower life expectancy, less education and less money
(income).
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Mosquitos: are insects vectors that transmit diseases like West Nile Virus, Malaria, Dengue fever, Dog
Heartworm ect.. Vector-borne diseases are an issue in developing countries.
Asian tiger mosquito: Is an invasive mosquito species that became invasive with the help of biotic and
abiotic factors. Abiotic factors like importation of tires and biotic factors like suitable environmental
conditions for reproduction.
After the teacher has gone over the bellwork with the students, the teacher will review what a model is?
And what should be included in the model. Teacher will also review key components of natural
selection, gene frequency, native and invasive species. To review these key components teacher will
use a graphic organizer to include key words and main ideas of each of review topics. Teacher will also
ask proving question about of natural selection, gene frequency, invasive and native species during the
review.

Students will work on bellwork and answer the bellwork question. Students will also listen and ask
questions they may have about the bellwork. During the review students will identify key features of
what makes up a model, natural selection, gene frequency, native and invasive species.
[SSTELLA ANNOTATION: Teacher strives to help students understand the relevance of the lesson via
personal experiences (contextualization) by asking the mosquito question and connecting the lesson to their
social lives. Students engage in small group talk to discuss their bellwork question and then large class
discussion to share bellwork responses (discourse/ productive student talk). The teacher and student create the
graphic organizer to review natural selection, gene frequency, invasive, native species by writing key ideas and
words about the topic (English language development for ELs through vocabulary).]
PART 2: MODEL AND EXPLAINATIONS
Explore:
Teacher will provide students with the research article of of Climate Change and Range Expansion of
the Asian Tiger Mosquito (Aedes albopictus) in Northeastern USA: Implications for Public Health
Practitioners by Ilia Rochlin, Dominick V. Ninivaggi, Michael L. Hutchinson and Ary Farajollahi to
allow students to come up with conclusions of what the Asian tiger mosquito is. Teacher will require
students to read only the introduction and the conclusion of the primary article in groups of 3 or 4
where each students is responsible for task as they read the introduction and the conclusion. For
example one person is the recorder, the presenter, the time keeper and facilitator. When students are
done reading the article teacher will as questions that will guide students to understand how the Asian
tiger mosquito became an invasive species due to biotic and abiotic factors.
After students have share their thoughts of what the Asian tiger mosquito is the teacher will require
students to create a model of how the Asian tiger mosquito was able to become and invasive species
using the processes of natural selection and gene frequency. Teacher will explain and model that
activity to the students.
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Students will work in group of 3-4 students to read the research article and to create the model.
Students will have a specific role when they read the primary article as the recorder, presenter,
facilitator and timer. When students create their model students will be require to include evidence
from the primary article to support how the process of natural selection and gene frequency allow the
Asian tiger mosquito become an invasive species. Students model will be demonstrated in a poster.
Students will have the freedom to choose how they want to display their model.

[SSTELLA ANNOTATION: The teacher helps students understand the relevance of the Asian tiger mosquito,
natural selection and change in gene frequency (contextualization/framing lesson) to facilitate students
understanding of how species are able to adapt to new environment with the help of natural selection and
changes in gene frequency to become invasive species. Teacher also allows opportunities for students to practice
reading primary articles to understand what is the Asian tiger mosquito (Authentic literacy tasks). Students
create a model of the process of how natural selection and gene frequency helped the Asian tiger mosquito
become an invasive species (Scientific sense-making).]

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PART 3: CONSTRUCT AND SHARE EXPLAINATIONS

Explain:
Teacher will provide students with students with the opportunity to explain their models to their
peers by having small group discuss among each other their models. Teacher will walk around
and listen to students models explanations. Teacher will clarify any misconception that group
could have present in their model. Teacher will also ask proving question about students models
to check for understanding of the relationship that exist among the process of natural selection
and change in gene frequency to allow Asian tiger mosquito become and invasive species.
Students will present their model and will explain their model to a small group. Students will be
require to explain their model to their peers by naming the evidence they used form the research
article and from the graphic organizer to create their model. Students will also be responsible of
noticing similarities, differences or interesting things about the other groups models as they share
their models.

[SSTELLA ANNOTATION: Students will construct explanations for their models using the
research article and their graphic organizer (scientific discourse/explanation and argument).]
PART 4: FURTHER UNDERSTANDING OF KEY INFORMATION
Elaborate:
Teacher will reinforce the students understanding of natural selection, process that change gene
frequency and how this processes helped the Asian tiger mosquito become an invasive species by
asking students what if questions. Example if one of the process was not present will the Asian
tiger mosquito will still be able to become and invasive species.
Students will apply their knowledge of the purpose of natural selection, changes in gene
frequency, native and invasive species to answer the what if question provided by the instructor.
Students will need to name process, purpose of processes, and the relationship among processes
in order to answer the what if question.

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PART 5: CULMINATING ASSESMENT

Evaluation
Teacher will access observe students model and will ask small group once they are done mastery
question about the purpose of evolutionary processes? When are evolutionary process effective
for species to become invasive species? And what factors must be present in natural selection to
create changes in gene frequency, to be biotic and abiotic.
students model using a rubric and will also ask students questions as they explain their model to
their small group about the relationship that exist among natural selection, process that change
gene frequency and invasive species.
Students will answer the questions asked by the teacher. Answering the teacher questions will
allow students to summarize what they learn from the model as well how much they learn
compare to where they started.

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