Teacher Work Sample

Teacher
Work Sample
Jessica Stant
Dixie State University
10th Grade Biology
Evolution Unit
1/26/15-2/19/15
Table of Contents
Contextual Factors ........................................................................................................................ 3
Unit Plan ....................................................................................................................................... 5
Lesson Plan #1 .............................................................................................................................. 8
Lesson Plan #2 ............................................................................................................................ 11
Lesson Plan #3 ............................................................................................................................ 14
Lesson Plan #4 ............................................................................................................................ 17
Lesson Plan #5 ............................................................................................................................ 20
Lesson Plan #6 ............................................................................................................................ 24
Lesson Plan #7 ............................................................................................................................ 28
Analysis of Student Learning...................................................................................................... 31
Reflection .................................................................................................................................... 35
Appendix A: Reference List ....................................................................................................... 37
Appendix B: Assessments........................................................................................................... 38
Appendix C: Student Work Samples .......................................................................................... 45
CONTEXTUAL FACTORS
Contextual Factors of 10th Grade Biology
1. Demographics: Identify the gender, ethnicity, language proficiency, exceptionalities, and
number of students.
a. Students: Total # 24
b. Ethnicity: White: 18
Asian: 1
Males:
Females: 15
Hispanic/Mexican: 2
Native American: 1
African American: 0
Other: 2
3. Language Proficiency:
There is one ELL student in the classroom that was classified as Bridging in 2011.
4. Exceptionalities:
Specific Learning Disability (SLD) 1
5. Social Economic Status (SES):
I dont currently have SES information for the class, however for Pine View High School as a
whole, roughly 23% of the student population is on a Fee Waiver for school fees and receive free
or reduced lunch. This is according to information listed in a report for the 2010 school year (the
most recent report). This report lists Pine View students coming from a wide diversity of
economic backgrounds, from very affluent to those at or below poverty level. They have also
noticed a trend of a rising number of students qualifying for Fee Waivers.
6. Academic Knowledge (If available):
Based on their STARS reading scores taken within the last year, two students scored between a
5th and 7th grade reading level, five students scored between a 7th grade and 8th grade level, and
the remaining 17 students scored at a grade level within a year of their current grade. Eight
students scored a year or more above their current grade level. These scores show that most of
the students should be able to handle the required reading in the class without too much trouble.
Only the two students at the lowest reading levels should need extensive support in the textbook
readings.
The 2nd Quarter grade breakdown for the class is:
Grade
# of Students
A
12
B
5
C
1
D
1
F
2
Three students have no grade information available. One student is not receiving any credit for
the class, despite a passing grade, because of a lack of class attendance.
The class does not have many discipline problems. The students are well-behaved and respectful.
7. English Language Learners:

There is only one ELL student in the class and he is classified as Bridging. To ensure that
vocabulary terms are clear for the unit I plan to have the students fill out a Master Vocabulary
Sheet for the unit where they will keep a running list of important terms and definitions for the
unit. This will be placed in their books to be used as an easy reference guide. This will provide a
ready resource for all of the students, and especially the ELL student. I will also closely monitor
the ELL students body language during the lessons and watch for signs of confusion or
checking out. Either of these could mean he doesnt understand the content. After a class
discussion, during student work time, I will quietly ask him if there were any points he didnt
understand and monitor how well he is doing on in-class assignments. Other accommodations I
will give are extra time on tests and oral explanations of test questions if needed.
8. Multicultural Perspectives:
I plan to give histories of various scientists who have made important contributions to Biology,
including women. I plan to highlight their diverse cultural backgrounds. I also plan to use global
examples and illustrations in our discussions to help the students connect what we learn in class
to the world around them. We will discuss social implications of scientific discoveries and
biotechnology and how they are felt worldwide.
9. Prior Knowledge:
For the unit I will teach on evolution the students should have a prior knowledge of the structure
and function of DNA, genetics, and inheritance. To test the students prior knowledge I will give
them a pretest with questions designed to test specific concepts I want to make sure they
understand.
10. Exceptionalities:
In the class there is one student classified as Specific Learning Disability (SLD). The
modifications listed for the student include reading quiz and test questions, rephrasing questions,
no time limits on tests, limiting distractions, and allowing retakes and re-dos on tests and
homework. The ethnicities in the class consist of one Hispanic, one Native American, one Asian
and two Polynesian students. To take all of these exceptionalities into account in my lesson
preparation I will give extra exam time for students. I will also use a variety of methods to
present the materials, including large and small group discussion, visual representations, and
video simulations. I will introduce and emphasize vocabulary by having the students highlight
important vocabulary words in their textbooks and draw clarifying diagrams in the margins of
their books.
10. Identify sub-groups of students:
I will make modifications for the ELL subgroup in the class as well as the subgroup consisting of
the SLD student. The final two subgroups I will look at are the females and males.
UNIT PLAN: EVOLUTION

Step 1 DESIRED RESULTS
A. Contextual Factors
24 students in class
9 males, 15 females
Ethnicity of students: 18 Caucasian, 2 Hispanic, 2 Polynesian, 1 Asian, 1 American
Indian
1 ELL student (Bridging)
1 student with Specific Learning Disability (SLD)
B. Utah State Core or Common Core Curriculum Standard
Standard 2
Students will understand that biological diversity is a result of evolutionary processes.
C. Enduring Understanding/Big Idea

Evolutionary processes, such as natural selection and adaptations, lead to biological diversity and
new species.
D. Essential Questions/Guiding Questions
1. What experiences did Charles Darwin have that led to his theory of natural selection?
2. What mechanism in nature could lead to the diversity of life seen on the planet?
3. How does Natural Selection lead to diversity and species that are better adapted to
survive their environments?
4. What benefit does a species receive from genetic variation?
5. How can one species become two separate species?
6. Is there any evidence in nature to support evolution by natural selection?
E. Concepts
1. Natural Selection is the mechanism of evolution and was first introduced by Darwin.
2. Environmental factors affect natural selection and leads to greater species diversity.
3. Environmental factors can cause allele frequencies for a species to change over time.
4. Genetic variability increases a species potential for adaptation to a changing environment.
5. Reproductive isolation events can lead to speciation.
6. Many sources of natural evidence support biological evolution over time (e.g., geologic
and fossil records, chemical mechanisms, DNA structural similarities, homologies and
vestigial structures).
F. Skills
Students will be able to define important evolution vocabulary terms such as Natural
Selection, Adaptation, Mutation, Speciation, etc.
Students will be able to describe Natural Selection and how it can cause species to
evolve.
Students will be able to calculate how allele frequencies for a species can change over
time.
Students will be able to identify adaptations species use to survive their environments.
Students will be able to identify events that can lead to speciation.
5
Students will be able to evaluate scientific methods used to collect and evaluate evidence
for evolution.
Step 2 ASSESSMENT EVIDENCE
1. Pre-Assessments
Students will take a multiple-choice pretest that focuses on the main topics of the unit (Darwin,
natural selection, adaptations, speciation, genetic variability, and evidence for evolution). There
will be 5 questions on the pre-test and they will come directly from questions they will have on
their final unit test.
2. Formative Assessments/Evidence
The students will complete and turn in a worksheet each class period based on the activities done
in class that day. At the end of the unit the students will complete a Design a Species project to
show their understanding of how traits are shaped by the environment. Midway through the unit
the students will take a vocabulary quiz. During each class period I will walk around the room
while the students work in their table groups or on projects to monitor discussion and gauge the
level of understanding from our class discussions. I will also have students ask and answer
questions about what they are learning about evolution during their morning bell work and as a
ticket out the door at the end of select class periods.
3. Summative Assessments/Evidence
Students will take a mid-unit vocabulary quiz and the end of the unit they will take a 25 question
multiple choice unit test to show their understanding of evolution.
Step 3 Lesson Objectives with Instructional Strategies
Lesson Plan 1: Darwin/Natural Selection
Bell Work: What is evolution? Write answer on page 227.
Intro Anticipation Guide Each student will have a statement about evolution on a card
hanging from their neck onto their back so they cannot see the question. The student will
ask the other students in the class whether or not they agree or disagree with the
statement and keep track of the answers. The students will then get together with other
students with their same question and total the results for that question. We will
complete a chart as a class with the survey results of each question. Each group will turn
in their survey results paper.
Pre-reading Students will Read pages 236-241, highlight important facts and fill out a
Bio Pyramid on Charles Darwin.
Handout Master Vocabulary Sheet. Students will glue it in their book on page 226.
Students will watch Evolution in the Galapagos with Alan Alda (13:51) and complete
a viewing guide.
Lesson Plan 2: Natural Selection
Bell Work: Dots Activity Students get bag of dots and fabric. Scatter dots on fabric.
Work with a partner to see how many dots you can find. Write down number in journal.
Why couldnt you find them all?
Webquest: Peppered Moth Simulation (20 min) Students will complete a webquest on
the Peppered Moth and natural selection. They will turn in a worksheet at the end.
Discussion - Students will participate in a PowerPoint discussion on natural, sexual,
sexual selection, and artificial Selection.
Bird Beak Activity Students will go to the biology lab and each will have either a fork,
knife, or spoon to act as their beak. There will be various food options and the students
will have to find out which food they can eat best with their utensil (beak). They will
complete a worksheet on the activity that they will turn in.
6
Lesson Plan 3: Allele Frequencies

Natural Selection review Students will complete a short formative assessment on their
understanding of natural selection by creating captions for a picture showing the effect of
a new predator on a population of mice.
Tiger fur Activity Students will work in table groups to complete an activity illustrating
how alleles for fur on tigers can shift in a population.
Lesson Plan 4: Adaptations/Variability/Diversity
Butterfly Camouflage Students will each get a paper butterfly to color and camouflage
to a spot in the room. Students who successfully camouflage their butterfly will earn a
free assignment pass worth up to 20 points.
Discussion Students will participate in a PowerPoint discussion on adaptations and
diversity.
Design a Species Project Students will have to design a species that is adapted to an
environment that they are assigned to. They will turn this in before the end of the unit.
Lesson Plan 5: Speciation
Vocabulary Quiz Students will review the vocabulary introduced to this point and take
a matching vocabulary quiz.
Speciation Video-Students will watch two videos on how speciation occurs and complete
a viewing guide for the videos.
Finish Design a species During the remaining time students will work on their Design a
Species project.
Lesson Plan 6: Evidence for Evolution
Evidence for evolution video Students will watch a video on the evidence for evolution
and take notes in their books or journals.
Evidence for evolution PowerPoint discussion Students will take notes in their books or
journals while we review the evidences for evolution with a PowerPoint.
Work on Design a Species project Students will use the remaining time in class to
finish their Design a Species project.
Lesson Plan 7: Evidence for Evolution continued
Evolutionary Tree In groups students will categorize fossils in the correct eras and
place them in an evolutionary timeline.
Evidence for Evolution worksheet Students will reinforce what they have learned about
evidences for evolution by completing a review worksheet.
Revisit Anticipation Guide and review for Unit Test.
Take Unit Test
LESSON PLAN #1
Inquiry Lesson Using the 5E Instructional Cycle
Lesson Title: Intro to Evolution and Darwin
Grade Level: 10
Contextual Factors
The class consists of 24 students, 15 Females and 9 Males. There are 18 Caucasians, 2 Hispanics,
2 Polynesians, 1 Native American, and 1 Asian. One student is classified as ELL (Bridging) and
one student is on an IEP for Specific Learning Disability.
Core Objective/Indicator:
Standard 5: Students will understand that biological diversity is a result of evolutionary
processes.
Objective 2c: Relate the nature of science to the historical development of the theory of
evolution.
Concept Statement:
Natural Selection is the mechanism of evolution and was first introduced by Darwin.
Inquiry Question:
What led to Darwins theory of evolution?
Learning Objective/Content Walk-Away:
Students will understand that Natural Selection is the mechanism of evolution and was first
introduced by Darwin. They will learn that Darwin developed his theory of natural selection
based on evidence from observations he made of the natural world. Students will participate in
an Anticipation Guide activity to confront any misconceptions they have about evolution. They
will then pre-read in their books about Darwin and fill in a Bio Pyramid with details they learn
about him. Students will begin a Master Vocabulary sheet for the unit. Finally, students will
watch Evolution in the Galapagos and complete a viewing guide.
Reading/Language Content Walk-Away:
Students will read and highlight main ideas about Darwin in their books and create a Bio
Pyramid based on their readings. They will be given a Master Vocabulary Sheet to record
important definitions throughout the Unit. Students will also be introduced to the terms
evolution, natural selection, and diversity.
Materials:
Cards for Anticipation Guide activity
Survey tally sheets
Bio Pyramid sheets
Viewing guide
Master Vocabulary Sheet
Mode of Inquiry:
8
Descriptive
Active Learning Plan
Teacher Will
Do
Students Will
Do
EVALUATE:
Formative
ENGAGE
*Introduce
Anticipation
Guide
activity
*Tally and
review results
with class
*Introduce
Inquiry
Question
*Ask
students to
answer
Agree or
Disagree to
the question
on their back.
*Tally the
results with
the other
students with
the same
question.
*Tally the
class results.
*Students will take

a pre-test made up
of 5 questions
taken from the
final Unit Test
*Identify
misconceptions
about evolution by
answers to
Anticipation Guide
activity
*Walk around and

make sure all
students are
participating and
understand the
statements
*Prepare survey
sheets for the
groups to avoid
confusion on how
to tally up answers.
EXPLORE
*Introduce
reading and
explain Bio
Pyramid
*Walk
around and
make sure
students are
on task.
*Read pages
236-241 in
book,
highlight
important
points
*Complete
Darwin Bio
Pyramid
*Students will turn

in Bio Pyramid
*ELL and IEP

students can choose
to instead just write
4 sentences about
Darwin as a
replacement for the
Bio Pyramid
assignment.
EXPLAIN
*Review
Darwins
history with
PowerPoint
*Hand out
Master
Vocabulary
sheet
*Take notes
in book
*Students will
keep a list of all
new vocabulary
*Glue Master words and
Vocab sheet
definitions on this
in book on
Master Vocabulary
page 235
sheet.
*Include diagrams
and pictures in
PowerPoint to help
clarify points.
*Vocabulary words
will already be
listed on the Master
Vocab sheet.
ELABORATE
*Review
essential
question.
*Show video
Evolution in
the
Galapagos
Complete
viewing
guide on
video.
*Ell and IEP

students who
struggle to do guide
can write a
paragraph on what
they learned in the
video after
watching it.
Phase
*Students will turn

in Viewing Guide
EVALUATE:
Summative
Modifications
Reflection
I feel that this lesson went very well. The introductory survey activity was effective in
getting the students to start thinking about the topic of evolution and some ideas (whether right
or wrong) they might have about the topic. I think how it was done with the students having the
questions on their backs helped keep the survey anonymous and made it more likely that the
students would answer honestly. In the first period that we did the activity, the students didnt
have time to ask everyone in the class, so in the second period I only had them ask 15 students. I
think this helped the activity run more smoothly and gave the students more time to calculate the
percentages in the responses they got.
After finishing the survey activity the students read in their books about Darwin and
completed a Bio Pyramid with details that they found in their reading. This was an effective way
for them to find background information on Darwin and pick out for themselves what they felt
was important. In the Bio Pyramid they could choose any words they wanted to describe Darwin,
his ideas, and his contributions. From the responses that I read, I think the activity helped them
get a sense of Darwins most important contributions. Some students (mostly those with IEPs or
other accommodations) had a hard time understanding how to complete the Bio Pyramid. I
allowed those students to instead write four sentences about Darwin and his work to replace the
Bio Pyramid assignment.
We ended the lesson by watching a clip from Voyage to the Galapagos with Alan Alda.
This video clip described some of the animals in the Galapagos that were important in Darwins
research. It also gave a very clear explanation of the importance of Darwins Finches and what
they can teach us about natural selection. The first class didnt make it through all of the movie
because they were on a shortened class schedule, but they made it through enough to complete
the viewing guide. The second class made it through all of it and we had time to review the
viewing guide and talk a little about the video. One student with an IEP let me know that he
struggles to watch a video and process it to fill out a viewing guide. I modified the assignment
for him so that he had to just write me a paragraph about Darwin and the Galapagos after the
video. All together I felt that each of the activities was effective in introducing the topic of
Evolution, giving the students background on Darwin, and introducing natural selection.
10
LESSON PLAN #2
Lesson Title: Natural Selection
Grade Level: 10
Contextual Factors
Core Objective/State Standard:
processes.
Objective 1a: Describe the effects of environmental factors on natural selection.
Objective 1d: Compare selective breeding to natural selection and relate the differences to
agricultural practices.
Concept Statement:
Environmental factors affect natural selection and leads to greater diversity in species.
Inquiry Question:
How does Natural Selection lead to diversity and species that are better adapted to survive their
environments?
Students will explore how evolution occurs through Natural Selection by simulating Natural
Selection through a Searching for Dots activity and Peppered Moth webquest. They will also
participate in a PowerPoint discussion on Natural, Artificial, and Sexual Selection by taking
notes in their books and defining vocabulary terms in their Master Vocabulary chart. Finally,
they will participate in a Bird Beak Activity where they will use various utensils as beaks and
identify what type of food they are best adapted to eat.
Students will learn vocabulary definitions for Evolution, Fitness, Natural Selection, and
Variation. They will write these definitions on their Master Vocabulary Sheet.
Materials:
Paper dots
Fabric squares
Plastic Utensils
Bird beak activity worksheet
Skittles
Hershey Bar
String Licorice
PowerPoint
Mode of Inquiry:
Experimental
11

Students Will
Do
EVALUATE:
Formative
*Explain Dots
Activity
*Review video
on Darwin
*Introduce
Inquiry Question
*Dots
Activity:
Take turns
finding
colored dots
on a patterned
fabric square.
What dots
were easier to
find. Why?
Write in
Journal
*Ask students
to give their
answer as to
which dots were
easier to find
and why.
*Introduce the
Peppered Moth
Webquest
*Give
background info
on Peppered
Moth
*Complete
Webquest on
Peppered
Moths
*Students will
complete a
worksheet
based on the
Peppered Moth
Webquest.
*Allow students
who need extra
time on the
Webquest to
finish the
worksheet at
home.
*Review a
PowerPoint with
class on Natural
*Review
definitions of
variation, fitness,
evolution, and
natural selection
*Take notes
in their book
*Have students
explain to their
neighbor
important terms
in their own
words.
*Include visual
aides and
animations in the
PowerPoint to
help students
visualize
concepts.
*Revisit inquiry
question and
review
vocabulary.
*Introduce Bird
Beak activity:
Students use
utensils as beaks
(fork, spoon,
knife) to find the
food they are
best adapted to
eat (licorice,
Skittles, Hershey
bar)
*Complete
Bird Beak
Activity
Find the food
best suited to
their beak
(utensil)
*Answer
questions on
their first page
of the Bird
Beak Activity
worksheet
*Students with
allergies or who
dont want to eat
the food their
beak is suited
to only need to
identify the food,
not eat it.
Phase
Teacher Will Do
ENGAGE
(10 min)
EXPLORE
(45 min)
EXPLAIN
(15 min)
ELABORATE
(10 min)
*Write
definitions in
Master Vocab
chart
EVALUATE:
Summative
Modifications
12
Reflection
The initial dots activity for this lesson was not as effective in helping the students explore
the concept of natural selection as I hoped it would be. The dots were easy to see whether they
were light or dark and the only differentiation between them was that the small ones were easier
to pick up with the tweezers than the big one. I think it still served its purpose of getting them to
think about natural selection in terms of environmental pressure, but it took more time than I
wanted. Because of this, in the second class I just had the students write down two interesting
facts about Darwin that they learned in the previous class.
The Peppered Moth webquest was an excellent way for them to explore natural selection
and the simulation helped them to see it in action. We had some initial problems with computers
not working in the computer lab, but once we got them fixed, everything went smoothly. The
students were, for the most part, able to understand how the change in the environment caused
the moth population to change color. After the activity we talked about how the industrial
revolution changed the tree colors, providing selective pressure for the moths to change their
color from light to dark. From the comments I received from the students I feel they understood
this concept and also enjoyed doing the simulation.
After the webquest we had a PowerPoint discussion on natural selection and we went
over the definitions to some of the words in their Master Vocabulary Sheet. In the first class I
dont think this went as smoothly as it could have. I had them glue in the vocabulary sheet on
one page, but then I wanted to write some notes in another page. This meant they were flipping
back and forth and I think that made everything overly complicated and some of the students
missed some of the definitions. I tried to avoid having this happen by having the definitions on
the PowerPoint as well, but I know some students were still confused by all the page turning. In
the second period I tried to avoid this by having them write the definitions first and then having
them turn to the other page for notes. This worked much better.
The final bird beak activity was a fun activity for them and helped reinforce that natural
selection works via environmental pressures (such as type and availability of food). The students
enjoyed the activity and, despite their sugar high, were still able to identify which beak was best
adapted to each food.
13
LESSON PLAN #3
Lesson Title: Allele Frequencies
Grade Level: 10
Contextual Factors
processes.
Objective 1b: Relate genetic variability to a species potential for adaptation to a changing
environment.
Concept Statement:
Environmental factors can cause allele frequencies for a species to change over time.
Inquiry Question:
How does natural selection affect the genotype of a species over time?
Learning Objective/Content Walkaway:
Students will understand how allele frequencies can change in a population over time. They will
work in groups to simulate changing allele frequencies in a population by working with a partner
to do a tiger fur allele frequency activity. Students will turn in a worksheet on the tiger activity at
the end of class.
Students will review the definitions of alleles, genotype and phenotype learned in a previous
unit. Students will read a description of tiger populations for their simulation.
Materials:
Teddy Grahams
Skittles separated by color
Tiger Fur activity
Mode of Inquiry:
Experimental
14

Students Will
Do
EVALUATE:
Formative
EVALUATE:
Summative
Phase
Teacher Will Do
ENGAGE
(10 min)
*Show TED Talk

Myths and
Misconceptions
about Evolution
video to review
natural selection
*Review Natural
Selection and how
it leads to
evolution over
time
*Introduce inquiry
question.
*Watch
Evolution
video and
answer:
*Can an
individual
evolve
adaptations in
their
lifetime?
*Does natural
selection
always help a
species
evolve
toward the
perfect form?
*Natural
Selection
Captions
*Ask students
how they
answered the
questions.
Discuss their
answers.
*Have students
not comfortable
giving answers
to class tell their
shoulder partner
their answer.
EXPLORE
*Introduce Tiger
Allele Frequency
activity
*Work with a
partner on
Tiger fur
Allele
Frequency
activity
*Students will
complete the
questions at the
end of the Tiger
Fur activity at
turn them in.
*Students will
work with
partners at their
table.
*Make sure all
students are
participating
equally in
activity.
*Review results of
Tiger Fur activity
*Finish
worksheet
questions
* Ask students
to give their
answers to check
for
understanding
*Call on all
races and
genders equally
*Review inquiry
question and
implications for
population
*If time: VideoEvolution in the
Galapagos
*Take notes
in book
(45 min)
EXPLAIN
(15 min)
ELABORATE
(10 min)
Modifications
15
Reflection
The TED Talk video on evolution was a good review for them on what they had learned
with natural selection. Most of the students were able to recognize that individuals cant evolve
and that evolution does not progress toward an ideal form. After discussing the video, I
introduced the tiger allele activity by pointing out that we had discussed how natural selection
creates variation in phenotypes in response to changes in the environment and now we are going
to see how natural selection can create a change in the genotypes of a species. I carefully walked
them through how to use the Skittles to do each generation of the tigers and how to remove any
homozygous recessive individuals that were born (by eating them)! The only modification I
made from the initial instructions was to have the students immediately eat any homozygous
recessive offspring that were born. This meant that these alleles were eliminated before the
first generation was fully recorded, but I felt that it would eliminate confusion in the end and the
trade-off would be worth it. My explanation went well and the students were able to get right to
work once we got started. The only clarification that I needed to do was to explain that they
needed to separate the Skittles into each allele on the napkins they had in front of them. They
thought they needed to keep the allele pairs for each of the offspring together.
The activity took much longer than I thought and the students only made it through 3-4
generations. However, most of the recessive alleles had been eliminated by this point in the
groups so I had them stop where they were and I plan on walking them through calculating the
allele frequencies and giving them time to answer the follow up questions during the next class
period. We will also discuss the activity as a class and make connections between environmental
changes and changes in allele frequencies. We also didnt get to the final video, but I think the
tiger activity will be sufficient to help them understand changing allele frequencies.
16
LESSON PLAN #4
Lesson Title: Adaptation and Diversity
Grade Level: 10
Contextual Factors
processes.
Objective 1b: Relate genetic variability to a species potential for adaptation to a changing
environment.
Concept Statement:
Evolutionary adaptations lead to the vast amount of biological diversity seen in the world.
Inquiry Questions:
How do adaptations lead to variations among species? How would a population benefit from
having individuals with variations?
Students will understand that organisms develop adaptations to survive their environment and
reproduce. These adaptations lead to a vast array of biological diversity and variation. They will
also understand that populations with more variations are better adapted to survive
environmental changes. Students will try to color a butterfly that can camouflage in the
classroom and then participate in a discussion on adaptation and diversity. Finally, they will
watch a video describing adaptations in nature and begin a project to design a species that has
developed adaptations to a given habitat.
Students will write down definitions for competition, coevolution, mimicry, sexual selection
Materials:
Butterfly worksheets
Challenges of Life video
Design a species instructions
Mode of Inquiry:
Descriptive
17

Phase
Teacher Will Do
Students Will
Do
EVALUATE:
Formative
*Check students
answers and
identify any
lingering
misconceptions
EVALUATE:
Summative
Modifications
ENGAGE
*Students will
review our
previous lesson
by answering:
What is Natural
Selection? Give
an example.
*Introduce
Inquiry
Questions
*Answer
initial
question and
tell their
shoulder
partner their
answer
EXPLORE
*Introduce
camouflage
adaptations
*Handout and
describe butterfly
camouflage
activity
*Plan out
how they
will color
and decorate
their
butterfly.
*This activity is
optional and
students who
dont wish to
participate dont
have to
EXPLAIN
*PowerPoint
discussion on
adaptations and
diversity
*Vocabulary:
competition,
coevolution,
mimicry, sexual
selection
*Take notes
in book
*Ask questions
during discussion
to check for
*Write down understanding
vocab
definitions
*The PowerPoint
includes pictures,
animations, and
video clips to
help students
who struggle
visualize the
concepts
ELABORATE
*Revisit inquiry
questions
*Introduce
Design a
Species project
and explain
Rubric
*Work on
Design a
Species
project
*IEP and ELL

students will be
given extra time
to hand in project
*Design a species
will be turned in
for 50 points
18
Reflection
At the beginning of class I took about 15 minutes to finish the Tiger Allele activity that
we did the previous class. Some of the students needed to finish their graphs and the rest just
needed to finish answering the questions at the end. After they finished we talked about the
questions and how the environment affects the allele frequencies and can cause genes to change
over time. I feel I did a much better job reviewing the activity in my second class than in my
first. I didnt have time right before the first class to review the packet and because of this I
forgot to talk about how immigration and emigration could affect the alleles in the population. In
both classes I feel that the students were able to understand how allele frequencies can change.
However, after looking at their answers it seems that most of them connected the survival of the
F allele more with the fact that it was dominant than with the fact that it was more beneficial. I
will try to clear this up more in the next class.
After reviewing the allele activity I transitioned into talking about different variations that
species have. We talked about camouflage, mimicry, and coevolution. We also watched videos
showing camouflage and mimicry in the ocean as well as mating adaptation behaviors. The
students enjoyed the videos and the pictures in the PowerPoint. As we went through the
PowerPoint the students took notes and wrote down vocabulary definitions in their Master
Vocabulary Sheet. I finished off the discussion by talking about various ecosystems and the most
common types of adaptations that animals have evolved in those ecosystems. I finished by
introducing the Design a Species project. For this project each student must pick an ecosystem
from four given choices and design a species with adaptations that allow it to survive that
environment. The students must draw the species, describe the adaptations, and project how the
species might evolve over 1,000 years. I gave the students the final 15 minutes of class to work
on the project.
I think the lesson went fairly well. I noticed that the students in my second class seemed
checked out and bored during much of the PowerPoint and videos. They are a difficult class to
engage. I didnt have them doing too many notes or filling out viewing guides for the videos.
Making sure they have something to do during discussions or while watching the videos might
help them be more engaged. For our next video we will have a viewing guide to help them pay
better attention. I also discussed strategies to engage them more with my mentor teachers and
they suggested coming up with more thought provoking and engaging questions and calling on
students who dont normally raise their hands, but will still respond.
19
LESSON PLAN #5
Lesson Title: Speciation
Grade Level: 10
Contextual Factors
processes.
Objective 1b: Relate reproductive isolation to speciation.
Inquiry Question:
How does a new species form? How do we know if a new species has formed?
Concept Statement:
New species form through a process of speciation.
Students will understand that a species is defined as a group of organisms that interbreed and
produce fertile offspring and that new species are formed through a process of speciation.
Students will watch a video on speciation and complete a viewing guide. They will participate in
a group discussion on how speciation occurs.
Students will define speciation and demonstrate their understanding of the vocabulary learned up
to that point through a vocabulary quiz.
Materials:
Speciation Video Guides
Vocabulary Quiz
Mode of Inquiry:
Descriptive
20

Students Will
Do
EVALUATE:
Formative
*Review from
previous lesson:
Why would it be
beneficial to a
species to have
individuals with
lots of variation?
*Search for
butterflies
*Quiz reviewwrite vocab
definitions on
sticky note and
put on board by
word
*Introduce
speciation and
I.Q. after quiz
*Answer
journal
question
*Put up their
butterflies
around the
room and
attempt to
camouflage
them
*Review for
quiz by
writing
definitions on
sticky note
and putting
on board.
*Students who
successfully
camouflage their
butterflies will
get a ticket for a
free assignment
(up to 20 pts)
EXPLORE
*Show two videos

on speciation
*Take notes,
fill out
viewing
guide
EXPLAIN
*Review viewing
guide and make
sure students
understand the
key components
of speciation
species must
interbreed and
produce viable
offspring,
reproductive
isolation
*Finish or
make
corrections
on viewing
guide
ELABORATE
*Give students
time to work on
design a species
project
*Work on
design a
species
Phase
ENGAGE
Teacher Will Do
*Read definitions
that students put
on board to
check for
understanding
EVALUATE:
Summative
*Take
Evolution
vocabulary
quiz
Modifications
*Review
definitions for
words that
students
struggle to
define
*Students who
need questions
read to them
will have that
option.
*Pause video
when key
answers are
given and
briefly talk
about them
*have students
tell me the
important parts
of speciation in
their own words
*Students keep
viewing guide
to help them
review for
upcoming unit
test
*Allowed
gifted students
to design more
than one
species.
21
Reflection
During the beginning part of class the students completed a bell work where they
answered the question Why would a population benefit by having individuals with lots of
variation? Then the students had an opportunity to hide paper butterflies that they had
previously decorated to camouflage around the room. Whoever had a butterfly that I did not find
by the end of the class period would get a coupon for a free homework assignment worth up to
20 points. Finally, we reviewed for a vocabulary quiz and took the quiz. In reviewing the bell
work, most of the students from both classes were able to recognize that increased variation in a
population would allow them to adapt better to changing environments. We talked about this in
relationship to the Tiger Allele activity we did in the previous class. We talked about what would
happen if all of the recessive alleles died out in the population and there was a major
environment shift that caused the temperature to increase dramatically. If this caused tigers with
long fur to be at a disadvantage then the population might suffer and start to decline. After
talking about this, the students were excited to be able to hide their butterflies. This activity was
optional and about of the class chose to participate in each class.
To review for the quiz in the first class I gave each student 3 sticky notes and wrote all of
the vocabulary words on the board. Without looking at their notes, each student wrote definitions
to any three of the words and then put the sticky notes on the then we reviewed the words. In the
second class period I again wrote the words on the board and then gave each table group a word.
Without looking at notes they had to come up with a definition for the word and then go write it
on the board. I think both of these reviews were effective in getting the students to think about
the definitions and review the vocabulary. In the future I would probably just do the second one
again to save on sticky notes. For the most part the students did well on the quiz. The most
common mistake was that the students confused the definitions of natural selection and fitness as
both dealt with passing genes on to the next generation.
In the second class period the students had a shortened schedule so I just gave them the
rest of the time (about 25 minutes) to work on their Design a Species project. In the first period
we had a full class period so we had time to go over speciation. To cover speciation the students
watched two videos and completed a viewing guide on them. The two videos were Speciation:
An Illustrated Introduction, produced by the Lab of Ornithology and the first 4 minutes of Of
Ligers and Men, produced by Crash Course Biology. Both of these videos gave an excellent
overview of how speciation occurs and how scientists determine if a new species is formed.
After discussing the viewing guide I gave the first class about 15 minutes to work on their
Design a Species.
Overall this lesson went very well. The students really enjoyed camouflaging the
butterflied and we had a lot of fun as I tried to find them. The videos were very well done and
entertaining to the students. Both of the classes also were also able to make good progress on
their Design a Species project. One final noteworthy occurrence in my second class was that the
mentor teacher began during that class period to implement a grid system for the students cell
phones. Previously, the students were allowed to keep their cell phones, however after being
frustrated about the prevalence of cell phones being out during lessons the teacher decided to go
22
to a system where the students put their phones on a numbered grid space as they enter the class.
This way each phone is accounted for and it is not distracting the student during the lesson. My
other mentor teacher already has this system in place, and it works very well. The students were
understandably not happy about being separated from their phones, however the class period
went well and it was nice not to have to constantly ask the students to put phones away. I
allowed the students to get their phones while they worked on their projects with a warning that
if they werent working I would take the phones away again. This incentive worked and all of the
students stayed on task.
23
LESSON PLAN #6
Lesson Title: Evidence for Evolution
Grade Level: 10
Contextual Factors
processes.
Objective 1b: Cite evidence that supports biological evolution over time (e.g., geologic and
fossil records, chemical mechanisms, DNA structural similarities, homologous and vestigial
structures).
Concept Statement:
There is a large body of evidence supporting the theory of evolution.
Inquiry Question:
What evidence is there that evolution has happened in the past?
Students will be able to identify lines of evidence that supports evolution. They will watch a video
describing evidence of whale evolution from the fossil record, DNA, vestigial structures, and homologous
structures. Students will also participate in a PowerPoint discussion on evidences for evolution.
Students will add definitions for vestigial, homologous, analogous structures to their vocabulary
sheet.
Materials:
Evidence for Evolution video
Evidence for evolution PowerPoint
Mode of Inquiry:
Classificatory
24

Phase
Teacher Will
Do
Students Will
Do
EVALUATE:
Formative
ENGAGE
(10 min)
*Review
adaptations:
What
adaptations
would isolated
species of
plants evolve?
*Review
natural
selection and
speciation
*Introduce I.Q.
Answer bell
work
question
about
speciation
EXPLORE
*Show
Evidence for
Evolution
Video by
Stated Clearly
*Watch
video and
write notes in
book on each
line of
evidence
discussed
Evidence for
evolution
PowerPoint
discussion
*Continue
taking notes
in their
books
*Have students
write down a
question they still
have about
evolution as a
Ticket out the
Door
*Review
inquiry
question
*Give students
time to work
on Design a
Species
*Work on
Design a
Species
*Turn in Design a
Species
(45 min)
EXPLAIN
(15 min)
ELABORATE
(20 min)
*Describe two
adaptations plants
would have in
different
environments to
others at their table.
Have students give
answer as table
groups.
*Natural selection
captions
EVALUATE:
Summative
Modifications
*Students work
together in table
groups
*Review each
area of evidence
to make sure the
students have
them all written
down
*Allowed gifted
students to
design more
than one species.
25
Reflection
I started with a journal asking the students to identify different adaptations a plant would
evolve in response to two very different environments. Then we did a PowerPoint discussion
review on natural selection and speciation. We ended by introducing evidence for evolution
through a video from Stated Clearly. The students struggled with the journal and had a hard time
thinking up adaptations or knowing where to begin. However, some came up with some good
adaptations such as toxins, changing flower colors, deeper roots, wider leaves, and growing
taller. However, I do think it was a good way to get them to think about adaptations in plants and
not just focus on animal adaptations. In the second class I used it as a quick review check in the
middle of the PowerPoint. I had each side of table come up with a different adaptation and then
discuss it with their table. I think it worked much better this way because we had just reviewed
natural selection, adaptations, and speciation.
The review PowerPoint was good to refresh what they had learned. I felt like I was able
to clear up misunderstandings during this time and nail down the key concepts from the unit we
had covered up to that point. I did a quick formative assessment by having the students write
captions for a graphic showing mice undergoing natural selection in response in to a bird
predator. Most of the students are getting natural selection and were able to generally describe
what was happening on the bird and mice check. We even talked about why animals develop
some adaptations over others (e.g. why do birds fly south instead of adapting to cold weather). A
few of the students were able to see that maybe thicker feathers on wings would impede their
flying.
Before introducing evidence for evolution we also talked about evolutionary trees and
common ancestors. The students then watched Evidence for Evolution produced by Stated
Clearly. The video used the evolution of whales to review fossil records, DNA evidence,
vestigial and homologous structures, and embryology. I had the students take notes on the video
in their books. It was an excellent introduction for evidence for evolution and very clearly
reviewed each of the areas of study that contribute to the evidence.
After the video we had about 25 minutes left in class so I gave them the remainder of the
time to work on their Design a Species project. A few of the students just sat in their chairs
instead of working on their project. I had them get out their papers, choose an environments, and
start drawing their species while I stood there. The remainder of the students worked well and
didnt have any problems. While they worked I handed back their vocabulary quizzes and
allowed students who wanted to improve their grade to write out the definitions they missed on
the backside and take a retake.
Overall I felt the lesson went very well. Based on the formative assessments I have taken,
the students seem to have a pretty solid grasp on natural selection and speciation. They are
shakier on the evidence for evolution and I plan on spending more time in the next class period
on it. In my first period I have been having a management issue with one of the tables. There are
four students that talk incessantly. Even after being asked to stop, they only wait a few minutes
before going back to talking. During the beginning of class period I let them know that I was
26
giving them one more chance to not talk while I am talking or I would have to move them to
different seats. This worked for the class period and they were very good. I am not sure if it will
last, but it did make for a quieter class period and if they continue to talk in the next class I will
require them to move seats.
27
LESSON PLAN #7
Lesson Title: Evidence for Evolution
Grade Level: 10
Contextual Factors
processes.
Objective 1b: Cite evidence that supports biological evolution over time (e.g., geologic and
fossil records, chemical mechanisms, DNA structural similarities, homologous and vestigial
structures).
Concept Statement:
The theory of evolution is supported by many different lines of evidence.
Inquiry Question:
What evidence is there that evolution has happened in the past?
Students will be able to describe the different evidences scientists have for evolution. Students
will complete a fossil record activity to understand how fossils are used to create an evolutionary
timeline.
Students will understand the definitions of vestigial, homologous, analogous structures to their
vocabulary sheet.
Materials:
Evolutionary Tree activity
Mode of Inquiry:
Classificatory
28

Phase
Teacher Will Do
Students Will Do
EVALUATE:
Formative
ENGAGE
(15 min)
*Randomly hand out

questions that were
written down in
previous class.
*Introduction to
fossils
*Have students work
with table and write
down 2 lines of
evidence
*Give two lines

of evidence for
evolution (i.e.
fossils,
embryology,
DNA, etc)
*Answer the
question written
by another
student in last
class.
*Check
journals and
make sure they
were able to
find 2 and give
examples
*Check to see
how they
answered each
others
questions
*Allow students
to work with
each other to
answer
questions
EXPLORE
*Introduce fossil
activity
*Line up fossils
on chart based
on their time
period.
*Identify where
speciation
occurs
*Recognize
what a
transitional
fossil looks like
*Check fossil
chart before
students glue to
make sure they
lined them up
correctly
*Have students
answer
questions on
back of
worksheet
*Allow students
to work in
groups of 2-3 if
they would like
to
*Continue Evidence
for evolution
PowerPoint
discussion
*Hand out evidence
for evolution
worksheet
*Discuss
vocab:vestigial,
analogous,
homologous
*Take notes in
vocab sheet and
work on
evidence for
evolution
*Think of
another
analogous
structure and
tell it to the
person next to
you
*Hand in
evidence for
evolution
worksheet
*Put definitions
for vocab sheet
on PowerPoint
so students can
easily see them
to write them
down.
*Review evidences
and vocabulary
*Revisit anticipation
guide
*Hand out Evolution
unit test review
*Retake
anticipation
guide survey
*Work on test
review
(15 min)
EXPLAIN
(15 min)
ELABOR-ATE
(40 min)
EVALUATE:
Summative
*Take
Evolution
Unit test
Modifications
*Students with
accommodations
will have the
option of having
the test read to
them
29
Reflection
We began by reviewing the lines of evidence for evolution that we looked at in the Stated
Clearly video from the last class. The students took a few minutes to remember the video, but
once they got going, and with the help of the book, they were able to come up with several lines
of evidence. We then reviewed the concept of geologic time, fossil evidence, and transitional
fossils to introduce our fossil classification activity. After the fossil activity we reviewed the
fossil questions and began our discussion of vestigial structures.
The review of fossil evidence went well, but the fossil activity was more difficult for
them. Many students struggled with understanding how to line up the fossils. Once I showed
them how the fossils branch into two species, however, they were able to figure it out fairly
quickly. They did well on the questions and were able to see that one species was not successful
and died out. They were also able to predict a transitional species. There were a few problems
with the activity. First of all, it too much longer than I expected and so there was no time for
them to do the other evidence for evolution worksheet at the end. The fossil timeline was also not
as accurate as it could have been. I got the activity from another school district and for the
timeline they used made up time periods based on state names. My advisor was observing this
class and pointed out that the activity should have used correct names of real time periods. In
science, we should strive for the greatest accuracy possible. My advisor was correct and if I did
this activity again I would change the names of the time periods. I liked that this activity allowed
the students to see how actual fossil evidence is classified and how scientists draw conclusions
from the evidence. However, it was not without flaws and I am not sure if I would use it again.
In the second class I taught I decided not to do the fossil activity and replace it with a
worksheet that covered a wider range of the different evidences for evolution. I felt if I had to
choose between the two, this worksheet did a better job of helping them review all of the
different evidences. I was able to make it through a discussion of all of the different evidences
and then give the students time to complete the worksheet. For the first class, we finished talking
about all the rest of the evidences in the next class period and then the students worked on the
review for their unit test.
I think this lesson did a good job at introducing and solidifying all of the evidence that
scientists have to support the theory of evolution. However, I think I could have done better at
nailing down concepts at the end. I struggled to do an effective wrap up of what we covered at
the end of class. I need to work harder at re-capping and making sure every student fully
understood what was most important to take away from the class.
30
ANALYSIS OF STUDENT LEARNING

I. Contextual Factors
Total Students: 24
15 Females; 9 Males
18 Caucasians; 2 Hispanics; 2 Polynesians; 1 Native American; 1 Asian
1 Student classified as ELL (Bridging)
1 Student on an IEP for Specific Learning Disability
II. Student Pre/Post Test Data
Class Data Table
PrePost%
Overall Unit
Number Gender Test
Test
Change Test Score
88%
1 F
40%
80%
40%
68%
2 F
20%
60%
40%
88%
3 F
20%
80%
60%
84%
5 F
60%
60%
0%
80%
6 F
60%
100%
40%
84%
7 F
40%
80%
40%
100%
8 F
80%
100%
20%
88%
9 F
80%
100%
20%
88%
10 F
60%
80%
20%
84%
12 F
40%
60%
20%
80%
13 F
40%
80%
40%
68%
16 M
20%
60%
40%
72%
18 M
40%
100%
60%
100%
19 M
40%
100%
60%
84%
20 M
20%
80%
60%
84%
21 M
60%
60%
0%
68%
22 M
20%
60%
40%
84%
23 M
60%
80%
20%
81%
Average
44%
79%
34%
Score (%)
Pre and Post Test Results

120%
100%
80%
60%
40%
20%
0%
F
10 12 13 16 18 19 20 21 22 23
Student Number
Pre-Test
Post-Test
31
Gender Subgroup
FEMALE SUBGROUP
Female Subgroup Test Results

Score (%)
Number Pre-Test
1
40%
2
20%
3
20%
5
60%
6
60%
7
40%
8
80%
9
80%
10
60%
12
40%
13
40%
Average
49%
Post%
Test
Change
80%
40%
60%
40%
80%
60%
60%
0%
100%
40%
80%
40%
100%
20%
100%
20%
80%
20%
60%
20%
80%
40%
80%
31%
120%
100%
80%
60%
40%
20%
0%
Student Number
Pre-Test
MALE SUBGROUP
Male Subgroup Test Results

Score (%)
Number Pre-Test
16
20%
18
40%
19
40%
20
20%
21
60%
22
20%
23
60%
Average
37%
Post%
Test
Change
60%
40%
100%
60%
100%
60%
80%
60%
60%
0%
60%
40%
80%
20%
77%
40%
Post-Test
120%
100%
80%
60%
40%
20%
0%
Student Number
Pre-Test
Post-Test
IEP SUBGROUP
Student Number
Pre-Test
Post-Test
% Change
20%
60%
40%
Pre-Test
20%
Post-Test
60%
% Change
40%
ELL SUBRGROUP
Student Number
22
32
III. Analysis of Results

Summary of individual student performance on a variety of assessments
Throughout the unit on Evolution I assessed the students with a number of formative and
summative assessments. I began the unit with a pre-test, consisting of five questions taken from
the final Unit test (post-test) so I could directly compare the results. During each lesson the
students completed assignments to show their understanding of the material. Each lesson was
begun with a Journal question to assess what they remembered and retained from the previous
lesson. One lesson ended with ticket out the door assignment where the students needed to
demonstrate what they had learned before leaving the class. The final formative assessment was
a Design A Species project where the students demonstrated what they had learned about how
species evolve adaptations through natural selection. Two summative assessments for the unit
were a mid-unit vocabulary quiz and a final Unit test.
Assessment evidence that supports pre-test, post-test, and formative/summative assessments
related to student learning
The students scores improved by an average of 35% from the pre-test to the post-test.
Five students scored 100% on the post-test questions and 12 out of the 18 students tested passed
the post-test with a proficiency of 70% or higher. Only two students passed the pre-test with at
least 70% proficiency and no students achieved 100% on the pre-test. All but two of the students
improved their scores from the pre-test to the post-test. The female subgroup improved their
scores by an average of 31% and the male subgroup improved by an average of 40%. The
student on an IEP and the ELL student both improved their scores by 40%. As the unit
progressed the students demonstrated much improved understanding of natural selection and
evolutionary adaptations. Evidence for this improvement was shown on both formative and
summative assessments.
Conclusions drawn from assessment data about how well the students learned the stated
objective
From data gathered from these assessments I drew the conclusion that the lessons were
successful in helping the students learn the objective of the Evolution Unit. This objective was
that they would learn that evolutionary processes, such as natural selection and adaptations, lead
to biological diversity and new species. Through the formative assessments, including class
assignments and projects, the students demonstrated an increasing understanding of evolution as
the unit progressed. The post-test data supports this conclusion as all students passed this test and
the average scores increased from 44% to 79% over the pre-test. All of the students also scored
above 60% on their overall score on the end of unit test and all but three students passed with a
70% or higher proficiency. The overall average on the unit test was 81%, 3% higher than the
average score when just looking at the 5 questions from the pre-test.
Only two students did not improve from the pre-test to the post-test, their scores
remained the same. The female subgroup had higher average scores on both the pre-test and the
post-test. However, the male subgroup made higher gains than the females. This tells me that I
still need to be careful in my method of teaching and the materials I use to make sure I am not
unconsciously biasing my materials toward the male students in the class. As both the student on
33
an IEP and the ELL student increased their test scores by more than the class average (40%), I
feel that the modifications I implemented in my lessons were effective in helping these students
learn the material.
Validity of assessment instruments
The formative and summative assessments I used throughout this unit were directly
related to the material we covered in each class. The pre and post-test were the same questions to
make sure that any variation in scores would be due to students learning. The language used on
the test mirrored language and terminology that was used in the lessons. Each of the questions on
the test was designed to test student knowledge of the key aspects of evolution reflected in the
formative assessments. The Biology department in my school uses common assessments, and
when I compared the results of my students with those in other classes, my students scored very
similarly.
The greatest threat to validity of my assessment analysis was the fact that I only
compared the 5 questions of the pre-test to those same 5 questions from the post-test. Because I
did not use the entire post-test in my analysis there were some discrepancies in comparing the
student scores on the 5 questions I did look at to their overall score on the post-test. Some
students who scored average on the post-test scored much better on the 5 questions I compared.
To increase the validity of my assessment analysis I would have needed to put more questions on
the pre-test or even have the students take the entire unit test as a pre-test as well. However, I felt
this would have been very time-consuming in class which is why I chose to do only 5 questions.
Evaluation of student learning relating to core standards and objectives
The big idea from this unit was that evolutionary processes, such as natural selection and
adaptations, lead to biological diversity and new species. Towards the end of the unit I gave the
students several formative assessments where they had to describe the process of natural
selection and also answer each others questions about evolution. The majority of the students
were able to give clear descriptions and answers that demonstrated an overall understanding of
the mechanisms and processes of evolution. I was impressed by many of the Design a Species
projects that I received from the students as well. Many displayed creativity and deeper
understanding of how populations evolve adaptations in response to their environment. They
were able to show how these adaptations lead to diversity in a population. The overall
improvement of the students scores on the summative assessments and their improved
understanding shown on the formative assessments tells me that they were successful in learning
the unit objective.
34
REFLECTION
My unit plan and lesson plans in this Teacher Work Sample reflect the learning goals
outlined in the D.E.S.E.R.T. Learning Model. In each of my lesson plans I considered the
diversity of my students and their individual needs (DM1). I used technology support and
enhance my instruction (DM2). I displayed confidence in my subject matter (DM3). I used
effective management strategies to create a safe classroom environment (DM4). I reflected on
the outcomes of each lesson (DM5). Finally, I worked to develop caring and professional
relationships with students, parents, and colleagues (DM6). By implementing each of these
standards into my lesson plans I was able to teach effective lessons and enhance student learning
in my classroom.
In planning each of my lessons I felt confident in my subject matter (DM3) and used this
confidence to prepare engaging lessons that met the individual needs of my students. Having
confidence in my subject matter allowed me to find engaging activities and methods to teach
difficult concepts. For example, the introductory survey activity in the first lesson was an
interactive way for students to learn about common misconceptions about the topic and
acknowledge their own feelings on the subject. I was also able to find and use applicable
technology to enhance each lesson (DM2). This technology included videos, online simulations,
interactive review sites, and a webquest.
My efforts to meet the individual needs of my students caused me to consider the diverse
makeup of the classroom as I planned each lesson (DM1). I had students of mixed cultural
backgrounds, including Hispanic, Native American, and Polynesian. I also had one ELL student
and one student on an IEP. To meet the diverse needs of my students I included several
modifications into each lesson plan. These modifications included adjusting assignments for the
student on an IEP to meet her specific needs. I also gave the students a master vocabulary chart
at the beginning of the unit so they could easily keep track of unfamiliar words and their
definitions. This was to help all of the students as we went through the unit, but more particularly
the ELL student so the vocabulary wouldnt be a stumbling-block for him throughout the unit. I
also utilized technology to help students visualize the concepts we were discussing. Finally, I had
one student that was not officially identified as gifted, but I could see that she would benefit from
extensions to the material. For this student, I allowed her to expand the lessons and projects
beyond what the other students were doing. For example, with the Design a Species project, the
student was interested in going above and beyond what was required and create multiple species.
I encouraged her to do so and her enthusiasm for the project increased as she was allowed to
explore the topic and be as creative as she wanted to be.
To make sure I was meeting the needs of each student I reflected in a journal after each
lesson on how I felt the lesson went and how the students responded (DM5). Additionally, I
wrote ways I could improve the lesson and ideas for how to better reach struggling students. To
further ensure I was meeting the needs of the students I used the formative assessments
throughout the unit to see how well the students were learning and how effective my lessons
were. For example, I used the data from the pre-tests to help me decide which areas the students
were more or less familiar with. I also used data from the mid-unit vocabulary test to know
which vocabulary they were struggling with.
35
Throughout the unit I was able to maintain a safe and caring environment in the
classroom. The first way I was able to accomplish that was by maintaining effective classroom
management (DM4). The students were placed in seating that was designed to minimize
distractions and enhance their learning. I used strategies such as wait-time and altering voice
volume level to catch the students attention. During my first couple of lessons I realized that I
was raising my voice too often to catch the students attention and it was becoming increasingly
ineffective. By altering my voice level and keeping my voice lower the students paid better
attention and were quieter so they could hear me. I also walked around the room during
individual work time to ensure that students were on task. Finally, I worked to know each of the
students names and would call on them periodically during discussions to give everyone the
chance to express his or her opinion. Learning each of their names and small details about them
also helped me to develop caring, professional relationships with them (DM6). Because of this,
they knew that I cared about them as person more than just a grade in the grade book. Through
my student teaching I realized how important this was. As I came to know the students
personally I noticed they responded to me better and were more open to my teaching. I also
created professional relationships with my teaching colleagues through collaboration meetings
and with parents through emails. Through these efforts I felt I was able to create a caring
environment in my classroom. As I implemented each of the standards in the D.E.S.E.R.T.
Model my effectiveness as a teacher increased and the students were able to successfully learn
the unit objectives.
36
APPENDIX A
References
Alda, A. (1999). Scientific American frontiers: Journey to the Galapagos. [Video]. PBS.
Bubblevision. (2013). Reef life of the Andaman: Hiding, camouflage, and mimicry. [Video].
Retrieved from https://www.youtube.com/watch?v=UB7tqiL-Eqs on 2/1/2015.
Gendler, A. (2013). Myths and misconceptions about evolution. [Video]. TED-Ed. Retrieved
from https://www.youtube.com/watch?v=mZt1Gn0R22Q on 1/30/15.
Lapiana, J. (1994). How the tiger changed its fur: The role of the environment in population
genetics. Woodrow Wilson Institute.
Mcgeorge, G. (2013). The 35 most spectacular wildlife photos from the National Geographic
photo contest. Retrieved from http://seriouslyforreal.com/amazing-world/the-35-mostspectacular-wildlife-photos-from-the-national-geographic-photo-contest/ on 2/1/15.
Patel, A. (2013). The 35 most spectacular wildlife photos from the National Geographic photo
contest. Retrieved from http://seriouslyforreal.com/amazing-world/the-35-most-spectacularwildlife-photos-from-the-national-geographic-photo-contest/ on 2/1/15.
Peppermoths. Retrieved from www.peppermoth.weebly.com.
Utah State Office of Education. (2014). Biology. Charleston, SC.
37
APPENDIX B
Assessments
Name_________________
Evolution Pre Quiz
1. According to Darwin, the main mechanism for evolution is:

A. Natural selection
B. Sexual selection
C. Artificial selection
D. Mutations
2. Which of the following is a true statement about evolution?
A. Populations evolve, individuals dont
B. Individuals evolve more slowly than populations
C. Individuals evolve by changing the gene pool
D. Individuals evolve, populations dont
3. In field mice, the gene for dark color (A) is dominant over light colored hair (a). Field mice
that have the light colored hair are more visible to predators. What would you expect to happen
to the frequency of the recessive allele (a) in this population over the course of five generations if
environmental conditions stayed the same?
A. The frequency of the recessive allele will stay the same
B. The frequency of the dominant allele (A) will decrease
C. The frequency of the recessive allele (a) will increase
D. The frequency of the recessive allele (a) will decrease
4. Which of the following is an example of a vestigial structure?
A. Fish, reptiles, birds and mammals all have gill slits in early embryological stages.
B. An orchid resembles the female of a species that pollinates it
C. Mole rats have eyes even though they are sightless
D. The coloration of zebra-tailed lizards allow them to blend into their environment
5. Speciation results in:
A. When two different species interbreed and produce fertile offspring
B. Species that have homologous structures
C. The formation of new species
D. The hybridization of two similar species
38
Evolution Vocabulary Quiz

Match each word to its definition:
1. Individuals with certain traits are more likely to find mates._______ a. Variation
2. The ability of an individual to pass their genes on to the next b. Sexual Selection
generation.______ c. Coevolution
3.
Differences between members of the same species._______ d. Fitness
4.
Organisms that are better adapted to their environment are more e. Natural
Selection
likely to survive and produce more offspring.______ f. Artificial Selection
5.
A change in the DNA sequence that can add genetic variation to the g. Mutation
gene pool._________ h. Mimicry
6.
One species imitates another to gain protection._________
7.
A one species changes, another must also change to adapt.________
8.
Humans select animals or plants to breed because they have certain
traits. ________
39
Biology 2014 -- Evolution Quiz

PLEASE DO NOT WRITE ON THIS QUIZ!!!!!
1. According to Darwin, the main mechanism for evolution is:
B. Sexual selection
D. Mutations
2. According to Darwin, the organism that is most fit within its population is the one that:
A. Grows largest and fastest
B. Captures the most food
C. Occupies the largest territory
D. Produces the most surviving offspring
3. In his famous voyage on the Beagle, Darwin saw several species of finch on the Galapagos
islands that were not on the mainland. What did he conclude?
A. The species on the mainland that had originally come to the island were now extinct.
B. The Galapagos finches had adapted to conditions on the island to form a new species.
C. The Galapagos Islands had sheltered the finches from the harsh conditions found on
the mainland.
D. Islands provided much better living conditions for finches so many types came to
them.
4. During his travels, Darwin made numerous observations and collected evidence that led him to
propose a new revolutionary hypothesis about the way life changes over time. That hypothesis,
now supported by a huge body of evidence, has become part of the theory of evolution. Which
of the following is NOT evidence supporting the theory of evolution?
A. Embryos develop in compatible orders and in similar patterns to produce tissues and
organs in all vertebrates.
B. Mutations in DNA can cause changes that will become part of the gene pool of a
population.
C. Mendels genetic principles provide a mechanism for the continuation of traits in
offspring.
D. Traits acquired during a persons lifetime, such as straight teeth because of braces,
will be passed on to offspring.
5. From an evolutionary standpoint, the two male elk depicted below are engaged in:
B. Artificial selection
C. Sexual selection
D. None of the above
40
6. What do geologic and fossil records, DNA relationships, structural similarities, homologous
structures and vestigial structures all provide?
A. Proof that whales once lived on land
B. Evidence for biological evolution over time
C. Interesting questions for study
D. None of the above
7. What is the main difference between natural selection and selective breeding? In selective
breeding (artificial selection):
A. Humans choose plants or animals for reproduction
B. Humans allow nature to control the reproduction of species
C. The organisms with the most genetic variation will reproduce
D. The strongest will survive and have more offspring
8. The birds shown below all have adapted to have very different beak structures. The
environmental pressure leading to these adaptations is most likely:
A.
B.
C.
D.
Change in available food types

Drought
Stress of finding a mate
None of the above
9. A particular breed of hare (rabbit) has a coat that turns white in the winter to blend in with the
snow. One winter, no snow falls and the white coats make the hares easy for predators to
spot. The most IMMEDIATE result you would expect from this environmental change is that:
A. The hares will hibernate until it snows
B. The next generation of hares will have brown winter coats
C. Many of the hares with white coats will be eaten during that winter
D. The hares coats will turn to a brown color
10. In nature, the cheetah with shorter legs will most likely not live to pass down its traits. This
is an example of:
A. Speciation
B. Mutation
D. Natural selection
41
11. Which of the following is a true statement about evolution?

A. Populations evolve, individuals dont
B. Individuals evolve more slowly than populations
C. Individuals evolve by changing the gene pool
D. Individuals evolve, populations dont
12. In field mice, the gene for dark color (A) is dominant over light colored hair (a). Field mice
that have the light colored hair are more visible to predators. What would you expect to happen
to the frequency of the recessive allele (a) in this population over the course of five generations if
environmental conditions stayed the same?
A. The frequency of the recessive allele will stay the same
B. The frequency of the dominant allele (A) will decrease
C. The frequency of the recessive allele (a) will increase
D. The frequency of the recessive allele (a) will decrease
13. For centuries, dog breeders have chosen to breed particular dogs to pass on, or even enhance
desirable traits. This is an example of:
A. Artificial selection
B. Sexual selection
C. Natural selection
D. Speciation
14. There is a newt so poisonous that the poison from a single animal can kill over 50,000 mice or 10
humans. For a time, it was though the newt had no natural predators. Then scientists noted one
species of garter snakes began eating the newts. Scientific studies on the garter snakes revealed a
genetic change in the snakes that made them immune to the newt poison. The garter snakes are now
able to store the poison in their livers without making them sick or die. The garter snakes also
developed red markings on their heads which predatory birds recognize and avoid. Scientists
concluded that evolution occurred in the snakes. How could this change occur in a species like garter
snakes?
A. Garter snakes are smarter than newts and can think of better ways to survive
B. Mutations in the garter snakes DNA protect the snakes while giving them an additional
food source.
C. New toxins became less poisonous over time
D. Evolution of garter snakes did not really happen- it just makes scientists feel better about
their findings
15. Variation is most important to Darwins theory of evolution because it:
A. allows some individuals to survive even if the environment changes.
B. makes the world more beautiful because organisms have different shapes and colors.
C. provides evidence that many species we see today are descended from extinct
species.
D. minimizes competition within a species.
42
16. The wings of a butterfly and a bird are similar in their function, but not in their
structure. These types of structures are called:
A. Fossil structures
B. Analogous structures
C. Homologous structures
D. Vestigial structures
17. Which of the following would demonstrate mimicry?
A. Fish, reptiles, birds and mammals all have gill slits in early embryological stages
18. Which of the following is an example of a vestigial structure?
A. Fish, reptiles, birds and mammals all have gill slits in early embryological stages.
19. A population of people is completely isolated on an island for many years. No one
immigrates to the island and no one leaves the island during this time. For this group of people,
any new genetic variations are most likely to come from:
A. Speciation
B. Natural selection
C. New mutations
D. Recessive alleles
20. In the mountains of northern Utah, there are fossils of coral. One theory is that the area was
once submerged under an ocean. What further evidence would support that theory?
A. Fossilized shark teeth
B. Volcanic activity
C. Fossilized bird wings
D. Geothermal activity
21. Speciation results in:
A. When two different species interbreed and produce fertile offspring
B. Species that have homologous structures
C. The formation of new species
D. The hybridization of two similar species
43
22. Antibiotics are one of medicines greatest weapons against bacterial disease. However, due
to antibiotic overuse, bacteria are becoming resistant to antibiotics. One way the resistance
develops is that the first populations exposed may contain a few bacteria with the genetic ability
to survive the antibiotic. These bacteria are then able to reproduce large numbers of resistant
bacteria. The government is trying to put in place strict rules about prescribing antibiotics to
help reduce the frequency or rate of development of antibiotic resistance. Which statement best
reflects the issue?
A. Bacteria are of little use to humans since they always cause infections or illnesses.
B. Antibiotics should be used to kill viruses such as those that cause influenza or colds
C. Bacteria are helpful to humans and should not be destroyed
D. Natural selection occurs in bacteria, making it necessary for humans to control the
use of antibiotics
Use the above picture to answer questions 23-25.

23. These bones share many similarities in their structure. These types of structures are called:
A. Homologous structures
B. Vestigial structures
C. Analogous structures
D. Fossil structures
24. What does the similarity of these structures indicate about these organisms? They:
A. Do the same thing
B. Are the same species
C. Have nothing in common
D. Have a common ancestor
25. What would analysis of the DNA from these organisms reveal?
A. Their DNA is identical
B. Very few similarities
C. They have some similar DNA sequences
D. They have the same number of chromosomes
44
APPENDIX C
Student Work Samples
Formative Assessment: Bellwork-Explain Natural Selection
Proficient
Exemplary
Below Basic
45
Formative Assessment: Ticket out the door-Why is it beneficial for a

population to have individuals with variations?
Exemplary
Proficient
Below Basic
46
Formative Assessment: Design a Species Project

Exemplary
Proficient
47

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7. English Language Learners:

UNIT PLAN: EVOLUTION

C. Enduring Understanding/Big Idea

Lesson Plan 3: Allele Frequencies

*Students will take

*Walk around and

*Students will turn

*ELL and IEP

*Ell and IEP

*Students will turn

Active Learning Plan

Active Learning Plan

*Show TED Talk

Active Learning Plan

*IEP and ELL

Active Learning Plan

*Show two videos

Active Learning Plan

Active Learning Plan

*Randomly hand out

*Give two lines

ANALYSIS OF STUDENT LEARNING

Pre and Post Test Results

Female Subgroup Test Results

Male Subgroup Test Results

III. Analysis of Results

Evolution Pre Quiz

1. According to Darwin, the main mechanism for evolution is:

Evolution Vocabulary Quiz

Biology 2014 -- Evolution Quiz

Change in available food types

11. Which of the following is a true statement about evolution?

Use the above picture to answer questions 23-25.

Formative Assessment: Bellwork-Explain Natural Selection

Formative Assessment: Ticket out the door-Why is it beneficial for a

Formative Assessment: Design a Species Project

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