SINGLE SUBJECT CREDENTIAL

PROGRAM
LESSON PLAN FORMAT
With Common Core, Co-Teaching, and Technology

Revised 7.1.13

UNIT TITLE

LESSON TITLE

Evolution and Natural Selection

Simulation of an evolutionary mechanism

CANDIDATE NAME

DAY

PERIOD

ROOM

Fernando Vargas

SCHOOL

SUBJECT

GRADE

To Be Determined

Biology

9-10

EQUIPMENT

AND

RESOURCES

Powerpoint lecture, fabric, corn kernals, worksheet, glasses

CO-TEACHING STRATEGIES/SUMMARY **VIEW
THAT

THE ATTACHMENT FOR DEFINITIONS AND EXAMPLES (CHECK ALL

APPLY AND SUMMARIZE WHO WILL DO WHAT)

Microsoft Word 97 2003 Document

ONE TEACH, ONE

OBSERVE
ONE TEACH, ONE ASSIST

STATION TEACHING
PARALLEL TEACHING

SUPPLEMENTAL
TEACHING
DIFFERENTIATED
TEACHING

INSTRUCTIONAL FORMATS UTILIZED (CHECK ALL THAT APPLY; **SEE

HTTP://OLC.SPSD.SK.CA/DE/PD/INSTR/DIRECT.HTML)
DIRECT INSTRUCTION
INTERACTIVE INSTRUCTION

TEAM TEACHING
NOT APPLICABLE

EXAMPLES AND DEFINITIONS AT

INDEPENDENT STUDY/PRACTICE

EXPERIENTIAL LEARNING
ENGAGEMENT

AND

SIOP STRATEGIES UTILIZED

(SIOP MODEL STRATEGIES

INCORPORATED FROM THE SIOP INSTITUTE,

PEARSON ACHIEVEMENT SOLUTIONS, 2005)

MOTIVATION

SCAFFOLDING

ADAPTATION OF CONTENT
LINK TO STUDENT EXPERIENCES
LINK TO PRIOR LEARNING
IDENTIFY KEY VOCABULARY
COMMUNICATION PROCESSES
READING
WRITING
SPEAKING
LISTENING
VISUAL
DIGITAL
USE

OF

TECHNOLOGY

GROUPING

MODELING IN MULTIPLE WAYS

USE OF WAIT TIME
COMPREHENSIBLE INPUT
APPLICATION/REPRESENTATION

WHOLE CLASS
SMALL GROUPS
INDIVIDUAL
WRITTEN
ORAL

HANDS-ON
MEANINGFUL
LINKED TO OBJECTIVES
PROMOTES ENGAGEMENT
BY

TEACHER

USE

OF

WHOLE CLASS
SMALL GROUPS
PARTNERS
INDIVIDUAL
ASSESSMENT/FEEDBACK

TECHNOLOGY

BY

STUDENTS

I will explain the rules of the simulation using

Students will not be using technolgy, only simple
powerpoint
calculation
CA CONTENT STANDARD (CLICK STANDARDS AND SELECT YOUR CONTENT AREA)
HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with an
advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
HS-LS4-4.Construct an explanation based on evidence for how natural selection leads to adaptation of
populations
COMMON CORE STANDARD (FOR AN EXPLANATION OF THESE NEW STANDARDS CLICK ON ELA AND LITERACY IN H/SS
AND

S OR MATH)

Common core # 3 "Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions defined in the
text." Common core #3 will be accomplished by having to follow my verbal and written instructions whene
are simulating the 5 evolutionary mechanisms
Common Core #9 "Compare and contrast findings presented in a text to those from other sources
(including their own experiments), noting when the findings support or contradict previous explanations or
accounts." Common core #9 because students will compare their data with other students data in the
classroom and determine if they have different results or the same results and why they see this.
BEHAVIORAL OBJECTIVE(S) (WHAT WILL STUDENTS KNOW AND BE ABLE TO DO? CONNECT TO STANDARDS) REMEMBER
S.W.B.A.T.

Students will be able to understand how the five evolutionary mechanisms (Natural selection, random
mating, gene flow, genetic drift, and mutation) can change allele frequencies
Students will be able to calculate allele frequencies using the Hardy Weinberg Equilibrium
Students will be able to determine if a population is evolving using Hardy Weinberg Equilibrium
Students will be able to critically think what factors are influencing an evolutionay mechanism
LESSON INTRODUCTION/ANTICIPATORY SET/ACCESS OF PRIOR KNOWLEDGE (HOW WILL YOU ACCESS PRIOR
KNOWLEDGE AND ENGAGE STUDENTS?)

Previously, I would have talked about the five evolutionary mechanisms and this lab will enhance what we
learned as well as have students formulate hypotheses.
LESSON BODY (WHAT WILL TEACHER AND STUDENTS DO THROUGHOUT THE LESSON?)
TIME IN MINUTES
WHAT TEACHER(S) DO
WHAT STUDENTS ARE ACTIVELY DOING
10

I will give instruction on how we are going

to simulate natural selection in the lab

Following my instructions and reading

instructions outloud
Simulating natural selection as well as
using the Hardy Weinberg Equation to
determine the next generations starting
population

30

Answering questions and helping student

use the Hardy Weinberg Equation

Clean up

Clean up

Closing on what we learned so far

Answer question

LESSON CLOSURE

(HOW WILL YOU HELP STUDENTS PROCESS AND ORGANIZE WHAT WAS LEARNED? REMEMBER
LESSON CLOSURE IS NOT ASSIGNING HOMEWORKIT IS TYING UP YOUR LESSON.

I will have students collaborate with their group and determine what is occuring in their data. I will ask
each group about what they observed based from their data and what might be reasons on why they
observed that.
STUDENTS PRESENT AND LESSON ADAPTATIONS (SPECIFICALLY EXPLAIN WHICH STRATEGIES FROM THE EL
READINGS, SIOP, SPECIAL ED INFORMATION YOU USED TO ADA[PT INSTRUCTION FOR THEIR SPECIFIC NEED(S).
ENGLISH LEARNERS
STRUGGLING READERS
STUDENTS WITH SPECIAL NEEDS
GATE STUDENTS
Each small group will be randomized to ensure that all levels are mixed. Gate students will be able to learn
the concept better because if they are first to complete the assignment, they will be able to teach the
other students in the group. This method will help the gate student understand and be able to explain the
concept, therefore, learning the content better. English learners and struggling readers will be able to

understand the content better because they are visually associating the content to what is being observed
during the experiment, additionally, both sets of students will be able to utilize the student who finishes
quickly. I will also be available to help each individual student as I walk around. Students with special
needs will also benefit because I will go through the lab step by step, and they will be helped by their
group members. Also, I can translate document into another language if necessary.
ASSESSMENT STRATEGIES
TYPE
DESCRIPTION
PURPOSE
USE TO INFORM RE-TEACHING
Based on what the
I will have a discussion
To understand what prior
students already know, I
ENTRY-LEVEL
with the students asking
knowledge the students
can shift my lectures
them questions
have
towards what they know
If a majority of the class do
Determine if the students
not understand the
PROGRESS
Fill out worksheet and end
are understanding the
material, then I will reMONITORING
of class wrap ups
material
teach the lesson in a
different way
To determine if the
I will re-teach major
EXIT OR SUMMATIVE
Give exam
students are able to
misconceptions
connect the concepts
FOLLOW UP ON ASSIGNMENTS/LINK TO NEXT LESSON
Students will be asked to graph their results as a way to understand how scientists presents their data.
CONTINGENCY PLANS
HOW TO SHORTEN
LESSON
HOW TO LENGTHEN
LESSON

I will have students go through one or two round of natural selection

I will have students go through multiple rounds of natural selection and collect
more data for their results.