AGENDAS FOR THE WEEK:

MONDAY
Objective(s): SWBAT
*Describe the three main
scientific explanation for how
life began on earth.
CCSS/NGSSS:
SC.912.L.15.8 Describe
scientific explanations of the
origin of life on earth.

March 14-18 Biology

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Objective(s): SWBAT
*Differentiate between theories
in everyday life and scientific
theory.
*Explain the basics of the theory
of evolution.
*Differentiate between theories
and laws.
*Explain how a theory becomes
a theory.
CCSS/NGSSS:
SC.912.L.15.1 Explain how the
theory of evolution is supported
by fossil record, comparative
anatomy, comparative
embryology, biogeography,
molecular biology, and observed
evolutionary change.
SC.912.N.3.1 Explain that a
scientific theory is the
culmination of many scientific
investigations drawing together
all the current evidence
concerning a substantial range of
phenomena; thus, a scientific
theory represents the most
powerful explanation scientists
have to offer.
SC.912.N.3.4 Recognize that

Objective(s): SWBAT
*List conditions necessary for
natural selection.
*Define natural selection.
CCSS/NGSSS:
SC.912.L.15.1 Explain how
the theory of evolution is
supported by fossil record,
comparative anatomy,
comparative embryology,
biogeography, molecular
biology, and observed
evolutionary change.
SC.912.L.15.13 Describe
conditions required for natural
selection including
overproduction of offspring,
inherited variation, struggle to
survive, and how these result
in differential reproductive
success.

Objective(s): SWBAT
*Explain what fitness is.
CCSS/NGSSS:
SC.912.L.15.13 Describe
conditions required for natural
selection including
overproduction of offspring,
inherited variation, struggle to
survive, and how these result
in differential reproductive
success.

Objective(s): SWBAT
* Explain how mutation
increases genetic variation.
*Define a mutation.
*Identify that many mutations
are bad, but that some are
beneficial. * Explain how
genetic recombination
increases genetic variation.
CCSS/NGSSS:
SC.912.L.15.15 Explain how
mutation and genetic
recombination increase
genetic variation.

theories do not become laws,

nor do laws become theories;
theories are well supported
explanations and laws are
well supported descriptions.

Engage: Cow meteorite

cartoon

Engage: What do you know

about the theory of evolution?
Have students fill out the K
and W of a KWL chart.
Collect this to give back to
them at the end of the unit. (5
mins)

Engage: Whos the fittest?

Show cartoon images of
turtle, rabbit, and bear.
Then ask students for
answers. Explain that this is a
trick question because they
have to know the environment

Engage: Why are these full

siblings so different? Show
PPT slide of full siblings.
Discuss student answers. (5
mins)

in order to determine who the

fittest is. Point out that the
most fit individual isnt
always the biggest, strongest,
fastest, etc. (5 mins)

L
A

Announce that we are

moving into a new unit on the
history and evolution of life.
Explore:
History of earth in 24 hours
activity. Students are given a
set of timeline events
chronicling life on earth. In
pairs, they have to put the
events in the order they think
they occurred, AND guess
what time they would have
occurred, if all of history was
fit into only 24 hours. (10
mins)
Explain: Have each pair write
out their guesses on the front
and side white boards. (5 mins)
Elaborate: Watch Evolution of
Life on Earth Video. (4 mins)
Explain: Theories on how life
began (lecture with PPT and
note guide). (15 mins)

Explore
(Also a formative assessment.)
Four corners activity with
statements about theories,
laws, and the theory of
evolution.
Statements are displayed on the
overhead and students have to
go to the corner with the number
that represents the statement
they most agree with. After all
students have moved to a corner,
call on students with popsicle
sticks or random name generator
to explain why they picked that
response. Get responses from at
least one student in each corner,
or all occupied corners (15 mins)
Explain:
Give students the definition
of the theory of evolution, have
them copy into their notes.
Web Quest for evidence in
support of evolution: (30 mins)
Have students search for the
following:
Molecular biology (mostly DNA
analysis) gives us evidence in
support of evolution.
What % of DNA is shared
between humans and
chimpanzees?
What % of DNA is shared
(preserved) between humans and
frogs?

Give students definitions of

natural selection, have them
copy onto their notes. (5
mins)
Explore: Bird Beak activity. I
will modify the two attached
bird beak activities to make it
the way I want it, using
tweezers, spoons, chopsticks,
toothpicks and clothespins as
the beaks, and rice, beans,
pennies, Kix, cheerios, as food
sources. One food source per
island each lab table is an
island. Students have a beak
and 30 seconds to forage. Less
than 3 pieces of food in the cup
and they die, more than 6
pieces of food to reproduce.
All students rotate through all
islands and share data in order
to fill out chart to see which
birds lived and reproduced on
each island. (10 mins)
Explain: (10 mins)
Which break type(s) were
selected for on each island?
What was the selective
pressure in this example (ie,
why were some of the birds
less successful?)
Natural selection only occurs
when there are more offspring
than will ultimately survive,
there is a struggle for life, and
inherited/genetic variation
between the offspring. How
are each of these three

Goldfish natural selection

activity. (15 mins)
Place students in groups of
3, give them 10 goldfish to
start with. Students are
instructed to eat 4 goldfish
all brown if available. Then
each group receives 4
additional new goldfish.
After each generation they
graph their data.

T/F questions: Students

answer using TRUE/FALSE
papers. (5 mins)
T/F 50% of our DNA comes
from each of our parents. (T)
T/F 25% of our DNA comes
from each of our
grandparents. (F)
T/F Each gamete (sperm or
egg) contains half of that
individuals DNA. (T)
T/F Each gamete has the
same DNA in it. (F)
Ok, interesting, we are going
to come back to that.

Play whos the fittest

kahoot game. (30 mins)

Remember Meiosis? What the

purpose of meiosis? (to make
gametes).
Today we are going to DO
meiosis with pipe cleaners.
Theres one key step in
meiosis that greatly increases
the amount of genetic
diversity.
Meiosis pipe cleaner
activity. (Students have
already covered the process of
meiosis, this activity is really
geared more toward making
the idea of crossing over and
genetic variation more
concrete). I used it for a
microteach. The lesson plan
and activity sheet with
questions are attached. (15
mins for activity and 15
mins to answer the
questions with partner).

What % DNA is shared between

fish and frogs?
What % of DNA is shared
(preserved) between humans and
bacteria?
Comparative anatomy gives
supportive evidence for
evolution. For example, most
animals have similar bone
structures even if they have
different functions.
Google comparative anatomy
and then click on images.
Draw a human arm, the front leg
of a dog or cat, and the front
fin of a whale. Label the parts
that are the same.
What is a homologous structure?
Comparative embryology gives
supportive evidence for
evolution.
Google comparative
embryology then click on
images. Then click on one of the
many charts showing the
developing embryos of different
species.
Did you expect the embryos to
look more different?
Which embryos look the most
similar for the longest amount of
time? (the most evolutionary
related).
Which animals have the most
similar development as humans?
(mammals), esp primates.
Based on this, which animals do
you think humans are the most
closely related to?

conditions met in this

example? (overproduction of
offspring some birds died but
there were still enough left to
reproduce. struggle for life =
they starved if they couldnt
get enough food, genetic
variation = different kinds of
beaks).
Elaborate:
Pepper moth simulation. (20
mins) Using class laptops.
Have students go through the
pepper moth simulation at the
site below and answer
questions on an accompany
worksheet:
Which color moth was more
common before the pollution?
Which color moth was more
common after the pollution?
Why did this change?
If the source of the pollution
was eliminated, how might this
affect the moths?
Did the birds eat more
peppered moths on purpose?
How are the conditions for
natural selection (more
offspring than will ultimately
survive, there is a struggle for
life, and inherited/genetic
variation between the
offspring) met in this example?
If all the moths were the same
color to begin with, would
natural selection have
occurred? Why or why not?

Explore:
Print and have students read
article on cockatiel color
mutations. The normal wild
type color for cockatiel is
grey with some yellow on the
head (more on males) and
orange cheek patches. But in
captivity many color
mutations have occurred and
been selected for. Students
should read individually but
may work on questions in
pairs. (10 mins)
Ask the following questions:
In the wild, what color are
most cockatiels?
How many different colors of
cockatiels are there in
captivity? What produced the
different color possibilities?
Why are the more colorful
cockatiels so common among
pet birds?
Why are there not colorful
cockatiels in the wild?
Is breeding for more colorful
birds an example of natural
selection? Why or why not?

Fossil records show supportive

evidence for evolution.
Go to:
http://www.agiweb.org/news/evo
lution.pdfStarting on page 26,
under the heading Examples of
evolution.
Give at least 2 examples of fossil
evidence for evolution.
Page 15-17.
What are the four criteria for
natural selection to occur?
(Listed in this document as the
four summary statements of
Darwins theory of Evolution).
Evaluate and Summary

N
Resources:

Evaluate and Summary

Collect web quest answers.
Exit slip: Project text from
page 23 of
http://www.agiweb.org/news/evo
lution.pdf, give students the
prompt: in at least 2 sentences,
explain how a scientific theory is
different than when we just
have a theory about something.

http://www.huffingtonpost.co
m/2012/11/29/evolution-oflife-on-earth-video-45billion_n_2212926.html

Evaluate and Summary

Collect worksheets with
questions from both activities
today.

http://peppermoths.weebly.c
om/
tweezers, spoons, chopsticks,
toothpicks and clothespins
rice, beans, pennies, Kix,
cheerios

Evaluate and Summary

Collect worksheet for
goldfish activity.

Evaluate and Summary

Collect worksheets from
both activities.

Pipe cleaners, scissors,

plastic bags