Technology

Grade level
/subject

9th Grade Biology

Context
description

Students should have the prior knowledge of mechanisms of evolution. This

was taught in the previous lessons and exit tickets were given showing
students understanding of Natural and Sexual Selection. This lesson builds of
the Mechanisms of Evolution unit. Students have learned about Natural and
Sexual Selection in the previous classes. This prior knowledge adapted this
lesson to give students the opportunity to build deeper understanding of
these topics and learning about another mechanism of evolution. Students
have been using computers throughout the year to build their familiarity with
completing activities. This strength should provide them with support to
complete this lessons activities through an online simulation. Students have
not used measuring tools online to collect data. Students also have a low
understanding of statistics for this activity. Providing students with an
equations should allow the students to perform the activities in this class at a
proficient level.

Standards met

Concept
addressed

Objectives

ONLS SC.BIO.2.6 There are a variety of mechanisms for evolution

Students will continue to learn about the mechanism of evolution and build a
deeper understanding Natural and Sexual Selections that was previously
taught. This lesson allows for students to actively participate in an online
simulation where there are becoming scientist. Each student will need to
measure the 2 parts of a lizards body from 2 islands and determine whether
there are considered the same of different species. This allows students to
use the 1:1 devices that the school provides to build knowledge of the content
being taught. Students need to understand the mechanisms of evolution
because it relates to real-world phenomenon as well as build an
understanding how computer simulations provide a useful tool for data
calculations.

The students will be able to:

1. Analyze and interpret the difference in traits that can evolve as
adaptations
2. Explain the mechanism that prevents different species from
mating

Technology
3. Use the on-line simulation to collect, analyze, interpret, and
conclude information about data

Academic
language
Learning
strategies

Materials
needed

Instructional
outline

Speciation, Traits, Anoles, Population, Dewlap

Mean, Standard Deviation, Standard Error
Technology Students will use an online simulation throughout the class
activities
Computers
Student Handout
Calculation sheet
Writing utensil
Opener sheet
Instructional sequence (110 min):
Segment 1: Opener: How can we determine if 2 lizards are from the same
species or different species? (4 min Attendance)
Transition 1: Collect folders (1 min)
Segment 2: Discuss last class activity and introduce speciation (5 min)
Transition 2: log on to computers, go to google classroom (2 min)
Segment 3: Tell students how to sign on to HHMI in order to save work (3)
Transition 3: Review how you are going to do measurements, Review
students to the board for directions (screen shot) (5 min)
Segment 4: Individually, have students work on module 3 (30 min)
- About the Experiment
- Taking Measurements
- Results/ Calculations
- Graphs
- Questions
Transition 4: Go back to Google Classroom and open the CER Link (1 min)
Segment 5: Students will complete the CER online (Q: Is the population of
anoles on Iron Cay different from that on the experimental island) (15)
Transition 5: Students will log back into the HHMI site (5 min)
Segment 6: Work through Module 4 (20 min)
- Introduction
- Measure Dewlaps
- Results
- Graphs

Technology
- Questions
Transition 6: Go back to Google Classroom and open the CER Link (1 min)
Segment 7: Students will complete the CER online (15 min)
Transition 7 (Closure): Students will log off the computers and clean up. (5)

Modifications

Assessments
of learning

Student will be provided with appropriate modifications based on individual

needs and IEPs. Students will be provided an equation sheet for help on the
calculations. Students will also be provided with calculators.
Formative assessments:
Objective 3: Students will submit screen shots of their data table, calculations
and quiz to Google Classroom. I am looking for the students ability to take
measurements, perform calculation, and understand the concept.
Summative assessments:
Objective 1: Students will complete module 3 and complete a CER form
where they are responding to the question. Students should use their data as
evidence to support their claim
Objective 2: Students will complete module 4 and complete a CER form
where they are responding to the question. Students should use their data as
evidence to support their claim