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Lesson Plan Format

NAME: Abe and Megan


Lesson Title: History of evolution

Grade level: 9-12

Total Time:60 min

# Students: 30
Learning Goal:
(Content
Standard/Common
Core)

Target Goal or Skill:

3-LS4-3

Construct an argument with evidence that in a particular


habitat some organisms can survive well, some survive less well, and some
cannot survive at all. [Clarification Statement: Examples of evidence could
include needs and characteristics of the organisms and habitats involved. The
organisms and their habitat make up a system in which the parts depend on
each other.]

SWBAT identify the main evolution discoveries along with the


historical events that lead to the construction of the evolution
theory.

Essential Question(s):
Topical question(s):

Instructional
Objective(s):

Assessment
(Criteria / Look Fors/
Performance Tasks)

1. What are the main events that lead to the evolution theory
2. What are the different discoveries that shaped the
evolutionary thought
1. To identify the historical events of the voyage of the
Beagle
2. To record the different discoveries during the voyage of
the Beagle.
Formative Assessment:
Assessing the timeline worksheets.
Summative Assessment:
Chapter test.

Instructional
Procedures
(including specific
times)

Do Now:
Do you believe in evolution? Explain in one paragraph.
Hook: Pre- reading: (POWER POINT)

Introduction:
(including motivational
hook where applicable)

Students will be given a set of embryonic pictures and they have


to select which animal each one belongs to.
Write a reflection paragraph about the power point.

Learning Activities:

During reading:

Closure:

1. Students will be assembled in 4 groups.


2. Each group will get a packet.
3. Within each group, each student will get 2 pages of the
packet.
4. Each student is to read thoroughly and draw the historical
event and scientific discoveries.
5. Each student will record the events on a timeline sheet
given to the group.
6. Each group is to construct a timeline sheet that has all the
events from the packet.
Post reading:
1. Students will post their timeline sheets on the board.
2. Students will observe and record notes about other groups
work.
3. Groups will participate in a classroom discussion in which
they compare their work and criticize each other.
4. The teacher will serve a facilitator in the classroom.

Language Demands:
Function
Vocabulary
Syntax
Discourse

www.eldstrategies.com/languagefunctions

5 Questions (Blooms or
DOK)

DOK = Depth of Knowledge

Curriculum (APA)
e.g.
Investigations in
Number, Data, and
Space. (2012).
Pearson.

1.
2.
3.
4.
5.
6.

To formulate statements
To predict based on pictures and ideas
To read and draw information from a text
To compose complete sentences and paragraphs
To compare and contrast different reading materials
To construct reflection paragraphs based on texts, pictures
and discussions.

Materials

Power point slides


Timeline worksheets
Reading packets