Student: Lilian Munguia Professor: M.

Esposito
Course: EDU 527 Date: 11/09/16
Grade: 9th Topic: Evolution/Natural Selection Content Areas: Living Envrnment

INSTRUCTIONAL OBJECTIVE(S)

After learning about Charles Darwin, Natural Selection and watching a video on Natural Selection,
common descent and descent with modifications as they pertain to the evolution of traits over long
periods of time, students will research independently to complete the Of Hawaii, Birds, Evolution
And Poetry In Science analysis questions worksheet with no more than 2 incorrect answers.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

Reading Standards for Literacy in Science and Technical Subjects

CCSS.RST.9-10.4
Determine the meaning of symbols, key terms and other domain specific words and phrases as they are
used in a specific scientific or technical context relevant to grades 9-10 texts and topics.

Indicator: This will be evident when students complete the Evolution/Natural Selection
Vocabulary worksheet and the Evolution concept map worksheet while working
independently to research for answers within the PowerPoint presentation.

Writing Standards for Literacy in Science and Technical Subjects

CCSS.WST.9-10.9

Draw evidence from informational texts to support analysis, reflection, and research.

Indicator: This will be evident when students complete the Of Hawaii, Birds, Evolution And
Poetry-In-Science analysis questions worksheet. Students will draw upon the reading to
support the answers given.

NYS Standard # 4: Science

Students will understand and apply scientific concepts, principles and theories pertaining to the
physical setting and living environment and recognize the historical development of ideas in science.

NYS Science Standards Key Idea 3: Individual organisms & species change over time.

Indicator: This will be evident when students are able to successfully demonstrate their
understanding of descent with modification, natural selection and its role in biological
evolution by completing the Evolution concept map worksheet.

INSTRUCTIONAL RESOURCES

Computer
Smart Board
YouTube Video-What is Natural Selection? - https://www.youtube.com/watch?v=0SCjhI86grU
Power Point presentation on Charles Darwin & Natural Selection
Evolution concept map worksheet
 Evolution/Natural Selection Vocabulary worksheet
Adaptions and Natural Selection Analysis Questions worksheet
Of Hawaii, Birds, Evolution And Poetry-In-Science reading handout
Of Hawaii, Birds, Evolution And Poetry-In-Science analysis questions worksheet

MOTIVATION

As students walk into the classroom, a table will be set up with a pair of tweezers, clothespin, two
beakers, a stop-watch and a large tray with different size round objects. Two students will be instructed
to each choose one of the instruments and pick up as many of round objects as possible in 30 seconds
and place them inside the beaker.

STRATEGIES

DIRECT INSTRUCTION: Teacher will present the lesson with a PowerPoint presentation.

DISCUSSION: Teacher and students will have a class discussion about the process of Natural
Selection and how it affected the finchs beak shape, during the presentation and at the conclusion of
the lesson. Students will be asked questions about the process of Natural Selection and how nature
selects the fittest individuals.

COOPERATIVE LEARNING: Students will form groups of three and work collaboratively to
complete the Evolution/Natural Selection Vocabulary worksheet and the Evolution concept map
worksheet.

QUESTIONING: Students will be asked to explain why differences in traits makes them more fit
to survive in nature.

ADAPTATIONS

The student with difficulty hearing the teacher will be seated at the front of the class. The teacher
will wear the Oticon|Amigo device to amplify the teachers voice during the presentation.
The students with difficulty listening and note-taking simultaneously will be given the Power Point
presentation before the days lesson is presented so they may have time to read over the material at
their pace.
The student who is an English Language Learner will be given the PowerPoint presentation and the
vocabulary terms ahead of time so they may preview the words before the lesson is presented.

DIFFERENTIATION OF INSTRUCTION

Students struggling with the lesson presented will be given the Evolution/Natural Selection
Vocabulary worksheet with examples of what each word signifies in the context of the lesson.
Students who are able to progress at pace with the lesson, will be given the Evolution/Natural
Selection Vocabulary worksheet and the Evolution concept map worksheet without any
additional information.

DEVELOPMENTAL PROCEDURE

1. Students will be asked to recall any information previously learned about evolution. (What can you
say about Evolution? What do you understand from that term? What is meant by the term
adaptations?)
2. Students will discuss which of the instruments worked better to obtain and gather beads into the
beaker. (What can you say about the instrument that worked better?)
3. Students will listen to a lecture from the teacher about Charles Darwin, and his theory of Natural
Selection.
4. Students will watch a video on Natural Selection-common descent, descent with modifications.
URL: https://www.youtube.com/watch?v=0SCjhI86grU
5. Students will break up into groups of three. One copy of the Charles Darwin & Natural Selection
PowerPoint presentation will be handed to the group. Students will work together to define the
Evolution vocabulary terms. They may use the PowerPoint handout for definitions and concept
explanations. Students will also work collaboratively to complete the Evolution concept map
worksheet.
6. Students will be asked to discuss with the teachers and the class the vocabulary terms and their
meaning as it applies to evolution and natural selection (Evolution Concept Map).
7. Students will work independently on the Adaptions and Natural Selection Analysis Questions
worksheet. They may use the Charles Darwin & Natural Selection PowerPoint to answer questions.
Students may refer to the video watched to answer the 2nd page of the worksheet.

ASSESSMENT

Informal assessment will take place at the start of the lesson through questioning the students prior
knowledge about evolution. In addition, students will be assessed informally throughout the lesson
discussion after the completion of the Evolution concept map worksheet. The teacher will identify
students struggling with the material to plan for direct teacher intervention. Students will be assessed
formally at the completion of the Adaptions and Natural Selection Analysis Questions worksheet
and the Of Hawaii, Birds, Evolution And Poetry-In-Science analysis questions worksheet

INDEPENDENT PRACTICE

1) Students will be given a text to read and analyze Of Hawaii, Birds, Evolution And Poetry-In-
Science. They will answer prompts on the Of Hawaii, Birds, Evolution And Poetry-In-Science
analysis questions worksheet, which pertain to the reading, and submit via Google Classroom.
2) In addition, students will answer the following two prompt and submit via Google Classroom: What
factors make you different from your parents? From what you have learned in class and in your own
research, what explains those differences in traits?

FOLLOW UP

DIRECT TEACHER INTERVENTION: After formal and informal assessments of classroom work
and independent assignments, the students who have not mastered the objective, under direct
intervention with the teacher, will review terms and specific concepts and answer additional prompts
until mastery is achieved. In addition, the students will discuss their own traits (favorable or not
favorable) and how they have helped them adapt to their environment (sports, music, art, hobbies).

ACADEMIC ENRICHMENT: Students who have mastered the objective will be asked the following
prompts to answer: Evaluate evidence that supports the view that changes in environmental conditions
may result in: 1) increases in the number of individuals in a given species, 2) the emergence of species
over time, and 3) the extinction of other species.
 TEACHER REFERENCES

Mason, K., Losos, J., Singer, S. (2014). Biology (10th ed.). New York, NY: McGraw-Hill.

Reece, J., Urry, L., Cain, M., Wasserman, S., Minorsky, P., Jackson, R. (2011). Campbell Biology
(9th ed.). San Francisco, CA: Pearson Benjamin Cummings.

ScienceNetLinks. (n.d.) Introduction to Natural Selection. Retrieved from

http://sciencenetlinks.com/lessons/introduction-to-natural-selection/

Stated Clearly. (2013, May 14). What is Natural Selection? [Video File]. Retrieved from
https://www.youtube.com/watch?v=0SCjhI86grU