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Lesson Title: Around the Room Review
Subject: Evolution

State Core Curriculum/Student Achievement Standard(s:)

o SC.11.1.3.
Examine how different species are related by descent from common
Explain how organisms are classified based on similarities that reflect
their evolutionary relationships, with species being the most
fundamental unit of classification.
Discuss natural selection and that its evolutionary consequences provide
a scientific explanation for the great diversity of organisms as evidenced
by the fossil record

Lesson Objective(s): (What students will accomplish by the end of a single lesson; needs to align
with core curriculum/student achievement standard)

o By the end of the class period, students will visit seven review stations where they
will review concepts learned in class over the past two weeks. They will identify 2-3
homologous and analogous structures with at least 90% accuracy. Amino acid
comparison between four species will be completed with 100% accuracy. Task cards
should be answered with approximately 80% accuracy. The concept map will be
completed with between 90-100% accuracy.

Instructional Materials: Materials needed for the lesson (textbook, construction paper, scissors,
PowerPoint, guided note templates)

o Blank flow charts/vocab list

o Examples of amino acid
o Old magazines/calendars
o Blank paper
o Task cards


Glue sticks/tape
Fossil example cards
Rock outcropping diagram

o Adaptations and Natural Selection Task Cards from The Science Duo
o The Mystery Fossil Bones Activity
o The Science Teachers Activity-a-Day book (p. 113-114)


Sequence of Instructional Procedures/Activities/Events (provide description and

indicate approximate time for each): Connections to previous learning, definitions of terms

Presentation of New Information or Modeling: (term definitions, concepts, processes

and/or approaches)
o For this activity, students will be allowed to choose their groups of between 3-4

individuals. Explain that they should pick up a review packet and choose a lab at
which to start. A PowerPoint will act as a time-keeper, counting down 6 minute
intervals. At the conclusion of 6 minutes, students will move clockwise around
the room to their next station. Again, they will be given 6 minutes to complete
each station.

Guided Practice: (teacher directed, scaffolding, check for student understanding including
any questions to ask or anticipate from students)

o The instructor should check on each group periodically as they visit each station.
Be especially careful to watch their choices of homologous/analogous structures.
Make them explain why the structures they choose are either homologous and
analogous and what purpose they serve.

Independent Student Practice: (e.g., teacher monitored, check for student understanding
including any questions to ask or anticipate from students)

o Center 1: Homologous/analogous structures

Students will be provided a piece of paper that is divided in half and each
half labeled with either homologous or analogous
Students will use pictures from magazines and/or calendars and
paste/tape pictures of homologous structures under the correct header,
as well as analogous structures under the correct header
Students should include approximately 4-5 examples of each structure
Accompanying their pictures should be a description of why they chose
the specific pictures
o Center 2: Vestigial Structures
Students will brainstorm possible uses of anatomical structures including
appendix, wisdom teeth, coccyx, goose bumps, muscles that move ears.
After coming up with possible uses, students should identify why these
structures are now vestigial in humans.
o Center 3: Amino Acid Comparison
Students will compare hemoglobin amino acid sequences of
chimpanzees, fish, humans, and mice (colored beads will denote each
different amino acid)
After comparing the sequences, students will answer a series of 3
questions regarding the similarities and differences

o Center 4: Task Cards

Using the Adaptations and Natural Selection Task Cards from The
Science Duo, students will answer questions based on the processes of
natural selection and evolution. Twenty answer blanks will be provided,
and students should complete as many answers as possible in the time
span allotted.
o Center 5: Mystery Fossil
Students will receive two envelopes: one containing cutouts of bones
from a mystery animal and one marked Top Secret that contains a
picture of the mystery animal. It will be their job to figure out how to
reconstruct the skeleton based on what they know of skeletal structures.
After putting the skieleton together, students will sketch their creation in
a box provided. They may then open the Top Secret envelope and
compare their creature to the actual skeleton.
o Center 6: Evolution Concept Map
Given the provided blank concept map, students will use the provided
vocabulary terms to complete the concept map. They should be able to
use the key words to guide them in their completion.
o Center 7: Stacking Up Rock Layers
Students should arrange the pictures of organisms in the order in which
they think they appeared on earth. Once they have the organisms
arranged to their liking, students should compare their list to the data in
the chart on the lab table. If necessary, the pictures can be arranged to
make them accurate.

Culminating or Closing Procedure/Activity/Event: (e.g., review terms, concepts, and/or

learning process; establish connections to the next lesson; check for student understanding
including any questions to ask or anticipate from students)

o Ask which station was their favorite and why. Have a few of them share either
their homologous/analogous structures, ideas about vestigial structures, or show
their sketches of the mystery fossil. Ask how all of these different stations relate
back to what we have learned about evolution over the past two weeks.

Pedagogical Strategy (or Strategies): (direct instruction, cooperative learning groups, partner
o Cooperative learning groups: students will work in self-chosen groups for the

span of this activity. Because it is more of a fun activity, I did not feel it would be
necessary to assign groups.

Differentiated Instruction: (Accommodations for such groups as English Language Learners,

hearing impaired, learning disabled, physically disabled, and/or gifted/accelerated learners.
o Voice amplifier for hearing impaired
o There are many manipulatives in this lesson plan (cutting & pasting, identifying

similarities in amino acid sequences constructed from small beads, constructing

a mystery fossil). Those who are visual and/or kinesthetic learners should be
able to connect well with this particular activity.
o Check in consistently with ELL students to make sure they are understanding the
vital vocabulary for this unit. If not, invite them to view the bilingual word wall
to see if it helps them to make connections.

Student Assessment/Rubrics: What will you use to determine if students have met the
objective(s) for this lesson? (Include pre- and post-assessment plansformal and/or
informal, summative and/or formative, etc.)
o Pre-assessment
o Formative
Check in with students as they visit each station. Listen for any possible
confusion and offer to help explain certain terms if students are still
having difficulty.
o Summative
Have students hand in their completed review sheet. Review these
packets and see if there are any pages that need to have the information

Around the Room Review

Station 1: Homologous/Analogous Structures
Using the provided magazines, cut out 4-5 examples of both homologous and analogous structures and
paste them under the correct heading. At the bottom of the page, explain why you chose these specific
Homologous Structures

Analogous Structures

Station 2: Vestigial Structures
Below is a list of human vestigial structures. Suggest a possible function for each structure and
explain why it is considered vestigial.

Coccyx (tail bone)

Muscle that moves ears

Muscles that make hair stand up

Wisdom teeth

Probable Function

Why Vestigial?

Station 3: Molecular Evidence for Evolution
Analyze the hemoglobin amino acid sequences for the following organisms: chimpanzee, fish, mouse,
and human. Answer the following three questions:
1. Based on the amino acid sequences for hemoglobin, which organism is most closely related to
2. Which organism is the least closely related to humans?
3. Use Table 2 to determine the amino acids in the following sequence from a strand of human
hemoglobin. AHAGEYGAE

Station 4: Red Task Cards
At this station you will find a series of task cards with a red border. Each card has a number in the upper
right hand corner. Please read the questions on the cards and write your answers on the corresponding
numbers below. Complete as many as you can in the allotted time.
1. ___________________________________________________________________________________
2. ___________________________________________________________________________________
3. ___________________________________________________________________________________
4. ___________________________________________________________________________________
5. ___________________________________________________________________________________
6. ___________________________________________________________________________________
7. ___________________________________________________________________________________
8. ___________________________________________________________________________________
9. ___________________________________________________________________________________
10. __________________________________________________________________________________
11. __________________________________________________________________________________
12. __________________________________________________________________________________
13. __________________________________________________________________________________
14. __________________________________________________________________________________
15. __________________________________________________________________________________
16. __________________________________________________________________________________
17. __________________________________________________________________________________
18. __________________________________________________________________________________
19. __________________________________________________________________________________
20. __________________________________________________________________________________

Station 5: Mystery Fossil
You have been asked to assemble a top secret skeleton. Nobody knows what it looks like. Working
together, every member of the group should work together to assemble the skeleton. Once you have
agreed, make a sketch of the skeleton in the box below.

What type of organism do you think this skeleton represents?

Does it resemble any animal you know of? Which one(s)? ______________________________________
Open the secret file. What animal is this? What two types of animals does this organism link together?

Station 6: Concept Map
Using the terms given in the box, fill in the empty bubbles of the concept map.

Evolution Concept Map


Station 7: Stacking Up Rock Layers

Arrange the pictures of organisms in the order in which you think they appeared on earth.
Once you have the organisms arranged to your liking, compare your list to the data in the chart
on your table.
If necessary, rearrange your stack to make it accurate.

Follow-up Questions
1. What were the first living things?
2. How much time passed between the appearance of the first living things and the
appearance of insects?
3. If you found one fossil embedded in the top of a rock layer and another one embedded in
the bottom of the layer, which fossil would be the oldest? EXPLAIN your answer.


Stacking Up Rock Layers

Small Mammal
Lucy (early manlike primate)

Time in Millions of Years

Ago (MYA)
3,000 MYA
600 MYA
400 MYA
300 MYA
210 MYA
140 MYA
100 MYA
35 MYA