UKanTeach Classroom Interactions 5E Lesson Plan Template

Name(s): Karl Johnson

Title of lesson: What does a TRex Taste Like
Dates lesson will be taught: 11/29 12/1
Name of class and grade level(s): Biology Freshman
Is this Teach 1 or Teach 2? Teach 2
Lesson source/references:
http://www.ucmp.berkeley.edu/education/explorations/tours/Trex/index.html
Objectives:

Studentswillbeabletojustifythat:
Alllivingthingsarerelatedbycommonancestry.
Branchingdiagrams,calledcladograms,areusedtoillustrateevolutionaryrelationships.
Cladogramsarebasedonshared,inheritedfeatures.
Cladogramsrefineourabilitytounderstandandinterpretevolutionaryhistory.

Assessment of objectives: Students will take a post test and a pretest.

Standards:
For science lessons:
E5. Read write and speak grounded in evidence.
S7. Engage in argument from evidence.
M6. Attend to precision

LifeScience,ContentStandardC:BiologicalEvolution

 Thegreatdiversityoforganismsistheresultofmorethan3.5billionyearsofevolutionthathasfilledeveryavailable
nichewithlifeforms.
Themillionsofdifferentspeciesofplants,animals,andmicroorganismsthatliveonEarthtodayarerelatedbydescent
fromcommonancestors.
Biologicalclassificationsarebasedonhoworganismsarerelated.Organismsareclassifiedintoahierarchyofgroups
andsubgroupsbasedonsimilaritieswhichreflecttheirevolutionaryrelationships.

Accommodations: Identify the struggling learners, and pair them with others that are not struggling.
For ELL, have them work with their resource teacher translate the terms list.

Safety concerns: The teacher needs to make sure that the students are working on the correct
website, and not going to inappropriate sites. Make sure the students, have the ability to ask
questions, without ridicule, or undue stress. The students need to treat each other respectfully
always.
Equipment and materials:
What the teacher needs: The teacher will need a laptop with internet capability, the brainstorming
sheet, and the engage vehicle power point.
What the students need: The students will need their laptops, pretest, posttest, terms sheet, and
traits sheet.
Advance preparation: Print out the pretest, posttest, terms sheet, and traits sheet.
Preassessment: Use the attached What do you know pre-test
Extension activities: If students get through the web site quickly then have them do the special
assignment at the end

Backup plans: If the internet is not available you might need to use your cell phone as a temporary
hotspot.

Engagement: Estimated Time: 10 min

Directions - what the teacher does Probing questions (connect prior
and how
knowledge and create a Need to
know)
What do these vehicles have in
common?
The teacher needs to show the
power point with the different
vehicles.

What are these pictures of?

What is a different trait that they all
share?

Expected student responses and

possible misconceptions
Wheels, doors, engines
Trucks, cars, motorcycles.
Door, color.
Bike, model T, steam train.

What could be their common

ancestor
Formative Assessment: How will you assess if students are ready to move forward?
The teacher will lead a discussion on which trait is the best to show how the vehicles are related. Once the
class has come to a consensus it is time to move on to the explore.

Exploration: Estimated Time: 15 min

Directions - what the teacher does and
how the teacher will direct students
The teacher will give each table two of
the organisms that are on the brain
storming worksheet. The Students will
then have answer the below questions

Whatfeaturesdotheyshare?
Howaretheyrelated?

Probing questions

Expected student responses and

possible misconceptions
Are we evolved from monkeys?

Dotheirorganismsshare
featuresbecausetheywere
inheritedfromthesame
ancestor,ordidtheir
organismsevolvesimilar
featuresindependently?

Whatotherfeaturescouldbe
usedasabasisfor
comparison?

Dotheythinktheirorganisms
arecloselyrelatedtoeach
other?Whyorwhynot?

This is a common
misconception, mention that we
most likely share a common
ancestor based on traits, and
DNA evidence.

Formative Assessment: How will you assess if students are ready to move forward?
Once the students have had time to discuss their answers as a group ask them to present their evidence to
the class. Ask the class if they can expand on the answers or doe the group thought of everything.

Explanation: Estimated Time: 45 min

Directions - what the teacher does and
how the teacher will direct students

The teacher will then begin the module.

This can be done individually if a unit of
evolution has previously been taught, if
not then it is recommended to walk the
students through the exercise.

Probing questions

Expected student responses and

possible misconceptions

Do these organisms look

related?

No these are not related. Yes,

they are related.

What we know about how living The breath air. Some do breathe
things are related?
air but not all organism do.

What we know about how living They share DNA. The share
things are related?
limbs. They share features.

Formative Assessment: How will you assess if students are ready to move forward?

They will have completed the website activity.

Elaborate: Estimated Time:

Directions - what the teacher does and
how the teacher will direct students

Probing questions

Expected student responses and

possible misconceptions

The teacher will mention that what we

have been doing with this activity is
following in Darwins footsteps. When
Darwin saw the different organism on
the Islands he saw the shared features,
yet saw that they were different.

What do you know about

evolution?

People came from monkeys.

(Again this is a huge
misconception that people still
think about when talking about
evolution.)

Has evolution been proven to

be true, in other words is there
a Law of Evolution?

Mention that there was a

common trait that was in a
common ancestor like in the
exercise we completed.

Yes, evolution is fact and a law.

Or Evolution is false.

Mention that evolution is a

theory that we use today
because it is repeatable,
predictable, and it explains
observable phenomena. It has
not been proven 100% yet.

Formative Assessment: The students will complete the posttest.

Evaluate: Estimated Time: 10 min

Day 1 End of day formative assessment: The pretest test and answer key are on the website
http://www.ucmp.berkeley.edu/education/explorations/tours/Trex/guide/index.html
Day 2 End of day summative assessment: The posttest. The posttest and answer key are on the website.