Signature

Assignment Science
Lesson Plan
 Ms. Barrera’s
Biology Class

Title: Natural Selection

Time frame: 90 minutes

Number of student: 34

IEP students: 3

EL learners: 2

504 plans: 2

All students have iPads given to them by

the school district.
 Learners
Grade level: 10-11 graders

1
16 females
18 males

Students have an array of learning abilities including audio,

kinesthetic, and visual.

94% - Hispanic/ Latino

6% - White

2 students hard of hearing

6 students visual problems

Students seem to be very interested when doing labs for the class.
They are very social and are quick to participate.

EL students are paired with students who speak fluent spanish

and english.
As a biology teacher, I believe in Progressivism
where students test ideas by active experiments.
They are able to solve problems as they arise and
become critical thinkers when questions are being
asked. I want to engage students by making
learning fun through kinesthetic activities. By the
teachings of humanistic approach, I want to help
students get to their full potential. Giving students
goals will help them achieve whatever they set
their minds to.
 Teacher
Students will use their iPads to interact with Classkick
through the lecture about Natural Selection.

2
I will generate a random name maker to pick students
randomly to state thoughts and answers to questions in
powerpoint presentation on Natural Selection.

I will provide paper handout to those students who forgot

their iPads at home.

Students will work in groups to complete the activity

handout pre questions and post questions about the
Natural Selection Lab.

Students will be able to relate lab activity with the

concept of Natural Selection.
 Target
Objective:
HS-LS4-2. Construct an explanation based on

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evidence that the process of evolution primarily results
from four factors, (1) the potential for a species to
increase in number, (2) the heritable genetic variation of
individuals in a species due to mutation and sexual
reproduction, (3) competition for limited resources, and
(4) the proliferations of these organisms that are better
able to survive and reproduce in the environment.

Goal: Students will work in groups of four to understand

how different beak sizes, shapes, and food available will
lead to natural selection for birds.

Outcomes: Students will be able to understand

vocabulary, lecture, and relate lab activity to concepts
about natural selection by achieving a 75% accuracy in
the end of the lesson summative test.
Materials and Supplies
● iPads
● Handout of lecture
● Classkick code to see lecture
● Lab handout
● Lab material Beak: Clothespin, Fork,
Spoon, Tweezer Food: Pinto beans,
Macaroni, Toothpicks, Rubber bands
● Exit Ticket
IEP, 504, & EL learners
Put IEP students and students with visual problems in the front

504 students have accommodations ready if necessary.

EL learners will have google translate or student translator. I will provide a

sheet for the lecture that is translated to spanish. They will work with groups
with Eng/Span speaking students.

Students with IEP and those who are EL learners will have a modified
grading system on the lab questions on handout and on the Assessment the
following day.
Interaction
Students will have vocabulary, videos, and information
from textbook in lecture on Classkick.

Rules of Classroom are posted on walls.

Rules to Group work are posted on walls

 Assessment
Pre-Assessment:
Students will take quiz after Classkick presentation on

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lecture material that questions how species increase
population, genetic variation, and competition of species.

Students will switch quizzes with classmates to receive their

corrected assessment at that time.

Formative:
After natural selection lab, students will have to complete an
exit ticket quiz that covers the information throughout the
lab activity such as beak variation and survival.

Summative:
At the end of the week, students will study all quizzes and
take a summative test on natural selection vocabulary,
concepts, and lab procedures in their goal to get an 75%
accuracy on the assessment.
Student Responsibility for Assessment

Study Lab Handout Reflection

Students will study Students will answer Students will write a
the concept of natural pre, mid, and post reflection about the lab
selection, the quizzes, questions about activity stating what
and other lab activity of natural they liked, disliked,
information in order selection. They will what went wrong, and
to understand the turn this in as an lab things they would
material for the assignment. change about lesson.
summative test.
 Instruction
Entrance: 5 mins
● Students will walk in and place their phones in

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assigned pockets while attendance is being taken.
● Students will sit in assigned seats and get out a piece
of paper for Daily Article.
Beginning: 10 mins
● Daily Article is posted online and link to find article.
The purpose of the Daily Article is to read about
research or a story that involves science. They are
moving from class to class and a science article will
help them prepare to get their brains focused on
subject. The article will involve topic being discussed
for that class period.
● Students answer two questions: 1. What do you think
the article is about? 2. With the information from the
article, how can this improve or hurt the society?
● Students turn in all Daily articles at the end of the
week.
Instruction Cont.
Instruction: 30 mins
● Students will be given Classkick code to see lecture on iPad in front of
them as educator teaches. Classkick allows students to be interacted
in lesson by answering questions on natural selection lecture.
Answers will appear on educators side screen.
● Questions will be asked to students by randomly picking sticks so
students will be encouraged to always have a thought on hand.
Random sticks allow students to be picked fairly instead of educator
specifically picking on a student.
● After natural selection lecture, students will take quiz on what they’ve
just learned about the increases in species population, genetic
variation, and competition with species. Student peer correction will
follow.
Lab: 40 mins
● Students will be in pre-set groups in order to complete lab handout of
questions, procedures, and graphs.
Conclusion: 5 mins
● Students will have an Exit ticket that restates objective information,
lab, and natural selection concepts throughout the activity.
Use Charts to present
data in lab activity
86%

59%
50%
37%

Q1 Q2 Q3 Q4
Multiple Means

Engagement Expression
Representation
 UDL Principles
Representation
Students are able to see the
lecture on board and iPads in
front of them. They interact with
lecture questions on Classkick.
This will allow them to hear,
look, and write their own notes
and answers in the lecture. If
student does not have iPad,
paper copy will be provided.
Translated lecture will help
Spanish speakers understand
material. Google translate is
available at hand to EL learners.
Objective stated multiple times.
Engagement Expression
Students will see vocabulary, lab
Students will work in partners to
handouts, videos, powerpoint
answer direct instruction
presentation, verbal instruction, and
questions. They will work in
lab activity to understand Natural
groups when performing lab
Selection for summative test.
activity. They will work
Summative test will be created
individually on quizzes and
based on quizzes and handout
through studying to understand
questions received from students.
material. Keep students engaged
Students will utilize technology
with interactive instruction and
through lecture and to research
lab activity on subject. As
information in lab activity. The
educator walks around, positive
objective will be posted on board,
and constructive feedback will
lecture, and lab handout so it’s
be stated.
easily accessible to students.
Student feedback at end of chapter.
 Management
Students are responsible of putting phone in pocket and educator will
check.

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Repetition of daily article will help student perform routine.

On classkick, teacher can monitor students responses and cover material

further based on understanding of questions in direct instruction.

Educator pre-sets groups to combine EL learners and spanish/english

fluent students. Other groups will consist of top students and struggling
students mixed so they can aid the efficiency of the lab activity.

Teacher will walk around the classroom to give positive and

constructive feedback.

Teacher will assess the lecture quizzes, exit tickets, and lab handout for
summative test.

Model ideal behavior and offer praise, educator will use positive praise
and language to encourage and create a safe environment (Guido,
2018).
 Reference
Classkick - Helping Teachers Be Awesome. (n.d.). Retrieved May 26, 2019, from
https://classkick.com/

Guido, M. (2018). 20 Classroom Management Strategies and Techniques.

Retrieved from
https://www.prodigygame.com/blog/classroom-management-strategies/

Lynch, M. (2017). 5 Things Educators Should Know About The Philosophy of

Education. Retrieved from
https://www.theedadvocate.org/5-things-that-educators-should-know-abou
t-the-philosophy-of-education/

“NGSS for California Public Schools, K-12.” (2015). NGSS for California Public
Schools, K-12 - Science (CA Dept of Education), Retrieved from
www.cde.ca.gov/pd/ca/sc/ngssstandards.asp

Nisbet, J. (2019). Universal Design for Learning: Principles and Examples for
2019. Retrieved from
https://www.prodigygame.com/blog/universal-design-for-learning/