Running head: ANNOTATED BIOLOGY LESSON PLAN 1

Annotated Biology Lesson Plan

Jessica Wung

University of Maryland University College EDTP 635

October 26, 2018

ANNOTATED BIOLOGY LESSON PLAN 2

Teacher Standards I will demonstrate through this lesson:

NSTA Standards:
• C.2.a Core Competencies
o All teachers of biology should be able to lead students to understand scientific
theory and principles of evolution

• C.2.c Advanced Competencies

o Teachers of biology as a primary field should be prepared to effectively lead
students to understand the molecular basis of evolutionary theory and
classification.

Grade: 9th Lesson Topic: Applying the concepts of

DNA, mutation, and reproduction to natural
selection.

Unit: Evolution Time Allotted: 50 minutes

Context for learning:

• Type of lesson: Developmental

• Prior knowledge: Students will already be familiar with the concepts of DNA,
mutations, and reproduction. Students should have a solid understanding of the
aforementioned topics as they already have had a few formative and summative
assessments. Students will already be familiar with the more basic concepts of evolution
and the overall concept of natural selection.

• Technology: Students have ready access to computers and internet. The tables for class
data will be a shared Google document that students can edit and input their data on the
computer. Students will then have access to the document at home to complete the
follow up questions.

• Room arrangement: For individual work, students are seated in rows at individual
desks, and laboratory stations are arranged on the sides of the classroom. Each station
can fit 4-5 students to facilitate groupwork on lab assignments.

Curriculum Standard Addressed:

• CLG 1.2.4 The student will formulate a working hypothesis.

• CLG 1.2.5 The student will test a working hypothesis.

• CLG 1.2.7 The student will use relationships discovered in the lab to explain phenomena
observed outside the laboratory.
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• CLG 1.4.1 The student will organize data appropriately using techniques such as tables,
graphs, and webs.

• CLG 1.4.2 The student will analyze data to make predictions, decisions, or draw
conclusions.

• CLG 1.4.6 The student will describe trends revealed by data.

• CLG 1.4.9 The student will use analyzed data to confirm, modify, or reject a hypothesis.

• CLG 3.4.1 The student will explain how new traits may result from new combinations of
existing genes or from mutations of genes in reproductive cells within a population.

Objectives:

Cognitive Objectives:

Students will be able to use their background knowledge of DNA mutations and
reproduction to explain the process of natural selection. Students will be able to use their
background knowledge in a group setting to explain the phenomena demonstrated in the lab
activity. Additionally, students will be able to demonstrate higher order thinking skills, mainly
synthesis, to determine relationships between what they observed in the activity and the “real
world”.

Affective Objectives:

Students will use their previous knowledge of natural selection, DNA mutations, and
reproduction to complete the lab activity. After a review of the concepts at the beginning of
class, students will be able to collect and share data as a group within the given amount of time.
Students will be able to complete the follow up questions independently to turn in as a formative
assessment at the beginning of the next class.

Materials:

• PowerPoint presentation on bead reproduction (for teacher)

• Differently colored plastic beads (red, black, white, pink, blue)
o Each group will have 15 of each color (and some extra)
• 2 types differently colored patterned cloth (lab groups will have one or the other in their
trays).
o One type of cloth will be labelled #1 and the other #2. Cloth #1 will be distributed
to half of the groups and Cloth #2 distributed to the other half.
• 6 small containers with lids for each group (5 to hold each color of bead, 1 to mix beads
in)
• Foam trays
• Bead lab worksheet
• Graph paper
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• Of Hawaii, Birds, Evolution and Poetry in Science article and questions

Proactive Behavior Management:

I will set aside the first day of class at the beginning of the school year to go over
classroom rules and policies to create procedures for students and allow them to understand what
the expectations are (McIntyre, n.d.). It is also imperative to consistently enforce the classroom
rules and expectations; otherwise, it can cause confusion for students as they are not sure what
consequences to expect. I will also practice assertive disciple, and escalate consequences in
response to unwanted behavior as appropriate (McIntyre, n.d.).

At the beginning of class, students are expected to pick up the materials on their way in
and sit at their desk until the bell rings to signal the start of the class period. Establishing this
routine at the beginning of the year is critical to maximizing instructional time by minimizing the
amount of time students spend getting class materials. Once class begins, students are expected
to take out their warm-up sheet and spend a few minutes completing it quietly until it is time to
discuss it as a class. Warm-ups will be graded, which will increase student motivation and
minimize disruption at the beginning of class.

I will then go over the lab assignment with the whole class and make sure to emphasize
the different parts of the lab (hypothesis, data collection, and follow up questions). Only after all
students have a complete understanding of what is required of them for the assignment, will they
be allowed to go to their lab stations with their group. This strategy will help ensure a smooth
transition to productive group work, rather than confusion over what they are expected to do.

The class clown will be seated as close to me as possible; in this way, I can address any
off-task behavior as soon as it arises with minimal disruption to the class. This strategy also has
the added benefit of controlling his behavior through proximity. Both verbal and non-verbal
cues will be used to redirect his behavior. The opinionated female student will be seated as far
away from her friends as possible to minimize the amount of distractions and disruptive
behavior.

For the gifted student with ADHD, I will seat them close to the front of the room in order
to redirect and remind them as needed with minimal disruption, but seat them away from
windows, doors, and the class clown (Morin, 2014). Gifted students often need a challenge in
order to further develop their learning skills and area of strength (Grantz, 2017). I am not sure
where this particular student’s strength lies; however, I will be sure to incorporate a higher-level
challenge for this student with every lesson.

Provisions for Student Grouping:

I will take into account the skill level of each student and pre-assign students to create
balanced groups and assign each group to a lab station. Students at lower levels will be put with
higher level students so they may learn through observing or being scaffolded by their peers. By
using this strategy, I can minimize the amount of disruptions and off-task behaviors and
encourage effective group work (McLeod, 2018). Groups and their respective stations will be
ANNOTATED BIOLOGY LESSON PLAN 5

projected onto the board so students are aware of where they will go and who they will work
with.

Part of a student’s overall grade in the class will be based in participation, or how well
they contribute to group work. This grade will not be very heavily weighted, and at most will be
worth 5%. I will inform students that I will be walking around and observing how productive
each group member is. This strategy will promote student motivation and effective group work,
and minimize disruptive behaviors.

The athletes will be spread across different groups if possible to minimize the potential of
them distracting each other from the activity. The shy, overweight newcomer will be grouped
with a student that is extroverted with high interpersonal intelligence to help bring them out of
their shell and possibly make a new friend. The gifted student with ADHD will be grouped with
the student with learning disabilities so that they can either be scaffolded by the gifted student or
learn by observing. This also presents the gifted student with ADHD a challenge, as they can
further familiarize themselves with the content and attain a deeper understanding by teaching
their peer the material (Fiorella & Mayer, 2013).

Additionally, groups will have as much of an even mix of genders and ethnicities as
possible, as students tend to perform better in mixed-gender groups (White, 2013). By mixing
different ethnic backgrounds and genders in a group, students are exposed to different
perspectives they may have not considered before (Hutchinson, n.d.).

Warm-up/Opening (5 minutes):

I will ask the following questions on the board to review background knowledge and lead
today’s lesson with the students:
1. What might cause variation in a population?
2. What are some examples of variation?
3. What is natural selection, and why is important for evolution?

Motivator/Bridge (10 minutes):

I will read out the objectives for the day and bring the attention of the whole class to the
lab assignment they picked up and go over the directions and different parts of the assignment
they are required to complete. Additionally, I will go over potential questions the students may
have and communicate my expectations for group work for the class. I will also go over an
example of bead reproduction with the class as a whole. After showing the students what groups
and lab stations they are in and answering a few student questions, students are dismissed to their
assigned groups and lab stations.

Procedural Activities:

1. Material distribution: Students are to pick up class materials (bean lab packet, graph paper,
and article) as they enter the classroom. This utilizes the transition time between classes
rather than instructional time for students to pick up the needed materials for the class.
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2. Warm-up (5 minutes): Once the bell rings, I will direct attention to the agenda and then
warm-up. Students will spend a few minutes answering the questions, then I will call on
students for their answers.
3. Lab assignment overview (10 minutes): After going over the warm-up, I will direct
attention to the lab assignment the students picked up on their way into the room and
emphasize the different parts of the assignment. I anticipate the students may ask the
following questions, and will address them in my activity introduction:
a. What if we don’t have 5 members in our group to be a predator for each generation?
i. Answer: Then someone in the group will be a predator again so that there is
data for each of the 5 generations.
b. I don’t understand what “for every bead left in the box, add one more of that color”
means.
i. Answer: Each bead will reproduce to have one child/offspring. That means if
you have three red beads left on the tray after the predator for that generation
is done, each red bead will have a baby. So you will add three new red beads
to the tray so the next generation will have six red beads in total.
ii. Demonstrate bead reproduction using a presentation.
c. Explain how to input lab group data on the class data table and go over guidelines for
making graphs for tonight’s homework.
4. Group lab work (25 minutes): Students have until 10 minutes before the end of class to
work on the lab and enter in their data on the class data tables.
5. Clean up (5 minutes): Students are to put away the beads in their respective containers and
pick up any that may have fallen to the ground. The lab station should be returned to its
original state.
6. Summary (5 minutes): Wrap up the activity by linking back the concepts from the
beginning of class and applying them to the context of the lab.

Adaptations:

The lesson is geared towards multiple learning styles:

• Kinesthetic: Picking the beads to simulate natural selection and predation will help the
kinesthetic student learn by doing.
• Verbal: Students with a preference for verbal learning will benefit from the written
instructions on the packet.
• Visual: The bead reproduction presentation will help clarify the lab instructions for visual
learners.
• Auditory: My verbal explanation will benefit students with a preference for auditory
learning.

This lesson can also be adapted for the following students:

• Student in a wheelchair: They can sit in their usual seat with their group members
sitting with them rather than at a lab station.
• The hearing-impaired student: They can benefit from the visuals on the board and
written instructions on the lab packet.
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• The student with learning disabilities who reads 2 grades below level: The student
will be able to understand the concept of the lab activity by watching the bead
reproduction example presentation. Guided practice is helpful for students with learning
disabilities by breaking down or outlining the steps needed to complete the activity
(Eredics, 2016). I can pre-label the x and y axis titles on a piece of graph paper for the
student to use. The student will also have ready access to a dictionary to look up any
definitions as necessary.

Assessment:

I will walk around the room and check in on each group to take notes on how well each
student is interacting with each other and participating. The notes are also helpful for working
out group dynamics and shifting around students if necessary for future activities. Additionally,
circulating the room allows me to clear up any misunderstandings or questions students may
have about the activity, and address off-task behavior.

The lab packet will be turned in as a formative assessment to see how well the students
understand the material in general. The concepts in the lab activity will show up on the
summative assessment at the end of the unit. Gauging the level of understanding the class has as
a whole will help me assess whether clarification or modification is needed for future lessons.

Summary/Closure:

After students have cleaned up, I will direct their attention back to me as I wrap up the
activity and link back the concepts discussed in the warm-up.
• What were the variations in the population of beads?
• How do you think the variation in color developed in the population?
• How might color be an adaptation?
• Why is natural selection important for evolution?

Generalization/Extension Activity:

If students are done with the lab packet before the end of class, students may read the
article Of Hawaii, Birds, Evolution and Poetry in Science by Carolyn Bell (2000) they picked up
and answer the corresponding questions. The article will not be due the next day for homework
to allow students enough time to complete the bean lab packet, but will be due the day after for
homework.

Review/Reinforcement (Homework):

Their homework will be to complete the follow-up questions on the bead lab packet, as it
is very likely there might not be enough time for students to complete the whole packet in class.
However, students should be done with data collection by the end of class. Students will be also
able to refer to the class data on Google Docs at home to complete the follow up questions.
ANNOTATED BIOLOGY LESSON PLAN 8

Reflection:

Students are restless at the end of the day, yet eager to learn. I tried to incorporate their
energy by providing a hands-on interactive activity that students complete in a group setting.
Group work encourages student to student relationships and peers scaffolding their lower level
peers. Peer tutoring has the benefit of promoting “academic and social development for the tutor
and tutee” (Hott & Walker, 2012). I would also aim to create diverse groups by taking into
account gender, ethnic background, and academic level to foster a deeper understanding of the
material and inter-ethnic friendships (“Why use cooperative learning”, 2018). Students are also
not required to sit down for the duration of the lab, and are free to stand and move around to
work off their energy for a more productive and effective group environment.

Students with disabilities were considered during this lesson. Instructions were both
written and verbal to accommodate the hearing impaired student and student with a low reading
level. Additionally, one of the more potentially confusing aspects of the activity, the bead
reproduction, was modelled in order to accommodate visual learners as well as lower-level
students. An example data table was provided on the lab activity packet to demonstrate what is
expected for their data collection, and the equation for percent of total was given as well.

I did a similar activity in the past when I was a long term substitute teacher, and one of
the pitfalls was that students did not fully understand bead reproduction. As a result, I put more
effort into explaining and modelling the process of bead reproduction to the whole class to avoid
having to answer the same question multiple times and interrupting the flow of the activity. I am
satisfied with the example presentation, and feel as though the visuals will provide a clear
explanation to the whole class, even to students with low language levels. The language in the
presentation is simple yet straightforward using mostly Tier 1 words, so ELLs will also be able
to understand the text.

Students at this current time are very familiar with technology, as they have grown up in
a digital age (Covino, 2018). Utilizing services such as Google docs, which allows for multiple
users to edit a file and tracks any changes made to the document, can be invaluable to the
classroom. Google docs can be especially seamless and efficient when integrated with a similar
service such as Google Classroom, where teachers can post, assign, and create assignments
online for students to easily access with internet. I used PowerPoint for my presentation, but I
am much more used to using ActivInspire, a presentation software used for Promethean
smartboards. It allows for more creativity with presentations, but it is not guaranteed that I will
have access to a Promethean Board in my classroom.

This activity took a decent amount of time to put together. Most of the time was spent
creating the lab activity packet and coming up with the follow up questions, as I wanted to
challenge the students to synthesize the information and apply their knowledge. I kept adding
and changing the document based on what I experienced previously with a similar activity, and
how the students would potentially respond to it. At this present moment I am satisfied with the
current state of the activity, but I expect it to evolve over time as I change it to accommodate
different students and their needs.
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References

Bell, C. (2000, July 25). Of Hawaii, evolution and the poetry in science. Retrieved

http://unisci.com/archives/20003/0725001.htm

Covino, R.M. (2018, June 18). If you’re looking to attract Gen Z, technology is the way.

Retrieved from https://csnews.com/if-youre-looking-attract-gen-z-technology-way

Eredics, N. (2016, August 4). 5 easy ways to teach students who work below grade level in your

classroom. Retrieved from https://www.edutopia.org/discussion/5-easy-ways-teach-

students-who-work-below-grade-level-your-classroom

Fiorella, L. & Mayer, R.E. (2013). The relative benefits of learning by teaching and teaching

expectancy. Contemporary Educational Psychology, 38, 281-288.

https://doi.org/10.1016/j.cedpsych.2013.06.001

Grantz, C. (2017, September 2). Gifted students can take care of themselves right? In

Foundations of Education and Instructional Assessment (Diversity: classroom practices

and law). Retrieved from

https://learn.umuc.edu/d2l/le/content/325628/viewContent/13562694/View

Hutchinson, Y.D. (n.d.). A friend of their minds: Capitalizing on the oral tradition of my African

American students class anatomy. Retrieved from

http://www.goingpublicwithteaching.org/yhutchinson/

Marzano, R.J., Marzano, J.S., & Pickering, D.J. (2003) The critical role of classroom

management. In Classroom management that works: Research-based strategies for every

teacher (Chapter 1). Retrieved from

http://www.ascd.org/publications/books/103027/chapters/The-Critical-Role-of-

Classroom-Management.aspx
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McLeod, S. (2012). Zone of proximal development and scaffolding. Retrieved from

https://www.simplypsychology.org/Zone-of-Proximal-Development.html

Morin, A. (2014). At a glance: Classroom accommodations for students with ADHD. Retrieved

from https://www.understood.org/en/school-learning/partnering-with-childs-

school/instructional-strategies/at-a-glance-classroom-accommodations-for-adhd

White, C. (2013, August 31). Study indicates that students may learn better in mixed gender

groups. Retrieved from https://www.education.wisc.edu/soe/research/research-

news/2013/08/31/study-indicates-students-may-learn-better-in-mixed-gender-groups

Why use cooperative learning? (2018, May 07). Retrieved from

https://serc.carleton.edu/introgeo/cooperative/whyuse.html
ANNOTATED BIOLOGY LESSON PLAN 11

Natural Selection Bead Lab

This lab demonstrates the effect of natural selection on populations of predator and prey. You
act as a “predator” in an environment filled with “prey” (beads) that have different variations
(color).
Materials:
• Plastic beads (red, black, white, pink, blue)
• Patterned cloth
Question: How might different adaptations to the environment impact survival rates?
Hypothesis (What color beads will be left and why?):

Procedures:

1. Circle the # cloth you have: 1 2

2. Take 15 of each color beads from the container and mix them together.
3. Pour the beads onto the cloth in the box. One group member (”predator”) will quickly
pick 20 beads from the cloth.
a. Look away between each “feeding”
b. You must take the first bead you see
c. No “hunting around” for a bead
4. Count the number of each bead left in the data table.
5. For every bead left in the box, add one more of that color to represent offspring.
a. For example, there are 3 red beads left. 3+1+1+1=6 red beads for the next
generation.
6. Mix the beads in the empty container and repeat so every group member has been a
predator. Each predator represents one generation. If you have less than 5 group
members, repeat until there have been 5 generations. Record your data in the table.
7. Enter your data in the class data table.

Data Tables:

AT START
Red Black White Pink Blue TOTAL
NUMBER 15 15 15 15 15 75

PERCENT 20% 20% 20% 20% 20% 100%

OF TOTAL
# 𝑶𝑭 𝑩𝑬𝑨𝑫𝑺
PERCENT OF TOTAL = 𝑻𝑶𝑻𝑨𝑳 𝑩𝑬𝑨𝑫𝑺 𝑰𝑵 𝑩𝑶𝑿 × 𝟏𝟎𝟎
ANNOTATED BIOLOGY LESSON PLAN 12

GENERATION 1
Red Black White Pink Blue TOTAL
NUMBER

PERCENT 100%
OF TOTAL
# OF
OFFSPRING

GENERATION 2
Red Black White Pink Blue TOTAL
NUMBER

PERCENT 100%
OF TOTAL
# OF
OFFSPRING

GENERATION 3
Red Black White Pink Blue TOTAL
NUMBER

PERCENT 100%
OF TOTAL
# OF
OFFSPRING

GENERATION 4
Red Black White Pink Blue TOTAL
NUMBER

PERCENT 100%
OF TOTAL
# OF
OFFSPRING

GENERATION 5
Red Black White Pink Blue TOTAL
NUMBER

PERCENT 100%
OF TOTAL
ANNOTATED BIOLOGY LESSON PLAN 13

Class Data

Number of beads left after Generation 5 for CLOTH #1

Group # Red Black White Pink Blue

Number of beads left after Generation 5 for CLOTH #2

Group # Red Black White Pink Blue

Follow-up Questions (Homework):

1. Describe your “environment” (What color and pattern of cloth you had).

2. What helped the “organisms” survive in your environment? Why?

3. Explain which color “organism” was the MOST FIT in your environment?
ANNOTATED BIOLOGY LESSON PLAN 14

4. Explain which color “organism” was the LEAST FIT in your environment?

5. Using YOUR data, make a graph on graph paper to show the relationship between the
numbers of each color organism and time
a. Think about the type of graph that would work best
b. Think about what should go on the x axis and y axis (don’t forget to label the
axis!)

6. How did your hypothesis compare to your data?

7. What trend did you notice in the class data?

8. Describe “survival of the fittest” in your own words.

9. How is ADAPTATION different from VARIATION?

10. What might cause variation in a population?

11. Think about the lab. What would be a real world example of natural selection?

12. In this lab you observed how predators can drive natural selection by affecting their prey.
How could predators be affected natural selection?
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Title: _______________________________
ANNOTATED BIOLOGY LESSON PLAN 16

Bead Reproduction Example Presentation

ANNOTATED BIOLOGY LESSON PLAN 17
ANNOTATED BIOLOGY LESSON PLAN 18

Of Hawaii, Evolution, and Poetry in Science

By Carolyn Bell
http://unisci.com/archives/20003/0725001.htm

Several million years ago, when Kaua`i was the youngest island in the Hawaiian archipelago,
and Pele made her home in the caldera atop Mount Waialeale, a small flock of finches made
landfall somewhere in the Hawaiian Islands, exhausted from their trans-Pacific journey.

Perhaps they had been blown off-course by a hurricane.

(Editor's Note: Thus begins the current Eruption Update by scientists at the U.S. Geological
Survey Hawaiian Volcano Observatory. The Update is often preceded by informative science
notes. In this case, those notes rise to the level of poetry.)

The odds against their making the crossing, 2,500 miles over open ocean, were staggering. If the
birds were able to find food to eat, cover from the elements, mates, and suitable places to build
their nests, they would have thrived.

For here there were no mammals to prey upon them, no diseases to sicken them, and few, if any,
other birds to compete with them for food or nest sites.

In this profound isolation, with a variety of food sources and habitats, some of the colonists did,
in fact, thrive. Very slowly, over millions of years of evolutionary time, the original finch species
evolved to become several separate species, each adapted to exploit a different foraging style or
habitat.

This process, called adaptive radiation, eventually gave rise to a spectacular array of forest birds
found nowhere else in the world.

* The flame-red 'I'iwi, for example, evolved a long, sickle-shaped beak specially adapted for
sipping nectar from the long tubes of lobelia flowers and ohi`a-lehua.

* The 'Akiapola'au, with its elaborate two-part beak, is particularly skillful at extracting insect
larvae from dead trees.

* The Palila has developed a thick, strong beak for crushing the hard seed pods of mamane trees.

These diverse birds, along with 29 others, make up the group we know as the Drepanidinae, or
Hawaiian honeycreepers.

From North America, Asia, and the South Pacific, other kinds of birds came, carried on the
winds of other storms.

By the time Polynesians arrived, in addition to the honeycreepers, the archipelago harbored its
own species or subspecies of crow, hawk, rail, owl, duck, goose, coot, and stilt, as well as two
petrels, five thrushes, five honeyeaters and five types of `Elepaio.
ANNOTATED BIOLOGY LESSON PLAN 19

Forest birds became integral parts of Hawaiian ecosystems, serving as pollinators, seed
dispersers and insect predators. They also became integral parts of Hawaiian culture, the brilliant
yellow feathers of the `O`o cloaking the king, and 'Elepaio guiding canoe makers to the best koa
trees.

Tragically, the very isolation that encouraged this amazing radiation has also been the birds'
undoing.

Sheltered on the islands for millions of years, the birds lost their ability to deal with mammalian
predators and disease. Introduced cats, rats, and mongoose found Hawaiian birds easy prey.

Avian malaria and pox devastated bird populations, much as other new diseases devastated the
native Hawaiian population after Western contact.

Alien plants and feral ungulates (hoofed mammals) degraded the birds' habitat, and exotic birds
and introduced insects competed with native species for food.

As a result, about half of the original Hawaiian birds have become extinct since human contact,
and about half of the remainder (31 species) are endangered. Many species -- the Nukupu'u, for
example, and the Bishop's `O`o -- slipped into oblivion before we could even record what they
ate or how they raised their young.

Public concern for the natural heritage of Hawai`i has inspired growing efforts to study the
remaining birds and to develop safe, cost-effective methods for protecting and recovering them.

The goal is to preserve the honeycreepers for our children's children, so that long after the newest
volcano in the Hawaiian chain, Lo`ihi, has broken the surface of the ocean, and her slopes have
become cloaked in rainforest, a small honeycreeper may find its way there in a storm and begin
the process of adaptation and speciation anew.

(Final Editor's Note: The Eruption Update follows this text, at which point it is so anticlimactic
as to be virtually irrelevant.)

[Contact: Carolyn Bell]

25-Jul-2000
ANNOTATED BIOLOGY LESSON PLAN 20

Of Hawaii, Evolution and the Poetry in Science Questions:

http://unisci.com/archives/20003/0725001.htm

1. What were some adaptations the finches developed to give them an advantage in
surviving?

2. How do you think the original finch species branched into several different species?

3. What environmental changes led to the extinction of many finch species?

4. Are environmental changes always negative for species, or could some changes be
beneficial to certain species?

5. Does extinction always occur because of environmental changes? Explain.

6. What is your prediction of the fate of future finch generations? Explain.