Webster University Unit Plan Template

Webster University Unit Plan Template
Use this template as a guide in planning your unit. Your unit should be a minimum of 5 lessons (but
can be more if the situation warrants.)
1. Unit Title,  Theme of the overall unit

Description and  Description of the overall flow of the unit
Rationale  Why this theme is appropriate for the learners at this point
 Why students are learning this information
 The theme of the overall unit is Evolutionary processes. This unit looks
at different aspects of Natural selection and how it relates to evolution.
We will be exploring avenues that help to prove and relate to the
evolution of species as we see it on Earth.
 How the unit is structured is by starting with an introductory notes
lesson to give the students a set of written background knowledge for
reference in future lessons. Next we will explore natural selection
though a simulation lab that allows students to freely explore the basic
concepts of traits and adaptations. This includes a follow-up worksheet
that they will fill out as they traverse the simulation. Following that
lesson, we will look at analogous and homologous structures and
evolution that will span two class periods. This lesson includes student
choice in how they produce what they know for a formative assessment.
Following that lesson, we will complete a “what is a species” worksheet
that looks at DNA sequencing, and adaptations to traits in different
environments. Finally, to end the unit we will complete a study stations
lab that has multiple opportunities for students to practice what they
have learned thought the unit in preparation for their summative
assessment.
 This theme is placed at this point in their learning structure as it
connects previous units as prior knowledge. This allows for a stronger
foundation in understanding new topics that relates to aspects of
biology that no longer look at the microscopic.
 As this is a biology class it is important for students to know where
different species come from, as well as how the scientific community
connects their findings to make conclusions about their origins.
Evolution is how we went from the very first single celled life form, into
what we are today and understanding how this works is important for
students in how they see the world.
2. Description  Grade level: 11th-12th grade

of Setting  Classroom set up: *see below
 Number of learners: 17
 Number and type of adult supports *see below
 Other learning environments accessed outside of the classroom: *see below
Grade level: 11th – 12th Grade
Classroom description and set up: When you enter the room the first thing you will notice is that the
room is structured more longitudinally in its design. There are two doors for entrance into the class with
one positioned at the front, and one at the back. It is made from cement blocks and has two windows on
the far wall facing a small alleyway. The room itself is divided arbitrary into two sections. One half is set
up with wooden tables with black tops for lab set up. There are four short stools per set up, and two
tables push together longways. In total there are six pairs of tables with four tables per group.
Underneath each table cluster is a power strip that plugs into an outlet on the floor. Along the walls on
this side of the classroom are cabinets for storage, microscopes, skeletal models, diagrams of the human
body, and a taxidermized hawk. There is also an emergency shower positioned close to the door, with a
first aid cabinet, fire blanket, and sinks placed in varied locations. The other half of the room is set up for
lecture activities and is comprised of student desks organized in clusters. Each desk is made of wood and
a plastic material that has chairs that are detached from the desk. Each desk is clustered into groups of
four or five and is evenly spaced out in the room. There is a white board at the “front” of the room with a
smart board and a smart TV. On this half of the room there are more cabinets for storage and student
made posters of varied body systems, coloring pages, inspirational posters as well as other student
created projects. On the wall with the windows there is another small whiteboard for the class agenda, as
well as the teacher’s desk and computer. In the middle of the room there is an instructors table with some
drawers for storage and a projector device that connects to the smart board and smart TV.
Adult support: For this room the only teacher supports are Mr. Edwards and me. Though there are a
few students with an IEP and 504, they do not require paraprofessionals. As usual there are other
teachers in the department available for help as well as administration, resource officers, and various
teachers’ assistants. As this is the science hall there are also other teachers around for support if
necessary.
Number of students: 17
Other Learning environments: We have available to us a fully stocked lab with a budget for teachers
to order things in order to help with the classroom functions. These can include organisms to dissect,
models of skeletal systems, preserved plants and animals, and manipulatives to aid in instruction.
Printers are also available in this room. For other necessities there is also a courtyard full of different
types of plants and insects for use if needed.
3. Description Learners with disabilities

of Learners  ELLs
 Gifted learners
 Experiential/background knowledge of the learners
 Cultural diversity of the learners
 Socioeconomic diversity of the learners
These students are either juniors or seniors and have already taken physics and chemistry as
prerequisites to the course. Each student is required to take three years of science for graduation, and this
is their last required semester for the subject. Those students who have not passed first semester biology
will continue to take this class but will need to retake first semester during summer school. Most of these
students are from the suburbs with some students from the inner city and are brought to school via taxi.
In this class there are 17 students in total and four of them have a listed IEP intervention. Two students,
C.K and M.S, both have alternative testing available as well as modified test. Both students have a
speech impediment and may choose to do more written assignments or videos with subtitles. For these
students there is a testing center in the library where there are staff available to read the test to them or
allow for more time. The modified tests consist of removing an incorrect multiple-choice question or
shortening/removing short answer questions from the exam.
Student J.W is hearing impaired and wears a hearing aid. What is listed in her IEP is to talk clearly and
sit her toward the front of the classroom. If there are any videos for instruction, the use of subtitles is
also utilized. Seating close to the source of instruction may also be necessary but normally not an issue
with this student.
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Student A.H has an IEP that indicated he is on the autistic spectrum and has social anxiety listed as a
behavioral trigger. Preferred seating near the instructor is required and the ability to leave the room for
decompression may be necessary. This student is also diabetic and will need to leave for the nurse at
times during the instruction. This student wears a blood sugar monitoring device that is connected to his
phone and will need to always have access to it. This device sends notifications to his phone as well as
his guardians on any change in his condition.
4. National, Any national, state, and/or local standards addressed in the unit (those listed should
State, or Local be assessed in the unit)
Standards
Standard 1: 9-12.LS4. A.1 Communicate scientific information that common ancestry and biological
evolution are supported by multiple lines of empirical evidence. (Clarification statement: Emphasis is
on a conceptual understanding of the role each line of evidence has relating to common ancestry and
biological evolution. Examples of evidence could include similarities in DNA sequences, anatomical
structures, and order of appearance of structures in embryological development. Communicating could
mean written report, oral discussion, etc.)
Standard 2: 9-12.LS4.C.1 Construct an explanation based on evidence for how natural selection leads
to adaptation of populations.[Clarification Statement: Emphasis is on using data to provide evidence for
how specific biotic and abiotic differences in ecosystems (such as ranges of seasonal temperature, long-
term climate change, acidity, light, geographic barriers, or evolution of other organisms) contribute to a
change in gene frequency over time, leading to adaptation of populations.]
Standard 3: 9-12.LS4.B.1 Construct an explanation based on 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 proliferation of those organisms that are better able to survive and
reproduce in the environment. (Clarification Statement: Emphasis is on using evidence to explain the
influence each of the four factors has on number of Organisms, behaviors, morphology, or physiology in
terms of ability to compete for limited resources and subsequent survival of individuals and adaptation
of species. Examples of
5. Unit Plan What should learners know and be able to do at the end of the unit?
Learning Goals  Learning goals may also address specific behavioral or social goals.
 Goals should be written using observable and measurable language.
At the end of this unit students should be able to understand the process of
natural selection and how it is a mechanism for evolution. This can be done with
examples or in an explanation form of assessment. Furthermore, students should also
be able to identify evidence of evolution through means that include DNA analysis,
embryology, reading the fossil record, and understanding Darwin’s descent with
modification. This will be commenced in 4 major parts with the review day as the last
portion of the unit prior to the summative assessment.
Learning goal for the unit:

Students will draw connections to Natural Selection and Evolution though an
evidence-based process, give examples and descriptions of evolutionary theory, and
score a summative assessment of <80%.
Learning goal for each lesson(s);
1. Students should follow along with notes and answer critical thinking questions
with a participation of 100%.
2. Students will use the PHET lab simulation to correlate previous information
into real world scenarios with an accuracy of <80%.
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3. Students will create an open-ended project submission to demonstrate their
understanding of evolution through analogous and homologous pairs through
a checklist approach with a goal of <80%.
4. Walking through a WebQuest, students will begin to comprehend what makes
a species a species with a completion of 100%.
5. Students will go through each study station and use the information they
found to get a better understanding of what they need to study for their test.
This will be a completion grade for the students with a formative goal of
100%.
The final learning goal for the unit will be measures with a summative score of greater
than 80% taken by a class average.
6. Include assessment questions and procedures.

Preassessment  How learner data will be collected.
of Prior  Assessment questions and procedures should address unit goals outlined in
Knowledge and section 5.
Background  How data will be shared with the learners as appropriate.
Information  Keep your assessment data for use in comparison to post-assessment data
At the beginning of the semester, I took a survey asking the students what their
preferred method of learning was to gage how I should set up my lessons for my unit
on evolutionary processes. This survey was based on the multiple intelligences model
and students were given a diagram of what each category stood for, and its definition.
They were told to list their top three best learning formats and then write a short
description of how they think they learn the most efficiently. Using this method also
allows me to limit my own bias methods of teaching to expand my abilities and
comfort levels.
This data was then shared with the students to show what similarities and differences
they have. Data was shown in the form of this circle graph, and I further explained
what each one of the methods of learning meant. Individual answers were not shown
and kept anonymous.
Figure 1,2,and 3:
4th Hour first choice
Musical Bodily-Kinestetic Interpersonal Verbal-Linguistic

Logical-Mathmatical Naturalistic Intrapersonal Visual-Spacial
4
5th Block first choice

7th Hour first choice

Figure 4: This link will take you to a more complete look into this data.
Once I had a data set on how the students learn the most efficiently, I began to set up my lessons
that connected with these forms of intelligence.
For the duration of the unit, I created 10 questions that followed a selected assessment field that allowed
me to monitor progress, and then assess the information after their final summative assessment. The 10
questions used were given to the students in three different formats thought the unit and follow along
with the lessons they coincide with. The assessments included their pre-test which was taken before the
unit started to gage any background knowledge they already have. Then again within their quiz over
evolution and natural selection to monitor progress, and the last unit of measurement was their end of
unit test. Though these questions were not the only questions given to the students during the
assessments, they do have initial critical thinking elements that connect to the standards set for the unit,
and therefore act as a tag to monitor understanding of the content. The standards are listed in this unit
plan where standards are requested, and labeled as such. Below are the 10 highlighted questions that
stayed the same thought out the assessments.
1. At what level does evolution happen?

2. Why do homologous structures suggest common ancestry amongst that group
of organisms?
3. The fact that a beaver and a tiger have many similarities in their DNA
sequences suggests that…
4. A population said to have evolved when…
5. It is believed that dolphins evolved from land animals such as rhinos where as
sharks evolved from fish in the sea. Bothe animals have similar body structures
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as a result of living in water. This describes…
6. Your friend remarks,” The giraffe stretched it neck while reading for higher
leaves, its offspring inherited longer necks,”. Which statement best responds to
your friend is correct?
7. According to Darwin, evolution occurs…
8. For natural selection to occur, these factors must be present…
9. The process of natural selection results in populations of organisms that…
10. Am organisms’ “fitness” is a measure of…
For prior data I had the students take a pre-assessment test before we began the unit. This test had
a total of 25 questions attached to it and it was not for a grade against them. The students were instructed
to do their best and if they didn’t know an answer, they could make their best guess on what they
thought was the correct answer. Again, of those 25 questions 10 of them were the highlighted/tagged
questions that the students would see again in their upcoming quiz and on their exam. This information,
however, was not given to the students until the end of the unit when we went over the data on the class
average. (see figure 5 below.)
Figure 6 below contains the data displayed as a bar graph of the total averages of each question
from each class. This is then divided by the set standards that are connected to each question. Questions
1-3 are tied to standard 1. Standard 2 has questions 4-7, and the last three questions are connected to
Standard 3.
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Figure 6: Class
averages separated
into questions. The
first three questions
are standard 1,
middle four
questions relate to
standard 2, and the
last three coincide
with standard 3.
7. Day by Day Lesson One

General Plan of Provide a brief summary of the lesson including the lesson focus and major activities.
Instruction
This first lesson is a quiz review and then quiz to finish up the first part of the
unit and move into the evolution portion that covers my initial “mini” unit. In this
lesson we will be going over notes on natural selection and evolution. This will give
the students written reference information to use during the unit. My notes include
examples for students to answer for themselves, interactive portions of inference and
observations, as well as physical fossils for students to look at and connect the notes
to.
Lesson Two
Provide a brief summary of the lesson including the lesson focus and major activities.
For the following lesson we will be using a PHET lab simulation to put our notes
from the last class into active learning. This lab uses the example of rabbits and
wolves in an environment where students can control what happens. Some of these
examples are what traits are shown in the simulation, when wolves are included or
removed, environmental differences, as well as limiting factors like food and food
type.
Lesson Three
This lesson is separated into two-days where we will be looking at analogous and
homologous structures. This also investigates their definitions and how they connect
to convergence and divergence evolution. Day one looks at a WebQuest activity
where students will follow along to written directions and write down answers to
questions on the worksheet. Day two focuses on an open submission activity where
students choose either analogous or homologous structures, look up an organism and
display its attributes as it connects to analogous and homologous structures. There is
a check list for the students to follow and can be either a physical poster, or one
created online, a 3d model, or any other form of submission that the student chooses
to show what they have learned.
Lesson Four
What is a species worksheet.
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This worksheet goes through what makes a species separate from other organisms.
Students will follow two different species of foxes, one who lives in the desert, the
other the artic circle, and define what it means to be a different species. They will
explain how natural selection and evolution happened between these two animals and
demonstrate what we can use to define these as different species.
Lesson Five
Provide a summary of the lesson including the lesson focus and major activities.
Study stations.
This study day will take everything we have learned though the unit and place it into
a sample size format for students to do some self-evaluations. There are 5 stations
set up around the room with different types of questions that are connected to certain
standards. In this unit however, because the class test has additional standards
attached to it that are not related strictly to my “mini unit” the only stations that
pertain to evolutionary processes are stations 1,3, 4, and 5. These have part or are
completely within my unit of evolutionary processes and are outlined in the lesson
plan listed at the end of this document.
8. Daily Plans Please insert five fully developed lesson plans at the end of this document.
Please use the Webster University lesson plan template when developing
your lessons. Lessons should be written in a detailed and specific manner.
9. Resources Please insert a comprehensive list of resources and materials used in each
and Materials lesson within the appropriate lesson plan document. All resources should be
formally cited.
10. Unit Include assessment questions and procedures.

Assessment of  How learner data will be collected
Learning Goals  How data will be shared with learners
 Assessment questions and procedures should be aligned to the preassessment in
section 6 and address the unit goals outlined in section 5.
 Keep your assessment data for use in comparison to post-assessment data.
Once the unit was completed, I compiled the highlighted/tagged questions from
the three different assessment forms and took the average of all three of my classes
(see figure 7). Those assessment forms were the Pre-test, Evolution and Natural
Selection Quiz, and their End of Unit Test. I also took the average percentage of each
question that was highlighted and separated it into the standards they represented.
(see figure 8)
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Figure 7: Average of
all assessment scores
separated by class.
This data was initially recorded in the school’s system of assessment reports called AMP, which is
where my class averages came from. This system can also break down information from each individual
student to see which type/standard they either struggled or excelled in. For my purposes however, the
data shown is a score of averages across all three of my General Biology classes. The pre-test is marked
in blue, red represents the quiz, and orange shows their average end of unit test scores.
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Figure 8: This graph
shows the class
averages on all three
assessment check
points. They are
also separated by
their standards that
they connect too.
Section 1 is
standard 1, Section
2 is standard 3 and
section 3 is standard
3.
What was shared with the students was their class average after each
assessment, but not individual scores. Individual scores were given to students
independently where students were given the opportunity to talk about their grades if
they felt necessary.
Below is a link that will take you to a more complete look into the data taken from
these assessments.
https://docs.google.com/spreadsheets/d/191XH_o8wGtBQOdw5_73MUX-
eTcmdg7hFBRiXKVBcvVk/edit?usp=sharing
Trends that were noticeable through the data were questions that associated with
standard 2. These seemed to be the most constant with scores in the mid to upper
70’s among averages. Standard 1 was the next in consistency but remained on the
low end of content understanding among students. Standard 3 questions had levels
spread all over the board, but when you break down the questions, the language ties
to prior knowledge from both standard 1 and 2. This would explain the data as
standards that required prior knowledge derived from standard 2 seemed to show
more understanding than information driving from standard 1.
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11. Reflection This reflection should be completed after your unit has been developed
on Planning prior to its implementation.
 How are your lessons organized so that they build toward the goal(s) of the
unit?
 How is the content of each lesson divided and organized into chunks or steps
that are manageable for students and the amount of time allotted for lesson
implementation?
 What content within the lessons might pose potential difficulty or confusion for
students? How are you proactively planning for these potential trouble spots?
 How does this unit take into account the diversity of the learners (i.e., range of
age and ability, including reading ability, experiential background knowledge,
socioeconomic, cultural, racial, gender, language, and ability diversity, IEP
considerations, etc.)?
 Having planned this unit, what challenges do you anticipate that you are
monitoring closely as you move into unit implementation?
As stated above, the goal of my unit was that, “ Students will draw connections to
Natural Selection and Evolution though an evidence-based process, give examples and
descriptions of evolutionary theory, and score a summative assessment of <80% ”. To
enact this goal my lessons are organized so that students will maintain a base
knowledge of information, and then use that in their critical thinking capabilities to
make those connections from natural selection to evolution. Working first with a
written notes section gives them a reference point for the unit as a whole. Following
that, the PHET simulation lab allows them to freely manipulate what students will
learn about in their notes in terms of mutations, environmental factors, and
predator/prey relationships. This practice will then open a conversation on how we
can relate certain traits organisms share and put new vocabulary into active learning.
This also allows students to understand that just because organisms share the same
trait, does not mean that they are closely related. This will then be understood as
analogous and homologous pairing. Noticing these differences will bring up the
question, what makes a species different from other organisms? Which will bring us to
the WebQuest following the different species of foxes and how they are defined as a
different species. Finally, the study station brings everything together and allows
students to make a self-reflection on what it is they need to study the most on to do
well on their end of unit test.
These lessons are divided into sections where steps can be added or removed
depending on the students need in order to understand the information. Notes will be
taken and discussed openly with student involvement so that if there are any
questions this would be the time and opportunity to ask and gain a better
understanding. The PHET lab will then let students work at their own pase and allow
for time to explore the simulation in order to see how it works without worry of losing
instruction time. The third lesson will be carried out over a portion of two days which
gives students time to do their best work to complete the information into more
perceivable pieces. The fourth lesson then works to use all of the knowledge they
have gained in the unit, and critically think about how it defines a species. This is
separated into portions on the worksheet itself and allows the students to break down
the information independently. Lastly, the study stations act as a sample plate of
information without worry of losing points. Physical movement from station to station
gives students a sense of completion with understanding rather than looking just to
gain points for credit.
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The section in this unit I believe will be the most difficult to understand is any
portion with new vocabulary terms. Though some of the content was better
represented in their background knowledge as evident by their pre-test, I can
conceive that relating the new vocabulary will be challenging and could potentially
cause students to lose confidence in their abilities. I plan to counteract this by using
games with vocabulary questions and definitions to help students by using repetition
in their learning.
The unit takes diversity into account by allowing for open submission assessments
in the analogous and homologous structures, study stations for content understanding
focus rather than points for credit, and a written reference in the form of notes which
allows students to look back on their information as needed. Keeping things like this
flexible allows for any accommodation, inserts of differentiation, and the removal of
time constraints open for students as needed.
I anticipate that vocabulary will be something students will have some challenge
with as this unit uses new terms regularly to describe different processes of evolution.
To combat this, I want to enact games that require repetition for students using these
terms to help commit them to memory.
Reflection on This reflection should be completed after your unit has been implemented.
Implementatio You will write this reflection bringing together your individual lesson plan
n reflections.
1. What do the learners know now and what are they able to do?
2. How well do they know, and can they do it?
3. What would you do next to further the development of the learning?
4. How would you adjust this unit were you to teach it again?
**Note: The assignment should be written in a clear, concise, professional manner

with attention given to proper grammar, spelling, and punctuation.
1. After this unit was completed, students can connect evolution to natural
selection and understand what evidence there is that guides the scientific
community to this phenomenon. Students can use their prior knowledge from
completed units in the past semester that relate to DNA and how similarities in
coding can attribute organism’s lineage. This can also be looked at with
embryology and how organisms go from a zygote to a fully developed
organism. Fossils are also a major part of this process as the students can
identify what it means to be a transitional species through evolution over time.
Students can identify certain structures of organisms and using new
vocabulary terms are able to determine if these are the result of convergent or
divergent evolutions base on these structures of evolutionary lineage.
2. Evidence on how well the students know this information is present in the data
shown in figures $$$$$$$$$. This data shows that my students averaged
around the mid 70’s range in their end of unit exam scores. Though our initial
goal for this unit was not met, it was determined that other classes were faced
with challenges during this unit as well (see figure 7). After collaborating
throughout PLC meetings, we determined that for next year we will
differentiate teaching methods to reach our target goal of class averages test
at above 80%. Students can however, understand the basic principles of this
information and when questioned either verbally, in written language or left to
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open submission, students can demonstrate this understanding of how natural
selection is a mechanism for evolution.
Figure 7: Averages
from other general
biology teachers.
3. What I would like to do to further their learning development is to give

possible test retakes for students and devote a minimum of 2 days to test
review. This way I can take the data and convert that information into a
different mode of instruction for students so that they can gain a better
understanding. What can also be done is incorporate these standards into the
next unit on ecology and reference back the information when appropriate.
This can help them to deepen their understanding of both topics and connect
them to real world topics.
4. Changes that I would implement when/if I taught this unit again would include
more time for gamification regarding vocabulary terms, notes being given
without the guided section as these are juniors and they need to be prepared
for college, as well as extending the study stations time to longer than 6
minutes. Guided notes can still be an option for students who need them due
to an IEP or 504, but students should be able take their own notes as juniors
and seniors.
July 8 2019
Evolutionary Processes For Unit 5

Lesson 1: Pre-quiz and Notes
1. Description of the Setting: What characteristics of the classroom or setting are important to the
lesson? (e.g., grade level, physical set-up of classroom, number of students, adult supports, etc.)
Classroom description: When you enter the room the first thing you will notice is that the room is structured more longitudinally
in its design. There are two doors for entrance into the class with one positioned at the front, and one at the back. It is made from
cement blocks and has two windows on the far wall facing a small alleyway. The room itself is divided arbitrary into two sections.
One half is set up with wooden tables with black tops for lab set up. There are four short stools per set up, and two tables push
together longways. In total there are six pairs of tables with four tables per group. Underneath each table cluster is a power strip that
13
plugs into an outlet on the floor. Along the walls on this side of the classroom are cabinets for storage, microscopes, skeletal
models, diagrams of the human body, and a taxidermized hawk. There is also an emergency shower positioned close to the door,
with a first aid cabinet, fire blanket, and sinks placed in varied locations. The other half of the room is set up for lecture activities
and is comprised of student desks organized in clusters. Each desk is made of wood and a plastic material that has chairs that are
detached from the desk. Each desk is clustered into groups of four or five and is evenly spaced out in the room. There is a white
board at the “front” of the room with a smart board and a smart TV. On this half of the room there are more cabinets for storage and
student made posters of varied body systems, coloring pages, inspirational posters as well as other student created projects. On the
wall with the windows there is another small whiteboard for the class agenda, as well as the teacher’s desk and computer. In the
middle of the room there is an instructors table with some drawers for storage and a projector device that connects to the smart
board and smart TV.
Adult support: For this room the only teacher supports are Mr. Edwards and me. Though there are a few students with an IEP and
504, they do not require paraprofessionals. As usual there are other teachers in the department available for help as well as
administration, resource officers, and various teachers’ assistants. As this is the science hall there are also other teachers around for
support if necessary.
Class time: 48 minutes
2. Description of the Learners: What do you know about the learners that have influenced your
decisions in planning this lesson? (e.g., learners with disabilities, ELLs, gifted learners, experiential
background knowledge of the learners, cultural diversity of the learners, etc.)
These students are either juniors or seniors and have already taken physics and chemistry as prerequisites to
the course. Each student is required to take three years of science for graduation, and this is their last required
semester for the subject. Those students who have not passed first semester biology will continue to take this
class but will need to retake first semester during summer school. Most of these students are from the suburbs
with some students from the inner city and are brought to school via taxi.
In this class there are 17 students in total and four of them have a listed IEP intervention. Two students, C.K
and M.S, both have alternative testing available as well as modified test. Both students have a speech
impediment and may choose to do more written assignments or videos with subtitles. For these students there
is a testing center in the library where there are staff available to read the test to them or allow for more time.
The modified tests consist of removing an incorrect multiple-choice question or shortening/removing short
answer questions from the exam.
Student J.W is hearing impaired and wears a hearing aid. What is listed in her IEP is to talk clearly and sit her
toward the front of the classroom. If there are any videos for instruction, the use of subtitles is also utilized.
Seating close to the source of instruction may also be necessary but normally not an issue with this student.
decompression may be necessary. This student is also diabetic and will need to leave for the nurse at times
during the instruction. This student wears a blood sugar monitoring device that is connected to his phone and
will need to always have access to it. This device sends notifications to his phone as well as his guardians on
any change in his condition.
3. Standards/Quality Indicators/Skills: National, state, and/or local standards, quality indicators, and
skills addressed by this lesson.
9-12.LS4. A.1 Communicate scientific information that common ancestry and biological evolution are
supported by multiple lines of empirical evidence. (Clarification statement: Emphasis is on a conceptual
understanding of the role each line of evidence has relating to common ancestry and biological evolution.
Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of
appearance of structures in embryological development. Communicating could mean written report, oral
discussion, etc.)
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4. Lesson Objective(s)
(Lesson objectives should contain observable and measurable target behavior, conditions under which the
target behavior should be performed and criteria for mastery.)
 How does this lesson fit into the larger instructional sequence?
 Official Objective: Students will deconstruct aspects of Natural selection and evolution and identify
evidence based on real world examples for connection and understanding.
 Student Objective: Students will be able to identify Natural selection as the mechanism for
evolution.
5. Assessment: Assessment(s) before, during, and after the lesson
Before: Before the students take their quiz on non-mendelian genetics, we will be going over questions that
are going to be similar to what is on their quiz for practice. How much the students interact and communicate
to me on how well the either understand or find some portions still challenging will determine how long the
review needs to be, and if I need to consider postponing the test, or acting further for better students’
competency. Moving into the new subunit of evolution will draw back on aspects of genetics and therefore
this pre-review of the quiz will help me determine how well the students previous knowledge is in order to
move on to the next level in the class room.
During: During the notes portion of the lesson I will be taking formative assessments from the students to
check understanding, asking them to collect in groups to discuss deeper thinking questions that focus on the
big ideas of natural selection and evolution. I can determine from here if I need to re-explain things to them in
a different format, or if we can move on from one subject to another. This could include using white boards,
google doc, or an addition to their guided notes.
After: After the lesson I will collect the student’s attention and ask another formative assessment along with
dome deeper thinking questions to determine what they understand of natural selection and evolution, and
what evidence they can give me that they either do, or don’t understand. This can be in the form of a thumbs
up/down/sideways on certain topics, questions written to me and sent in for me to read and address. This
again will let me know what to address in future lessons for better clarity.
6. Lesson Procedures: Sequence of events of the lesson elements designed to introduce the lesson,
engage learners in the lesson content, and bring the lesson to a close.
 How will you engage the learners, review prior skills/content, and set a purpose for learning?
 In what ways will you explain the relevance of the lesson to the learners and/or link the lesson to
students' wonderings, experiences, or questions?
 In what ways will you demonstrate the processes you want the learners to follow as they participate in
the lesson?
 How will you structure the lesson so that students can gradually assume responsibility for learning?
 How will you provide feedback to students throughout the lesson and guide them to reflect on what
they learned and their own success in the learning process?
 How will you plan for the allocation of time to the different lesson activities?
As every day we have class I will be standing outside of the door greeting students as they walk in. this gives
students a chance to talk to me about anything before class starts which helps with the flow of the classroom
when class officially starts. When students do walk in there wont be a bell ringer on the board as today will be
a day to review for the quiz, and that takes the place of the bell ringers necessity. Once the bell rang to start
15
class. I will go over the agenda with the students to let them know what it is we will be doing today. First, we
will start of reviewing for their quiz on non-mendelian genetics, they will take their quiz, and then we will
move on to notes on natural selection and evolution. This will take us to the end of class today where we will
collect together and talk about what we understand and what we still have having trouble conceptualizing.
I will instruct the students to take out a sheet of paper, and a writing utensil and follow along with me as I
show examples of practice problems before the quiz. (LINK). At this point I will be going over sex-linked
traits, blook tying, and incomplete and codominance to the students. The google slides includes examples of
each, and their vocabulary words that I believe will help them to see and write down before they take their
quiz.
Once the students communicate to me that they are ready for their quiz I ask them to spread out in the room
and make sure that they are separated well through. Everything should be put away with the only thing
available is their computers and a writing utensil. I will be passing out scrap paper for them to do their
punnett squares on, to which they will throw away when finished.
I will remind them to tilt their computers down so that I know that they are finished, and I will give them the
password to enter the quiz.
As students are taking the quiz I will be walking around, answering questions, and maintaining expectations
from the students until everyone is finished with the quiz.
Once everyone has completed the quiz, I will call everyone back to their seats so that we can start notes.
I want to ask them how they felt about the quiz, if it was hard or the same level of difficulty as the other
quizzes we have taken. I will get a brief discussion from the students before I remind them that they are able
to retake their quiz again if they feel they need to.
Students should already have a copy of their guided notes as this portion of the subunit connects to the
genetics unit we just completed. I will ask them to take that out and put everything else away including their
computers and phones. On he board I will have up my google slides document that coincides with those notes
and we will start working through them together.
In my notes I have videos for the students to watch and write down highlighted portions of. Different slides
talk about evidence of fossilization, embryology, natural selection, and DNA sequencing.
In between what is also included is students involvement on factual evidence verses observational and pre-set
up slides for students to place their input into rather than having total control myself of the lesson.
Once the slides are finished I will again collect the students together and we will talk about what they found
interesting, informative or confusing about the introduction of natural selection and evolution. This will be an
open floor discussion and may including thumbs up/down/side formative, or just bring up important question
on the content.
Any remaining time can be used to work on assignments that still need to be turned in and completed.
When the bell rings, they are dismissed from class.
Time allocation for this lesson will take approximately 90 minutes.

Review for quiz: 10 minutes
Quiz: 15-20 minutes
Guided notes section: 45-55 minutes
Discussion: Last 5 minutes
7. Resources and Materials: List of materials used in planning and during the implementation of the
lesson
1. Smart TV
2. Google slides: Mrs. Warren Notes-Evolution by Natural Selection + Evidence.pptx - Google Slides
3. Guided notes with extra copies for students who lost theirs
16
4. Quiz review google slides:
5. Student laptops
6. Fossils (optional)
8. Embedded Technology: Instructional and/or assistive technology incorporated into the lesson to
enhance instruction, student learning, and assessment.
Today’s lesson will again rely on students’ computers given to them by the school district along with the
smart TV for note delivery, and various applications and videos for students engagement.
For physical objects I have also brought in some of my own personal fossil collection for students’
enrichment and connections to real world scenarios of conversation.
17
9. Differentiation/Accommodations/Modifications/Increase in Rigor: To help meet the needs of all
learners, learning differences, cultural and language differences, etc.
 How are you embedding Universal Design for Learning principles within the lesson?
 What specific accommodations are you providing for individual learners and how are these being
provided?
 How are you modifying the outcome, process, or product for individual learners?
Universal Design for Learning Principles:
 Engagement (why): This lesson optimized relevance and value to real world scenarios and highlights
portions of natural selection and evolution that are commonly discussed in the scientific community.
My notes have portions that increase mastery-oriented feedback and help to develop self-assessment
in our ending discussions and reflect on what they still have challenges with in regards to the content.
 Representation (what): Using guided notes allows students to clarify vocabulary and symbols in the
new content of the subunit, as well as highlighting critical features and the relationship of natural
selection and evolution. It also allows for customization of information by allowing me to show them
differentiated versions of the content.
 Action and Expression (How): We used graduated levels of support for practice and optimized tools
given to each student by the district. Using these technologies also allows more avenues of
communication between the students and myself as a format for response and navigation through the
material.
10. Classroom Management: Strategies consistent with the learning needs of the lesson that also meet
student behavior needs to help keep learners on task and actively engaged
 How will you review classroom rules and procedures?
 What specific procedures will be in place to ensure smooth transitions between lesson activities?
 How will you provide reinforcement or acknowledgment to the whole group or individual learners for
appropriate behavior?
 How are you using individualized behavior supports for individual learners?
My expectations for the students have not changed sense the beginning of my incentives and should only
need to be said again as a reminder. Quizzes should be done quietly, and the room should remain quiet until
everyone is finished with the exam. When they are finished, they should tilt their computer down so that I
know that they are finished and are allowed to get on their phone until the class is done. With notes there can
be an open discussion on the content and questions are not only encouraged but required. This helps them to
understand the content better. Everything however needs to be kept in context as well as at an appropriate
volume level.
As far as general classroom management there are expectations that were discussed at the beginning of the
year that pertain to all forms of lecture and activities, they are as follows;
 To use the bathroom, you must ask permission to go.
 Cellphones are to be either face down on your desk, or in your bag put away.
 Food and drink are not allowed in the lab but can be eaten at your tables.
 Ear buds cannot be played while in lecture.
 Students are not allowed in the lab at any time. Failure to follow this rule will require detention and a
write-up.
 Once students are completed with their work and if time allows, students may use their phones as a
reward.
11. Supplementary Activities: Activities for early finishers or if the lesson is completed early that extend
learners' understanding of and thinking about the lesson objectives by applying their new knowledge in a
different way
As we move from one portion of the unit to another, we have been working on activities that need to be
completed before the end of the unit and their tests. Any extra time students have today will be utilized to
work on these assignments to turn them in before they are marked as zeros.
During our discussions, if there are any students wishing to progress further into the knowledge can speak to
me, and we can go over facts and concepts together or in a small group.
Same can be said for students who are struggling with certain concepts and need a more one-on-one standard
of information.
12. Lesson Evaluation and Reflection

1. To what extent did the learners meet the lesson objectives?
2. In what ways did you provide feedback to learners?
3. Which activities or strategies did you find the most effective in the lesson?
4. What adjustments will you make in future lessons?
5. How will you build on today's learning in your next lesson?
1. Students met the objective in this lesson as every student who was present for the day completed the
quiz and turned it in on time. Notes were completed as well and the discussion that followed was
informative to me on what areas I still need to address and explain in a differentiated way.
2. I provided feedback by giving students a chance to answer critical thinking questions and directed
them to correct answers without giving the answer away. I was positive with their participation and
praised them for it.
3. I used a portion of my google slides that allowed them to use their imaginations and decipher what
happened in a certain scenario of footprints found in an environment. It helped the students understand
that there is a difference between observations and making inferred assumptions on what happened in
an area. It allowed the students to open up and talk with their tables and peers in order to come up
with answers to the question.
4. In future lessons I want to make things more interactive with our notes section. This way it will help
them with knowledge retention, as well as engaging each student. I know that notes can be hard to
complete and can be drawn out too long if you are not careful. I want to make them more engaging for
the students in my future lessons.
5. Today’s lesson is the start of our subunit on evolution. These notes will give them a written record to
look back to, to grasp a full understanding of what we will be learning in the next coming weeks.
Additional Information
Any area or lesson component that may not have been covered by this format that you think is vital to
include in this lesson
19
Lesson 2: Natural Selection Simulation at PHET
board and smart TV.
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9-12.LS4.C.1Construct an explanation based on evidence for how natural selection leads to adaptation of
populations.[Clarification Statement: Emphasis is on using data to provide evidence for how specific biotic
and abiotic differences in ecosystems (such as ranges of seasonal temperature, long-term climate change,
acidity, light, geographic barriers, or evolution of other organisms) contribute to a change in gene frequency
over time, leading to adaptation of populations.]
 Official Objective: Students will analyze data from a natural simulation and connect their hypothesis
to actual results with a completion of 100%
 Student Objective: Follow the worksheet along with the simulation to prove or disprove your
hypothesis.
This lesson takes information they have looked at from their notes in the previous class period and used a
controlled environment to act upon natural selection and its variables. They will be able to make an inference
of their own, and place that knowledge into a controlled version of a real-world scenario to see in action how
natural selection works. This will then act as a segway into the next lesson of gene sequencing from one
species to another.
Before: As students walk into the room, they will see the agenda and bell ringer on the board to complete
when the bell rings for class to start. This gives the students something to do as soon as they walk into the
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room and allows for a decent transition from one class to another. This will also allow them to get a sense of
what the class will be about for the day and activate their capabilities to the content. This bellringer question
will be recorded on the back of their note sheets and will act as a formative assessment for myself before the
lesson begins. Once the students have finished the question, we will go over it in class. If most students are
either confident in the correct answer, or need more explanation, it can give me an insight on what path I
should take in order to introduce the lesson effectively.
During: As students are working on the simulation, I will be walking the room and taking note on where
students seem stuck the most, how quickly they get through the simulation, or if there are any outliers that
need either more time allocation or are willing to go more in depth into the content.
After: Depending on whether the class finishes the assignment, or if the majority needs to complete it for
homework, I will ask at the end of class how they felt about the assignment. They can either give me a verbal
answer, or I will ask for a thumbs up, down, or to the side on how they feel about the subject of natural
selection. I want to explain that this is a very simplified version of the process, but it introduces the basic
ideas to them. If there is a majority that have thumbs down or to the side, we will revisit the assignment more
in depth next class. Grading will take place at the end of the next day with a completion grade set in the
formative portion of the gradebook. Retakes and late work by the district are open for students to turn them in
until the end of the unit.
the lesson?
As the majority of the year has proceeded, I will be standing outside of the door greeting students as they
walk in. This can give students an opportunity to talk to me if they need to about either last class, what we
will be doing today or any other issue they may present. For other students it will show that I care about how
they feel and know that I am present in my room instead of just sitting behind a desk. When the bell rings I
will close the door as school protocol and greet the students as a class. I will begin with an introduction on
how their weekend was, if anyone did anything exciting, etc. I will then announce that I will give them
another 30 seconds to complete their bellringer question before we go over it as a class. I will read the
question out loud, and then ask for a volunteer who would want to answer it. If there is no one I will pick
someone at random. We will discuss the question together, and then talk about how it relates to the lesson for
today. This will segway into the introduction to the simulation.
I will then ask the students to take out their laptops and a writing utensil. While they are doing this, I will pass
out the worksheet they need to complete by the end of the class period, unless more time is neccisary. I will
give the students the option if they want to complete this as a paper copy or turn it in on the computer. Once
everyone has a copy and their laptops are open, I will begin by explaining the following;
22
“Today we will be taking what you have been introduced to from yesterday’s notes and apply it into a
simulation on the computer. You will be working on this worksheet that follows along with a simulation
following rabbits and wolves in a specified habitat. If you are doing this digitally, click the link at the top of
the page, if not, you may type in this tiny URL to get you there faster. (I will wait for students to get to the
simulation). Once you are there you will see two options, Click the option that says LAB on it. Once there you
will see in front of you an environment with one bunny in it. Use your worksheet to follow along with the
simulation and write down what you see. I want to give you about 3 minutes to explore the simulation without
boundaries so that you may be able to answer your own questions about how it works, and what the
experiment entails. (from here I will allow free range of the website so that they can get somewhat
comfortable with the its processes. Once the three minutes are up, I will collect them again). Now that you
have investigated the website, use your worksheet and follow the simulation. It will tell you things to do,
record, and how many generation cycles to wait for in between each process. This site follows some of the
natural processes of natural selection that happen in real world environments, but on a simplified scale.
There are two different experiments in this worksheet that you will need to follow along with. Once you are
finished, either turn it into Schoology, or give it to me when you are done. Are there any questions for right
now? (I will answer questions that the students have at this point). Okay, I will be walking around the room
as you are all working to help you if you need it. You may spread out into the lab if you want to, and you may
ask your peers for help, but everyone needs to turn in their own work and everyone’s numbers will be
different. If you do not finish this today it will be due next class and will be for homework.
I also want to go over the expectations with you all again. You may move around the room, but you must
continue to work or you will need to go back to your desks. If you are on your phone to much you will also
need to go back to your desk. You may begin.
Students will then spread out and begin work on the activity. I will walk around the room and answer
questions as they arise, help with technology, and if there is a question that I believe would benefit the class, I
will ask for a peer reviewed answer. When there is about 7 minutes left of class I will announce that they will
need to put all their stuff away, if they are finished, they need to turn it into me either online, or in my hand
for credit, and if they are not finished it will be due at the beginning of next class. Once everyone is back in
their seat, I will ask the student how they feel about the concept of natural selection, thumbs up, down or to
the side. I will take a quick count as a formative assessment and ask what they learned though the simulation.
We will then discuss what the students bring up. If there is a larger number of students with a thumbs down
or to the side, we will revisit the assignment again but in a different format to make sure they understand the
content. Otherwise, we will move on to the next lesson for tomorrow’s class. This will take up the rest of the
time and when the bell rings they are free to go.

Bellringer/opening question: Approximately 10 minutes.
Activity: 30-35 minutes
Discussion: Remaining time
lesson
1.Smart board/Smart TV
2.Google classroom (link for materials set here) Link: b4wmzxi
3.Infinite campus
4.Guided notes from last lesson (copies made available for those who don’t have theirs)
5.Link of simulation: https://phet.colorado.edu/sims/html/natural-selection/latest/natural-
selection_all.html
6. Tiny URL: http://tinyurl.com/yszm26m7
7. Scafold worksheet Copy of Natural Selection Simulation - Bunnies on PHET Colorado.pdf - Name:
Alyssa Torain Natural Selection Simulation at | Course Hero
23
8. Extended learning activity: Copy of Natural Selection PHET Lab - Name:
____________________________________________ Date: - Studocu
Works cited;
Natural Selection - Phet interactive simulations. (n.d.).

https://phet.colorado.edu/sims/html/natural-selection/latest/natural-selection_en.html
National Geographic – Evolution: Natural Selection. (n.d.). https://phet.colorado.edu/sims/html/natural-

selection/latest/natural-selection_en.html
My students with an IEP will find this assignment tangible because it fits into their behavioral management
in terms of keeping focus. They are more in tune with activities related to video games and therefore should
find this assignment engaging. As this simulation does not require sound or subtitles my students J.W with a
hearing impairment should not find issue with the content. As a class I will be utilizing their laptops as well
for this assignment and allowing students choice of either completing the assignment online or as a paper
copy. Those students who need some vocabulary words either said out loud or read to can be achieved using
the read aloud program located in Microsoft word. This will make it easier for some students if they feel
necessary.
24
provided?
 Engagement (why): This assignment investigates recruiting interest by looking into real world
examples and optimizes the value and authenticity of the simulation by connecting it to organisms
they recognize and traits they can mentally grasp. As it works on the computer it is easily accessible
and allows them to explore without risk and develop a self-assessment and reflection of their findings.
 Representation (what): After going through the notes in the last lesson we will be using this lab
assignment to find other ways of clarifying and processing the information. We will look at the big
idea behind natural selection and use our notes as a guide for information to a better visualization.
This will also allow for a virtual look into the structure of ecosystems and the organisms that live there
and how their relationships interact with traits they may possess.
 Action and Expression (How): Gamification is becoming more popular with students as the rise of
video games in the home has become more accessible and active in the culture. Taking this tool and
using it to practice natural selection gives the students a familiar ground of work and adds a strategy
for cognitive development. Allowing for experimentation, introduction of multiple traits and timelines
can give students a free willed insight into what natural selection can do, and how to organize it in real
world scenarios.
When students walk into the room, they will have something to do immediately after the bell rings. This will
prevent unwanted behaviors and help students transition from traveling from one class to another. This is set
uniformly though the semester and carries on as a consisting variable in my classroom. As upper classman in
this biology room there is more of a sense of responsibility and maturity that comes with being an older age
group, but some behavioral interventions may still arise. At this point in the semester, however, they should
be more indicative of the classroom culture and the expectations there of. For today’s lesson we will be using
their computers and working on a simulation. A recap of the rules at which I expect them was said during the
procedures section of the lesson plan which include;
- Only work on the assignment until it is completed.
- You may talk to your classmates if you stay on the task, but the noise level should be at a respectable
level.
- You may move around the room into the lab stations to work on the computers, but again you must be
working on the assignment individually.
- When time is up you will go back to your seats so we can talk about the assignment.
- If I see that you are on your phone too much, I will ask you to go back to your seat and finish the
assignment.
write-up.
reward.
different way
Those who are finished with their work will be given the remainder of the time to work on any missing or late work they need to
turn in. What I also have available for students to work on are worksheets that are either more challenging for students, or are
scaffold and broken up into more manageable pieces for better understanding. This way everyone is still working on the same
instruction, but the content is more individualized per student.
(worksheets are in materials section)

 To what extent did the learners meet the lesson objectives?
 In what ways did you provide feedback to learners?
 Which activities or strategies did you find the most effective in the lesson?
 What adjustments will you make in future lessons?
 How will you build on today's learning in your next lesson?
The students met the lesson objectives and finished the simulation with a completion grade of 100%. They
filled out all the required questions through the simulations, and recorded their data as instructed.
I provided feedback to the students while I was walking around the room to help guide students through the
simulation. Praise was given to students who discovered something within the simulation and put big idea
questions together that aided in critical thinking methods.
I found that allowing time for students to explore the simulation gave them the opportunity to experiment and
play with the settings and have a general idea on where certain things are in preparation for the instructional
part of the simulation.
In the future, I plan on making the simulation into more prominent steps of instruction. I also want to
reorganize the way the questions are presented to the students, and reiterate from them the concept that
natural selection is a mechanism for evolution.
26
Natural Selection Simulation at PHET
Link here: Natural Selection (colorado.edu)
Exploration for the simulation
Access the simulation and explore the settings. Answer the following questions.
1: what are some variables that you have control over in the simulation?
__________________________________________________________________________________________
__________________________________________________________________
2: what happens to the bunny population if a friend is never added? What happens when you add a friend?
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________
3: What happens when you add food as a selection factor?
__________________________________________________________________________________________
__________________________________________________________________
4: what is the difference between the arctic and equator environment?
__________________________________________________________________________________________
__________________________________________________________________
5: what is a genetic mutation? What are the three mutations you can add to your bunny population?
__________________________________________________________________________________________
__________________________________________________________________
EXPERIMENNT A - How is the fur color trait influenced by natural selection?

Hypothesis; Natural Selection will favor traits that ….
__________________________________________________________________________________________
__________________________________________________________________
Complete the following simulations to answer your experimental question. Jot down notes for each with what
happened, you will need to synthesize this later.
 Add a friend and a brown fur mutation to the bunny population, let the experiment continue to its
conclusion.
 Start over and add brown fur mutation (with friend) but add a selection factor of wolves when your
bunnies start to get overpopulated. Let the experiment run until you have a clear idea of what is
happening with the rabbit and wolf populations.
 Change the settings so that you still have brown fur mutations, but this time remove the wolves and make
the selection factor be food. Let the experiment run until you have a clear idea of what is happening with
the population.
 Reset and change the settings so that you have brown fur mutation in an arctic environment, use wolves as
your selection factor.
27
FLIP OVER YOU ARE NOT DONE…
6: Based on the four simulations you ran, describe what happened to your population and answer the
experimental question, consider what happens in both environments and what happens when there are no
predators. Provide evidence from the simulation to support your conclusions.
Experiment B: In this experiment you will be examining the effect of a dominant mutation that changes
how the organism obtains food.
Before you start: Read though the experiment. Then answer the space below hypothesize how this change in
DNA will affect the evolution of this population over the next 10 generations. (Remember… if, then,
because).
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________________________________
1: Click the reset all button in the lower right-hand corner of the simulator
2: When you are ready to start your second experiment, click on the “add a friend” button on the lower left-
hand corner of the environment. This will start the simulation. Watch the generation bar, let it run twice then
hit pause. How many bunnies do you see?
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________________________________
3: Once you’ve recorded the data, click on “long teeth” in the add mutations section of the simulator. This
mutation should already be designed as the dominant trait but check the edit genes section of the simulator
to be sure.
4: Start the simulation and let it run for two more generations. At this point pause the simulation and count
the number of bunnies total, how many have short teeth, and how many have long teeth
- Total Number of bunnies __________ Long teeth___________ Short teeth ___________
5: Now add food as a selection factor and start the simulation. Let the simulation run for three more
generations. Hit pause and record the data again.
6: Click play and let the simulation run for three more generations. Pause the simulation and record the data
for generation 10.
7: In your own words, describe if the experiment proved or disproved your hypothesis. Is there an advantage
to having long/short teeth?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________
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Lesson 3: Analogous and Homologous Evolution.
A two day lesson
board and smart TV.
29
9-12.LS4.A.1Communicate scientific information that common ancestry and biological evolution are
supported by multiple lines of empirical evidence. (Clarification statement: Emphasis is on a conceptual
understanding of the role each line of evidence has relating to common ancestry and biological evolution.
Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of
appearance of structures in embryological development. Communicating could mean written report, oral
discussion, etc.)
 Official Objective Day 1: Students will communicate effectively anatomical and homologous
structures within the worksheet with graded assessment of minimally 85%
 Official Objective Day 2: Students will follow the checklist and illustrate animals with either a
homologous or analogous structure with an ending grade of 85% or higher.
 Student Objective Day 1: Use your notes and explore the worksheet on analogous and homologous
structures.
 Student objective Day 2: Take what you have learned from yesterday’s notes and worksheet and
complete the expression project.
Before (Day 1): As per protocol for the rest of the year I will start the class with a bellringer that the students
will complete on the back of their notes packet. This system gives them something to do as soon as they walk
into the room and allows me to take questions from either the test of study guide, re-word them and place
them into the bell ringers to act as a formative assessment. This also allows me to take a formative assessment
on what they retained from last class, and if they are ready to connect that information into today’s lesson.
Before (Day 2): This will be a similar process from day one of the lesson but with a different bellringer
question(s). This bellringer will draw more attention to what they worked on directly in the worksheet from
the day before to re-enforce the important aspects of the content. These questions will be taken again during
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the end of unit exam as a summative assessment on these formative assessments.
During (Day 1): As the students are working on their worksheets I will be walking around the room and
answering questions. As this worksheet will require more in depth thinking and problem solving, I will be
keeping track on how many students struggle with certain questions. If I feel that a question will benefit the
group from hearing or answering, I will allow a peer given answer for another point of understanding.
During (Day 2): Today will be more focused on their expressive projects which is in any form that they
wish to convey. Though I will still be walking around the room and answering questions and taking data in
terms of where the students are progressing, what questions are they asking the most, and how fast the
students are moving through the material. This will let me know if I need to give the students more time on
their projects, or if two days are sufficient.
After (Day 1): This worksheet will be implemented in their formative assessment weighted grade form and
will be entered shortly after completion. If students on average score an 85% or higher I will move on to the
next portion of the lesson, if I feel that students need more opportunity to solve this form of assessment, we
will revisit the content in a differentiated mode for better content absorption.
After (Day 2): Student projects will be due at the end of the class period (considering assessments while they
are working diligently). If they require more time as a class I will assign it as homework to be completed
before the next class. Work for this project will include a checklist of information that I want to present in
their assignment which can be based on any format they choose to use. Examples would be but not limited to
PowerPoints, google slides, posters, 3d models, videos, digital posters, Canva presentations, etc.
the lesson?
Day 1:
At the beginning of class I will be standing outside of the door greeting students as they walk into the room.
This will give individual students time to either speak with me if they need to or gives me an opportunity to
speak to them about academic matters. When the students enter the classroom, they will start by answering
the bellringer question on the board to help them transition from one class to another. This will also help to
activate prior knowledge from our previous lesson and introduce them to the new topic for today. When the
bell rings I will enter the room and close the door as district protocol and greet the students. Depending on the
day I will either ask how their day is going, how was their weekend etc. Once that is done, we will go over
the bellringer and talk about the answer. I want to make sure that I allow the students to answer to the best of
their abilities first in their notes packet before we go over it together in class. This will help them to
understand on their terms if they are comfortable with the topic, or if they may need some support for
learning. Once we have gone over the questions, we will talk about what we are doing for the day. We will
begin with a short segment on note that talk about homologous and analogous evolution in a google slide, and
then watch a short video explaining the process in a different way. I will also be asking the students to look
up a quick example on their computers describing an analogous or homologous process. When going through
the notes I will be asking students to read portions of them to the class and then asking the students what they
think that that means in terms of evolution. After notes have been taken (which will be very short), their
31
examples shared and all of their questions have been answered, we will move on to the activity. They will
need to get out their laptops in order to follow the WebQuest activity listed below. For their instructions I will
read them out as follows:
“For the last part of the class we will be taking what it is we learned about in our notes and applying it to
real world examples. What you have is a WebQuest worksheet that will take you through what different body
parts of animals are, how they relate to each other, and if we can trace them to an ancient ancestor, or if they
are separated to far to be considered homologous. To start, we will read the instructions together (proceeds
to read instructions), then they will click on the website. I want us to do this part together so that I know that
all of you can get to the website without any technical problems. Once there you will follow the instructions
for each question and answer it appropriately. I will be walking around the room if you need any help. Are
there any questions? You may spread out into the lab if you want to, but you will complete this worksheet on
your own. These are due at the end of the day and if you are not finished it will be homework. Tomorrow we
will be building off what we have learned today in a project-based learning strategy. You may begin”.
I will be walking around the room to answer questions and to help with technical issues. If there are questions
from students that would benefit from a peer given answer, I will ask the class to answer it as another
interpretation of the explanation. When there are about five minutes left of class I will tell the students to put
all of their things away and we will talk about the assignment quickly and what we will be doing tomorrow. I
want to ask them about a thumbs up, down, and to the side on how they feel about homologous and analogous
evolution. I want to know if they understand certain differences and definitions of the terms and how/why
they occur. Depending on the answer we will either spend more time differentiating the topic, or we will
move on to tomorrow’s part two lesson and pick two organisms that have either analogous or homologous
structures. I want to let them know that they will be able to choose any way that they want to make this
project and to start thinking about what they want to make or bring in to demonstrate this concept. I will have
posters and coloring utensils for them to use if they want to. When the bell rings they may leave the class.
.
Day 2:
Similar processes will occur at the beginning of class for the second day of the lesson in terms of greeting
students at the door, and there will be a bellringer at the beginning of class for the students to complete. This
question will draw on what we talked about yesterday and reiterate information that is important for the
students to know for either end of unit test. Again, we will talk about the bellringer as a class, and I will use
other students to give a peer reviewed answer for another perspective on explaining the answer(s).
When we are finished with the bellringer and all of the questions, we will then move on to what we will be
doing today and how that is going to build off of what we learned and practiced in our last class period. I will
explain how to do the projects with the following.
“For today we will be creating a project where you all will find your own either homologous or analogous
trait in organisms and create an expression project to showcase what you find. I have a checklist (listed
below) for you to use to formulate your structure of the project. This can either be in the form of a Google
slides presentations, PowerPoint, poster, word documents, Canva presentation, ed model etc. What you will
do, is complete a google search and find a minimum of two organisms and describe a specific
adaptation/body part/behavioral aspect that they have similar by either a homologous or analogous trait. You
will then create a project that shows these two traits in the different organisms and how they are alike a differ
based on a checkpoint list/rubric you will follow. If you look on the board, I have created an example of what
you could do to showcase your organisms. (show example on the board) I also want to go over the checklist
with you so that we are all aware of what is expected I this assignment. (I will then talk about the checklist in
detail). I want to emphasis that you are not looking into both homologous and analogous structures of an
organism. You will pick one to go into detail about and create your project on that. If you need something
printed off let me know, I have supplies on the back table for you to use if you want to, and I have coloring
utensils, poster paper, or you can just use your laptops like I did. I will answer you questions now.
Once you are finished, please turn it in as they are due today. If I feel that you all need more time on the
projects, I will allocate time for that. If you are on your phones or are not working, I will not give you time to
32
finish. You may begin.
After I have given them directions, I will leave my example on the board for the students to use as a
reference. I will be walking around the room and answering questions and helping students find examples of
either subject. At the last seven minutes I will have the students clean up their supplies and we will talk again
about how they feel about these different types of structures. There will be another thumbs up, down and to
the side evaluation, and I will grade their projects based on the checklist provided. I will not put their grade
on the posters however because I will be hanging them up in the room. Once we are done talking about the
“end of class” they will be dismissed with the bell.
Day 1:
Bellringer/opening question:> 5 minutes.
Notes: 15 minutes
WebQuest: >30
Formative/after assessment: Last 5 minutes
Day 2:
Bellringer/opening question: 5-7 minutes
lesson
Day 1:
9. Smart board/Smart TV
10. Google classroom (link for materials set here) Link: b4wmzxi
11. Infinite campus
12. Guided notes printed for students
13. Google slides notes (also available in Schoology)
14. Students laptops
15. Activity printed off for students who prefer this application
16. Link on WebQuest
Day 2:
2. Google Classroom
3. Teacher example of project
4. Posterboards
5. materials you (as the teacher) may want to provide. Ex. Construction paper, markers, scissors etc.
6. Student laptops
7. List of places to find examples or offer a choice list for students to choose from.
8. Video explaining homologous and analogous structures (analogous and homologous structures -
YouTube
9. Homologous and Analogous Flash Cards
Works cited;
Admin. (2022, October 27). Homologous & analogous organs. BYJUS. https://byjus.com/biology/difference-
between-homologous-and-analogous-structures/
Natural Selection - Phet interactive simulations. (n.d.).
33
https://phet.colorado.edu/sims/html/natural-selection/latest/natural-selection_en.html
analogous and homologous structures - YouTube

Included with this lesson I have supplementary materials that will add scaffolding measures to the lesson in
the event that the students are either finding the material to challenging or in need of more stimulation. The
use of laptops gives students the ability to either use the “read aloud” program, the quick find application, and
other means of assistive technology in order to help the students find the information for their projects. Using
WebQuest also allows for students to do this portion of the project on their own, or with the option of partner
work if allowed. Offering an outlet of instruction that allows for a digital output as well as a physical one
gives students a choice in their learning and makes them responsible for themselves and their assignments.
34
9. Differentiation/Accommodations/Modifications/Increase in Rigor: To help meet
the needs of all learners, learning differences, cultural and language differences, etc.
 What specific accommodations are you providing for individual learners and how are
these being provided?
 Engagement (why): Using this method collaborates with an increase in mastery-
oriented feedback from the student into the activity they are working on. Giving the
students choice in the subject matter also helps with the authenticity of the project and
allows for more interest in the content.
 Representation (what): By offering other ways for customizing the display of

information provided by the student they can deliver their information into a diagram
that can be assessed. This will also help me as a teacher understand how best they
preserve information and therefore make the delivery system better for the students’
overtime. This method also allows multiple media illustrations as well as connects big
ideas and relationships in accompany with generalization.
 Action and Expression (How): By utilizing tools and supplies available we can use
media tools along with construction and composition of models for practice and
performance. This allows for a more physical action towards the content while giving
structure to a guided goal-setting expectation.
10. Classroom Management: Strategies consistent with the learning needs of the lesson
that also meet student behavior needs to help keep learners on task and actively engaged
 What specific procedures will be in place to ensure smooth transitions between lesson
activities?
 How will you provide reinforcement or acknowledgment to the whole group or individual
learners for appropriate behavior?
As per the norm I will be standing outside the classroom greeting students as they walk I, this
maintains my availability for students to talk to me in a more private setting if they need to.
When the students walk in they will have something to do immediately in terms of getting
started on the days class. This will help with unwanted behavior by giving them something to
do as soon as they walk into the room. During the first day of the lesson, I will expect them to
work quietly and individually on their assignment and remain quiet as I give the instructions.
Once they are free to begin work, I will allow them to move around the room if they wish.
As far as general classroom management there are expectations that were discussed at the
beginning of the year that pertain to all forms of lecture and activities, they are as follows;
35
 Students are not allowed in the lab at any time. Failure to follow this rule will require
detention and a write-up.
 Once students are completed with their work and if time allows, students may use their
phones as a reward.
11. Supplementary Activities: Activities for early finishers or if the lesson is completed
early that extend learners' understanding of and thinking about the lesson objectives by
applying their new knowledge in a different way
The first part of the lesson has a strong online component for instruction. If for any reason this
format becomes unusable, we will go though the paper together and work through the
examples one by one using prior knowledge, and/or images from books retrieved from the
library. Day two’s lesson continues on with what we are working on with analogous and
homologous structures but it can expand students to match their skill level regardless of where
they are in terms of understanding. The project can be a very detailed and complicated
organism and attributes to something that is more on a basic understanding of the concept.
In addition, I also have a video to help with the understanding of the differences as well as a
list of organisms that have either analogous or homologous structures listed. This can helo give
students a starting point on their projects.
(see video link and additional list in materials)
Again, for those students who are still finding this concept challenging I also have included
flashcards of different structures to help with their identification. (also listed in materials)

The learners met the objective by completing the worksheet and the poster project. Some
students make posters, while others turned in a 3D model of their examples. Each students
followed the rubric and collectively scores and average of 83% across all classes.
Any area or lesson component that may not have been covered by this format that you think
is vital to include in this lesson
36
Day 1:
Understanding Evolution: Homology and Analogy
Directions: Go to the following website:
http://evolution.berkeley.edu/evolibrary/article/similarity_hs_01
Answer the questions below as you work through the module.
1. a) In the image to your right, which pair represents an

analogy and which a homology?
b) Define homology:
c) Define analogy:
2. What is a tetrapod?
3. What are the six bones found in all tetrapod legs?
4. Identify these limbs (to what animal do they belong)?
37
5. What did the common ancestor of all modern tetrapod look like?
6. Side Trip: "not just anatomy." - How are a bird and a crocodile homologous?
7. Similar structures that evolved independently are called _________________________.
8. a) What is the difference between a marsupial and a placental?
b) What is Smilodon?
c) What is Thylacosmilus?
9. Describe how two unrelated flowers could evolve to have a similar appearance.
10. Are similarities between sharks and dolphins homologous or analogous?
11. What is morphology?
12. What three criteria are used to determine whether something is a homology or analogy?
13. Fill in the blanks of the primate tree.
38
14. Considering all of the evidence, are the "wings" (actually flaps of skin stretched between the legs)
of sugar gliders and flying squirrels homologous or analogous structures? Explain why you would
conclude this.
15. Side-trip: See more examples of homology and examples of analogy.

a) How are a Venus fly trap and a pitcher plant homologous?
b) How are barnacles and limpets alike? How can these similarities be explained?
Day 2
Checklist:
Direction: You will be creating a project of your own choice that describes a minimum of
two organisms and either their Homologous or Analogous structures. You do not need to
do both but I you want to you may. In the format of your choosing, you must include the
following for the points provided.
 Name of your organisms (common and scientific names) (2pts)

 Either analogous or Homologous structure (2pts)
 Phylogenic tree of their closest relative (2pts)
 Pictures of your structure (2pts)
 What do your structures function as? (2pts)
 What parts of the world can we find your organisms? Where do they originate? (2
pts)
Total Points: 12 formative points
39
40
Sweet Potatoes vs Potatoes vs Yams
Analogous Structures
(My Example)
 They are part of different families
 Sweet Potatoes( Ipomoea batatas)
 Yams (Dioscorea bulbifera)
Function: The parts of all

three potatoes function as
food storage but were
derived by different
evolutionary means.
Where can you find them?:

 Sweet potatoes are native to Central and South
America
 Yams are native to Africa and Asia
Lesson 4: What is a species?
Variation, Adaption and Natural Selection Practice
board and smart TV.
42
9-12.LS4.C.1Construct an explanation based on evidence for how natural selection leads to

adaptation of populations.[Clarification Statement: Emphasis is on using data to provide evidence for
how specific biotic and abiotic differences in ecosystems (such as ranges of seasonal temperature,
long-term climate change, acidity, light, geographic barriers, or evolution of other organisms)
contribute to a change in gene frequency over time, leading to adaptation of populations.
 Official Objective: Students will use the worksheet to construct a better understanding of
natural selection and what constitutes variation and adaptation within a score of < 85%.
 Student Objective: Students will use the worksheet to discover and differentiate types of natural
selection.
Before: Before class starts there will be a bell ringer on the board for students to use as a transition from one
class to another. This also activates prior knowledge from the last lesson and relates it into what we will be
doing today. Using this as a formative assessment I can compare it to the same question asked in the end of
unit summative assessment.
During: As the students are working I will be walking around the room checking for correct answers,
answering questions, and asking other students to answer commonality questions that the students have.
After: When there is about 5 minutes left of class I will call all of the students back to their desks and we
will go over certain topic as a group. Depending on how well or how challenged the students are I will
delegate more time to the end of class if I feel it is needed. I will then aske the class as a group how they feel
about the topic of adaption and what it includes in the natural world. I would like a thumbs up, down, or to
the side on how it is they felt and if they need more time to understand the topic.
43
the lesson?
At the beginning of class I will be standing outside the door to greet students as they walk in.
In this way I am also available for students to talk with me if they need to speak with me about matters, they
wish not to share with the class. On the board ready for students will be their bell ringer questions(s) for the
day and they should have them complete or be working on them when the bell rings. Afte the bell has rung
and I have given and introduction to the class, we will talk about the bellringer and use it as a transition from
one class to another, as well as recap what we did yesterday and how that relates to today’s lesson. Once I
have answered all those questions, I will ask the students to open their notes for a very short vocabulary
introduction on what we will be doing today. These notes will be just a few slides in order to introduce the
new terms adaptation and variation along with structural, behaviorism, and physiological adaptations.
*see notes below*.
After we have gone through those notes I will either pass out the paper activity or instruct the students how to
get to their worksheet in Schoology. We will go over the instructions together as follows:
“In this worksheet you will be looking into organisms and finding out how evolution has given them
different adaptabilities to survive. You will see that there are three parts to the worksheet where some
answers are short answer and fill in the blank. Though we did go through a short span of notes it was merely
just to give you a understanding and written record of the vocabulary. There is a bit of reading in this
worksheet but it will give you what you need to answer the questions. If you are unsure of anything, please
ask me. You may also google pictures of animals in the problems to get a better look at what it is you are
answering. Lets go over the first one together. Number one is taking about different types of foxes that live in
different areas of the world. One lives in the arctic while the other the desert. Both, however, are foxes. It
reads, “Describe one circumstance in which two groups of one species might be prevented from
breeding with each other.” Take about 30 seconds with your table group and come up with an answer. *I
will then go over their answers with them, and we will fill in number one together.
Nice job, you should have time to finish this during class and at the end of class we will come back together
and go over it as a class. Are there any questions so far? Okay, you may move around the room to work if you
like, and you may work in partners. Go ahead and get started.”
While students are working, I will be walking around the room answering questions and helping students with
answers. If there is a question that is being asked by multiple students, I will call attention to everyone and
ask for a peer reviewed answer. This way it can put the content into another viewpoint and may help the class
understand it better as a whole. As I am walking around, I will gauge the students’ understanding of the
content. If I feel that the majority of students are having trouble with the worksheet, I will end the class at the
10-minute mark, and we will dedicate more time to going over it together. If applicable I will get a thumbs
up, down and to the side on how well they understand it and instruct that what isn’t done is now homework
for next class. When the bell rings they are dismissed.

Bellringer/opening question: 5 minutes
Notes: 5 minutes
44
lesson
Day 1:
19. Infinite campus
20. Guided notes printed for students
21. Google slides notes (also available in Schoology)
22. Students laptops
23. Activity printed off for students who prefer this application
24. Video for supplementary viewing. Adaptations 🐫🌵| Behavioural, Physiological & structural adaptations
| Learn with examples - YouTube
Works cited;
Miss Radford's Science Emporium - Teaching Resources - TES
Adaptations - 9 Enviro (weebly.com)
Adaptations 🐫🌵| Behavioural, Physiological & structural adaptations | Learn with examples - YouTube
By giving the students access to both a paper copy and digital copy I am allowing for the choice on their
delivery system of retention. If they have any reading or writing challenges, then using the digital format may
be a better option with its many features like read aloud and talk-to-speech that can be utilized. For those who
do better with physical copies this gives an option for them as well. This format worksheet has may of the
points that would be considered lecture if given through a google slides presentation and so give students
some responsibility for their learning in this manner. However, by going over key points on the subject, this
will give them a base line to start with.
45
provided?
 Engagement (why): This worksheet is being used to initiate feedback from students that include
topics on the content provided. This would include looking into other forms of resources and
expanding their perception of biology to more than just a human view. By allowing students to work
in partners I want to foster a positive collaboration and community with their group mates to work
together to find the answers.
 Representation (what): Starting the day with a very short introduction with notes helps us to look at
vocabulary and structure of the organization of adaptations. This helps to decode aspects of the text
that can be challenging to get through. It also highlights certain big ideas and relationships that the
properties have that can aid a better understanding of the content.
 Action and Expression (How): The set up of the answers gives students the ability to scaffold the
input into a more customizable way and opens the floor for ideas and connections that can be gauged
student to student. In the short answer questions, there can be optional input from students that can be
as complicated, or as simplistic as necessary for the students to get the same basic idea on the different
adaptations that can be seen.
Other accommodations have been made for students with reading and writing difficulties, and the use of
optional partner work. If the students are having difficulties with the content and are all stuck on the same
portion of the work, we will come back together as a class and work together to solve the gap in knowledge.
This modification can help students by taking pressure off them over understanding the content, and we will
work together as a group to solve the problem.
At this point in the semester students should be aware of the basic expectations that I have in my classroom.
When they come in they should need minimum instruction from me when it comes to getting started on the
bellringer but I will give a brief reminder of the time they will need to get it done. Notes should constitute the
same thing and minimal reminders are needed. If there is a need to remind students of my expectations such
as excessive talking, phone use, or other disruptions, I will follow school protocols in terms of using phones
or continue to ask students to stop talking while I am lecturing. If this persists, then I will pull students to the
side, and talk to them about their behavior and how we can work together to adjust it for the future.
46
write-up.
reward.
different way
In addition to the notes, I have videos lines up to help with instruction for students if they need another form
of differentiation of content. I also have provided digital and physical notes and worksheets for students to
either write or type their work for credit. If they finish early they may work on their study guide that will be
due the day of the test.

47
Variation, Adaptation, and Natural Selection
Natural selection is the theory that organisms that are the best adapted to their environment are the ones who
survive and reproduce the most. Individuals that have variations of traits that help them to survive and
reproduce will pass that variation on to their offspring and it will spread throughout a population over time.
Types of adaptations
You probably have a general idea of what a species is defined. A lion is a lion, and a bear is a bear, right? How
do we define species?
A species is a group of organisms that can breed with each other and produce fertile offspring. A population is
a group of individuals of the same species, in the same area that can breed.
1. Describe one circumstance in which two groups of one species might be prevented from breeding with
each other.
__________________________________________________________________________________________
__________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________
Populations in specific environments have adaptations that help them cope with their surroundings. An
adaptation is any inherited characteristic that increases an organism’s capacity to survive and reproduce in a
particular environment. An organism’s capacity to survive and reproduce in an environment is called the
fitness of that organism. In general, organisms that are well adapted to meet the demands of an environment
will produce more offspring than organisms that are not as well adapted. Therefore, the well-adapted organisms
have greater “fitness” in that environment and will survive longer to pass on their genetic information to
offspring.
2. Suppose that an environment has hot summers and cold snowy winters. Describe one adaptation that
would make a mammal well adapted to such an environment.
__________________________________________________________________________________________
_____________________
There are three major types of adaptation: structural, behavioral, and physiological. Let’s look at each
type as we consider two species adapted for survival in two different environments: the Arctic fox and Desert-
dwelling fennec fox.
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Structural Adaptation: The first type of adaptation is a structural adaptation, or the form the organism’s
body takes. The arctic fox has small ears; the fennec fox has large ears. The small ears of the arctic fox are
close to its body and partly insulated by the animal’s fur. This adaptation helps the arctic fox conserve heat.
The large ears of the fennec fox, in contrast, help keep it cool. Heat escapes easily from the blood that passes
through the vessels in the fennec fox ears. The blood cooled in the ears then circulates through the rest of the
body and keeps the fennec fox from overheating.
3. The arctic fox is much larger in size than the fennec fox. How would the size of the fox be a structural
adaptation to their respective environments?
__________________________________________________________________________________________
_____________________
__________________________________________________________________________________________
_____________________
Behavior Adaptation: The second type of adaptation is a behavioral adaptation. These are inherited
actions. For example, the arctic fox can be active at any time of the day. This means that the fox is ready to
find food whenever it is available, a behavior necessary in an environment where food can be hard to find. The
fennec fox, in contrast, is nocturnal (awake at night, sleeps during the day). It sleeps in a burrow during the
hottest part of the day and hunts in the evening. The fennec fox, therefore, keeps itself out of the blazing sun
and hunts at night when it is cooler.
4. A fennec fox raised in captivity away from other fennec foxes will try to dig a burrow in its cage.
Explain why this digging has evolved to be an innate behavior, not a learned behavior.
__________________________________________________________________________________________
_____________________
__________________________________________________________________________________________
_____________________
__________________________________________________________________________________________
_____________________
Physiological Adaptation: The third type of adaptation is physiological adaptation, or the biochemical
processes happening inside the body. Back to our foxes! During winter when food is scarce, the arctic fox’s
body temperature drops. This helps the fox conserve energy. In the Desert the food source does not change
much throughout the year. Therefore, the fennec fox does not need a change in body temperature to conserve
energy.
5. Efficient kidneys are those that use as little water as possible to remove toxins from the body. Make a
guess as to which species of fox have more efficient kidneys, and explain why that efficiency is a
physiological adaptation to its environment.
__________________________________________________________________________________________
_____________________
__________________________________________________________________________________________
_____________________
__________________________________________________________________________________________
_____________________
Your Turn! Directions: Using the letters B, S, P, identify each of the descriptions, as a behavioral
adaptation, structural adaptation or physiological adaptation.
B - Behavioral adaptation S - Structural adaptation P - Physiological adaptation
_____6. Adaptations involving the anatomy of the organism such as shape of a tooth, the coloration of a lion or
the long protruding tongue of an anteater.
_____7. The mane of the lion makes the lion look larger and protects its throat.
_____8. The sea otter ties a piece of kelp around itself when it sleeps so that it will not float out into the open
ocean.
49
_____9. Adaptations that are responses to the environment or involve the way in which an organism acts.
_____10. Penguins have solid bones, which act as weights making them very effective divers.
_____11. Caterpillars of the tundra produce an antifreeze type substance to prevent the formation of ice crystals
in their cells.
_____12. Muskoxen form a tight circle around the herd’s young when they are threatened by predators.
_____13. Adaptations associated with functions in organisms and have a chemical basis.
_____14. Camels close their nostrils to prevent blowing sand from entering.
_____15. The rough tongue of the lion is used to scrape meat away from the bone of its prey.
_____16. When the fat stored in the camel’s hump is metabolized the water produced helps the camel survive
its long periods of time without a source of water.
_____17. The koala bear’s thickly padded tail provides a cushion for sitting long periods of time in trees.
_____18. The sea otter uses its own chest as a table and rocks to break open clams to get its food.
_____19. Arctic plants can produce food even in the very low temperatures of their habitat.
_____20. The snowshoe hare can change color by shedding its fur and re-growing it as the seasons change.
_____21. The ptarmigan dives into snowdrifts to escape winter winds and escape predators.
Sources of Variation - A population is typically well adapted to meet the needs of its environment. But what
happens if the environment changes, either suddenly or slowly? Or, what happens if a population moves to an
environment for which most of its individuals are not well adapted? This is where the importance of variation
within a population comes into play.
22. Describe some of the inherited variations you have observed in humans you’ve seen.
__________________________________________________________________________________________
_____________________
__________________________________________________________________________________________
_____________________
23. Two different species of beetle live in an area where the environment is changing due to global climate
change. The first species has very little variation – all the beetles are green. The second species has many
variations in shell color – brown, green, black, and blue beetles. If drought causes many green plants in
the area to wither and die, which species of beetle is more likely to survive? Explain why.
__________________________________________________________________________________________
_____________________
__________________________________________________________________________________________
_____________________
Variation within a population comes from mutation(s). DNA does a good job when copying itself but
sometimes mistakes happen. For example, within a species of polar bear, some of the population is smaller and
some are bigger. The difference in size is becoming noticeable as scientists are seeing smaller polar bears are
surviving longer.
Most mutations are silent, meaning they don’t result in a measurable variation in a trait. Or the mutation can be
neutral, meaning it is visible but not harmful or helpful. Mutations can also hurt or even kill the organism, but
not always. Sometimes mutation produces a trait that makes an individual slightly more fit for an environment
than others in that population. An individual that is more fit will survive longer to pass on its genetic
information to offspring. Over several generations a helpful mutation can spread over an entire
population. THIS is how a species changes through Natural Selection
Your turn! Directions: Using the letters P, H, or N determine the type of mutation for each scenario on
the line.
P-positive mutation H-harmful mutation N-neutral mutation
50
_____ 24. Staphylococcus aureus is a bacteria species that causes illness in humans. When humans are infected
by this species they usually take antibiotics to get rid of it. Recently, some Staphylococcus aureus bacteria cells
are resistant to antibiotics, helping the bacteria survive. What type of mutation is this for the bacteria?
_____25. Alligators are a dark green in color to blend in with their surroundings (camouflage). This allows
them to sneak up on prey more easily, helping them to survive. Occasionally, an alligator will be born without
melanin, making them completely white. Albino alligators are not able to blend in with the environment,
making hunting more difficult. What type of mutation is this for the alligator?
____26. Most dogs have brown eyes. Some dogs are born with a gene that inhibits melanin production in their
irises (the colored part of the eye) causing their eyes to be blue. What type of mutation is this for the dog?

Lesson 5 and Observation Lesson
Study Stations and Quiz with Review
board and smart TV.
51
 9-12.LS4.A.1 Communicate scientific information that common ancestry and biological evolution are
supported by multiple lines of empirical evidence. (Clarification statement: Emphasis is on a
conceptual understanding of the role each line of evidence has relating to common ancestry and
biological evolution. Examples of evidence could include similarities in DNA sequences, anatomical
structures, and order of appearance of structures in embryological development. Communicate could
mean written report, oral discussion, etc.
 9-12.LS3.B.4 Apply concepts of statistics and probability to explain the variation and distribution of
expressed traits in a population. [Clarification Statement: Emphasis is on the use of mathematics
(Punnett Squares) to describe the probability of traits as it relates to genetic and environmental factors
in the expression of traits.
 Official Objective: Students will compare, contrast, and define elements in genetics and natural
selection in a completed study stations activity with a completion of 100%
 Student Objective: Students will complete the study stations and discover what stations they
experienced challenges in, and where they were the most comfortable.
Before: Today consists entirely of getting ready for quizzes and tests. My before assessment will start with
52
our review of the quiz. Depending on their answers and how they respond to the review, I will determine if
we need to keep looking into a specific subject, or if the students feel confident to move on to the next topic.
During: As the students are taking their quiz I will be walking the room and looking to see how they are
pacing themselves. As and additional during assessment, in their study stations, I will be meeting with them
one-on-one and determining together where their strengths and weaknesses are in the content before they take
their exam. Depending on their answers, we may need to go over another concept before the test in order to
ensure content absorption.
After: After the quiz I will be compiling data and looking to see what questions students got wrong the most,
and which ones they understood completely. In response to that I will go over and/or redirect our future
lesson into one that goes over what it is they didn’t understand and teach it in a different format for better
retention.
the lesson?
As students are entering the classroom I will be standing outside of the door greeting them as they walk
in. This gives them an opportunity to talk with me before class starts over any issues or concerns that they
may have. On the board as they walk in will be an agenda set up letting them what we will be doing today in
class and what our daily objective it. As today will be a study day there will be no bell ringer questions
posted. Once class has started I will greet them and ask them how their day is going, how they are feeling etc.
Once that is done I will start by explaining what we will be doing today as follows;
"First thing on our agenda today is we are going to do a quick review for the quiz. This is your last chance to
ask me any question or go over any concepts that you are not fully comfortable with before you take the quiz.
The quiz itself should take about 15 minutes to complete and then we are going to move on to a study station
activity to get you ready for the test next week. When we are finished with that we will complete our study
guides and I will be walking around the room to help you complete those.”
I will then instruct the students to put everything except their computers away, but to close them because we
will not be using them right away. I will open these notes (Link) and go through the review with the students.
After all initial question have been answered and the students feel ready to start, I will instruct them to put
everything away except their computers and to move around the room to get ready to take their quiz. Once
this is accomplished I will again to remind them that when they are finished with the quiz to tilt their
computers so that I know that they are finished. The password for them to log into the quiz using lockdown
browser will be “darwinsfinches”.
As students are taking the quiz I will be walking around the room observing and answering any questions the
students may have while they are taking their quiz. Once everyone has completed the quiz I will call for them
to move back to their seats so that we can move on to the next portion of the day.
As everyone is in their seats I will show them where in schoology the study stations document is and how to
53
open it. I will then describe each station,
“There are 5 stations set up around the room. You will have 6 minutes to complete each station as best as you
can today.
Station 1: this is a large cheat sheet where I want you to write two things you either think will be on the test,
people should know that will be on there, or questions that you may have that someone can answer. You can
draw a picture, make a statement, or take something directly from your notes and put it on here. For credit
you just have to sign your name next to it. This will not take 6 minutes to complete, so additionally, you will
color this sheet. One of the examples will be colored as incomplete dominance, the other will be
codominance. Sign your name on it and either turn it in, or take a picture of it and post it onto the google doc.
Station 2: this stations has practice problem on it. If you notice, each paper has 1-4 on one side and 1-4 on
the other side. Each number 1 has the same answer, same as the rest of the questions. This is for you to check
your work with your group mates. If you get the same answer, you are correct, if one of you gets it wrong, go
back and see where you make a misstep. You must show your work on a separate sheet of paper. For credit,
either sign your name on it and turn it in, or take a picture of it and paste it into your google doc.
Station 3: Blooket games. There are three game options, just pick one. When the timer sounds, take a screen
shot of your score, and past it into your google doc for credit.
Station 4: On the back tables there are tables with questions on them, go to each table and answer the
questions on those tables. They are labeled with sub stations A-D.
Station 5: This station is me. You will come to my table and you can then turn in any work you have
completed, ask me any questions on content, the quiz, the test or missing work you still need to turn in.
Once you have completed your study stations, you will use this time to finish/start working on your study
guides. All work you have completed during this study station should either be placed into your google doc or
tuned into me.
I want you all to understand that this study station is designed for you to figure out what it is you still need to
work on, and what you understand fully. If you don’t finish your work, you will still get credit for the day.
Today assignment is based on completion and as long as you are working, you will get full credit. If I see that
you are goofing off and not finishing your work, you won’t get the credit. I want today to be more about
understanding the content, than just getting the point for an assignment.
I have made groups for you on the board and the stations you will all start at. I will give you about 30
seconds to get to your starting station, and then start the 6-minute timer.
If there are no questions, go ahead and get to your stations.”
For the first station there will not be a group with me, so I can help by answering questions and assisting
others with the stations. After the first 6 minutes, I will be working with students more one-on-one in station
5.
Every 6 minutes I will restart the timer.
Once all of the stations have been complete, I will instruct everyone to take out their study guides and work
on those until the end of class.
At approximately 5 minutes before the bell rings I will collect the students attention and ask them if they have
any questions about the study guide.
After answering those, they will be free to leave when the bell rings.

Explaining agenda: 2 minutes
Quiz review: 10 minutes
Quiz: 15 minutes
Study station instructions: 5 minutes
54
Study Stations: 30- 35 minutes
Study Guides: Remaining time (30 minutes)
lesson
3. Infinite campus
4. Study guides printed for students http://tinyurl.com/hkkxwav5
5. Students laptops
6. Review notes: https://docs.google.com/presentation/d/1MkkaRxNvi64KK3-
zPJ9QaIS7mgfgrYDG3ipFieDaKtM/edit?usp=sharing
7. Printed instructions for each station: Link
 Station 1: Poster Board and coloring sheet:
https://docs.google.com/document/d/11sskueC5FxzCmQln923tiNcxoNFXcYTQ9STYvlotDaY/edit
 Station 2: https://docs.google.com/document/d/19O8qBA6_uPJTd4Ty04v6-YvG5t49u3NoF--XfsrFriE/
edit
 Station 3:
https://docs.google.com/document/d/1zGUah7fkedLsbNYAwRkoDBZR8B_Tnl6WnNtXlU7MTV4/
edit#
 Station 4:
https://docs.google.com/document/d/1sfugNP2RTYm5THOrN0rQwGNxZ7NOXdAQw_V0DHHFHP
0/edit
8. YouTube timer
9. Markers
10. Large poster paper
11. Physical artifacts (optional, I had fossils)
Works cited;
History. (n.d.). https://www.camellosafari.com/camels/history/history.html
Old world camels in a modern world – a balancing act between ... (n.d.).
https://onlinelibrary.wiley.com/doi/10.1111/age.12858
As usual we will be utilizing the school’s smart TV as the instruction method for our review. This also uses
google slides as well as each student’s laptops to access this method of instruction.
There quizzes will be taken on Schoology using their computers, and their study stations will also have an
online component in addition to a physical copy.
Spread out in the room I will have tables set up with fossils to act as enrichment and real world examples to
get students engaged in the lesson.
55
9. Differentiation/Accommodations/Modifications/Increase in Rigor: To help meet
the needs of all learners, learning differences, cultural and language differences, etc.
 What specific accommodations are you providing for individual learners and how are
these being provided?
 Engagement (why): This lesson optimized relevance and value of each portion of the
unit, and allows for the students to take a sample of each station and decipher areas to
study, and where they are most comfortable. Moving around the room and working
with their peer’s fosters collaboration and a positive community in the classroom.
 Representation (what): Using stations allows me to customize the display of

information form the unit and take examples from past worksheets and activities in
order to reintroduce them to the students for the upcoming formative assessment.
Different stations clarify aspects of vocabulary, background knowledge and looks at
relationships and big ideas.
 Action and Expression (How): The physical action of moving demonstrates the
different points of the lesson and resets their minds to a new topic. It also splits the
work into chunks to allow for breaks from the hard concepts students may face. Giving
students the opportunity to just work and not worry about points also helps them to
play strategically on what they need to study over the weekend for the test. They are
also introduced to different tool sets for solving problems and they look into real world
scenarios for content connections.
10. Classroom Management: Strategies consistent with the learning needs of the lesson
that also meet student behavior needs to help keep learners on task and actively engaged
 What specific procedures will be in place to ensure smooth transitions between lesson
activities?
 How will you provide reinforcement or acknowledgment to the whole group or individual
learners for appropriate behavior?
Quiz etiquette is the same as it has always been so far in the year. Students will spread out in
the classroom and when they are finished with their work they should tilt their computers
down. They are allowed to use their phones at this time.
During the study stations I expect them to work on each station for the entire 6 minutes. As
today will be done on completion, as long as they are working the entire time, they will get the
points for today whether they are finished or not. I will let them know that if I see them not
56
working, and then claim they didn’t understand or didn’t have the time, they will not be getting
the full points for the day.
As far as general classroom management there are expectations that were discussed at the
beginning of the year that pertain to all forms of lecture and activities, they are as follows;
 Students are not allowed in the lab at any time. Failure to follow this rule will require
detention and a write-up.
Once students are completed with their work and if time allows, students may use their phones
as a reward
11. Supplementary Activities: Activities for early finishers or if the lesson is completed
early that extend learners' understanding of and thinking about the lesson objectives by
applying their new knowledge in a different way
During the stations, if they finish early they should work on their study guides. Same is
expected for the last half hour of the day. Other work can include missing work, or if there is
anything the students don’t understand about the unit as a whole.

1. Every student who was present for today’s lesson completed the assignment and
submitted their work. Our objectives were met for each student and was verbally
communicated to me through station #5 as a small group discussion.
2. I provided positive feedback through the review notes and offered praise and redirected
students to discover the right answer. In station 5, I was also able to look at everyone’s
grades and give feedback on how they are doing, and helped them on what they needed
more context on.
3. Having each group picked for the students helped to spread everyone through the room
more easily. This also allowed me to pair students who understand the content more
thoroughly, with students who are struggling in order to gain a different perspective on
the content. Students who understood what we are doing can help the other students,
while also enforcing the knowledge in their minds as well.
57
4. For future lesson I want to make sure that each students know not to write on the
question sheets on the tables. I did forget to mention this and some students wrote on
the copies. I also want to emphasize more on my intentions for this lesson as a day for
understanding rather than getting points for a grade.
5. The next lesson will take us into the new unit on Ecology. We will be drawing back on
the information we have learned in this unit and to move forward with our learning.
Any area or lesson component that may not have been covered by this format that you think
is vital to include in this lesson
58
Study Stations
Directions: There are 5 stations around the room. You will have 6 minutes to move from station
to station and complete the tasks and practice problems. You will fill out the questions on this
google doc and either turn in any scrap work or coloring sheets to me with your name on it, or
take a picture of it and paste it in this document. If you finish the activity before the timer rings,
either work on your study guide, or have a minute of free time in-between.
Your group members are on the board.
Station 1: Gigantic Cheat Sheets:

Part 1: On each page write what is important to know on the test. Everyone must write
at least two things on the page and it must be different from everyone else's input. You may
draw pictures or graphs, use vocabulary words or short statements, as well as just bullet points
of information. For credit, write your name next to your comment.
Part 2: Coloring sheet. INSERT PICTURE HERE OR TURN IT IN AT STATION 5
Station 2: Practice Questions

Go to table 2 and with a partner from your group answer the questions. One partner will
answer one side, the other partner answers the other side. Each question number is the same
answer on both sides. This is to check each other's work. MUST SHOW YOUR WORK ON
SCRAP PAPER AND TURN INTO ME WITH YOUR NAME ON IT, OR TAKE A PICTURE AND
PLACE HERE.
1. _____________________________
2. _____________________________
3. _____________________________
4. _____________________________
5. _____________________________
Station 3: Blooket Games

Go to table 3 to click the tiny URL’s to play the games. There are three games listed,
pick one or two of them to play. When you have answered all of the questions take a screenshot
of your score and place below.
Game 1: http://tinyurl.com/ynxe326x
Game 2: http://tinyurl.com/4swradj2
59
Game 3: http://tinyurl.com/bdfs9hk5
Station 4: Table Examples:

On table 4 I have set up for your different examples and items for you to look at and
explain. Read each question by the items and place your answers below.
Sub Station A: Analogous/Homologous: Why?

 Is this an example of convergence of divergent evolution?
Sub Station B: DNA sequencing answer:
Sub Station C: Embryology:
Sub Station D: Biogeography: Click Link below:

https://flexbooks.ck12.org/cbook/ck-12-biology-flexbook-2.0/section/
5.17/primary/lesson/biogeography-bio/
Station 5: The ask me station: Bring to me your paper and your questions. MUST
GET MY APPROVAL BEFORE YOU SUBMIT.
When you are finished with all of the stations, start working on your study
guides.
60

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1. Unit Title,  Theme of the overall unit

2. Description  Grade level: 11th-12th grade

3. Description Learners with disabilities

Learning goal for the unit:

6. Include assessment questions and procedures.

4th Hour first choice

Musical Bodily-Kinestetic Interpersonal Verbal-Linguistic

Musical Bodily-Kinestetic Interpersonal Verbal-Linguistic

7th Hour first choice

Musical Bodily-Kinestetic Interpersonal Verbal-Linguistic

1. At what level does evolution happen?

7. Day by Day Lesson One

What is a species worksheet.

10. Unit Include assessment questions and procedures.

**Note: The assignment should be written in a clear, concise, professional manner

3. What I would like to do to further their learning development is to give

Evolutionary Processes For Unit 5

5. Assessment: Assessment(s) before, during, and after the lesson

Time allocation for this lesson will take approximately 90 minutes.

12. Lesson Evaluation and Reflection

5. Assessment: Assessment(s) before, during, and after the lesson

Time allocation for this lesson will take approximately 50 minutes.

Natural Selection - Phet interactive simulations. (n.d.).

National Geographic – Evolution: Natural Selection. (n.d.). https://phet.colorado.edu/sims/html/natural-

12. Lesson Evaluation and Reflection

EXPERIMENNT A - How is the fur color trait influenced by natural selection?

- Total Number of bunnies __________ Long teeth___________ Short teeth ___________

- Total Number of bunnies __________ Long teeth___________ Short teeth ___________

5. Assessment: Assessment(s) before, during, and after the lesson

Natural Selection - Phet interactive simulations. (n.d.).

analogous and homologous structures - YouTube

 Representation (what): By offering other ways for customizing the display of

12. Lesson Evaluation and Reflection

1. a) In the image to your right, which pair represents an

3. What are the six bones found in all tetrapod legs?

4. Identify these limbs (to what animal do they belong)?

7. Similar structures that evolved independently are called _________________________.

8. a) What is the difference between a marsupial and a placental?

10. Are similarities between sharks and dolphins homologous or analogous?

11. What is morphology?

13. Fill in the blanks of the primate tree.

15. Side-trip: See more examples of homology and examples of analogy.

 Name of your organisms (common and scientific names) (2pts)

Function: The parts of all

Where can you find them?:

9-12.LS4.C.1Construct an explanation based on evidence for how natural selection leads to

5. Assessment: Assessment(s) before, during, and after the lesson

Time allocation for this lesson will take approximately 50 minutes.

Miss Radford's Science Emporium - Teaching Resources - TES

Adaptations - 9 Enviro (weebly.com)

12. Lesson Evaluation and Reflection

Evolutionary Processes For Unit 5

5. Assessment: Assessment(s) before, during, and after the lesson

Time allocation for this lesson will take approximately 90 minutes.

History. (n.d.). https://www.camellosafari.com/camels/history/history.html

 Representation (what): Using stations allows me to customize the display of

12. Lesson Evaluation and Reflection

Station 1: Gigantic Cheat Sheets:

Part 2: Coloring sheet. INSERT PICTURE HERE OR TURN IT IN AT STATION 5

Station 2: Practice Questions

Station 3: Blooket Games

Station 4: Table Examples:

Sub Station A: Analogous/Homologous: Why?

- Total Number of bunnies ____ Long teeth_ Short teeth _______

- Total Number of bunnies ____ Long teeth_ Short teeth _______