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Week 3 Lesson Plan

The document outlines the weekly agenda for a science class, with daily objectives focused on natural selection and evolution. Monday's lesson will describe how animals adapt to their environments and the relationship between predators and prey. Tuesday will cover breeding experiments and the Hardy-Weinberg theory of evolution. Wednesday includes an activity enacting natural selection. Thursday involves a cladogram lab to analyze species relationships. Friday compares anatomy across species to identify homologous, analogous, and vestigial structures. Each day aims to help students understand how genetic variation and environmental factors drive natural selection and evolution.

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154 views4 pages

Week 3 Lesson Plan

The document outlines the weekly agenda for a science class, with daily objectives focused on natural selection and evolution. Monday's lesson will describe how animals adapt to their environments and the relationship between predators and prey. Tuesday will cover breeding experiments and the Hardy-Weinberg theory of evolution. Wednesday includes an activity enacting natural selection. Thursday involves a cladogram lab to analyze species relationships. Friday compares anatomy across species to identify homologous, analogous, and vestigial structures. Each day aims to help students understand how genetic variation and environmental factors drive natural selection and evolution.

Uploaded by

api-316130138
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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AGENDAS FOR THE WEEK:

MONDAY
Natural Selection
Objective(s): SWBAT
*Describe how animals can
adapt to their environments
*Explore the relationship
between predator and prey
CCSS/NGSSS:
-SC.7.L.15.2: Explore the
scientific theory of evolution
by recognizing and explaining
ways in which genetic
variation and environmental
factors contribute to evolution
by natural selection and
diversity of organisms.
-SC.7.L.15.3: Explore the
scientific theory of evolution
by relating how the inability of
a species to adapt within a
changing environment may
contribute to the extinction of
that species.

February 8 February 12

TUESDAY

WEDNESDAY

Breeding Bunnies/HardyWeinberg Theory


Objective(s): SWBAT
*Mark changes in allele
frequency
*Test allele frequencies in the
Hardy-Weinberg Theory and
Evolution
*Articulate the requirements for
the Hardy-Weinberg Theory

Wooly Booger Activity


Objective(s): SWBAT
*Enact Natural Selection
*Describe how the experiment
was an example of natural
selection
*Explore the 4 tenants of
natural selection
(Reproduction, Variation,
Competition, Selection)

CCSS/NGSSS:
-SC.7.L.15.2: Explore the
scientific theory of evolution by
recognizing and explaining ways
in which genetic variation and
environmental factors contribute
to evolution by natural selection
and diversity of organisms.
-SC.7.L.15.3: Explore the
scientific theory of evolution by
relating how the inability of a
species to adapt within a
changing environment may
contribute to the extinction of
that species.

CCSS/NGSSS:
-SC.7.L.15.2: Explore the
scientific theory of evolution
by recognizing and explaining
ways in which genetic
variation and environmental
factors contribute to evolution
by natural selection and
diversity of organisms.
-SC.7.L.15.3: Explore the
scientific theory of evolution
by relating how the inability of
a species to adapt within a
changing environment may
contribute to the extinction of
that species.

THURSDAY
Cladogram/Phylogenetic
Tree Lab
Objective(s): SWBAT
*Compare differences in
amino acids between species
*Construct a
cladogram/phylogenetic tree
recap
*Use information on the
cladograms to make
inferences about species
relationships
CCSS/NGSSS:
-SC.7.L.15.2: Explore the
scientific theory of evolution
by recognizing and explaining
ways in which genetic
variation and environmental
factors contribute to evolution
by natural selection and
diversity of organisms.
-SC.7.L.15.3: Explore the
scientific theory of evolution
by relating how the inability
of a species to adapt within a
changing environment may
contribute to the extinction of
that species.

FRIDAY
Comparative Anatomy
Objective(s): SWBAT
*Note deficiencies in the
science textbook
*Identify and justify
examples of Homologous,
Analogous, and Vestigial
Structures
*Create an all-encompassing
Cheat Sheet on Evolution
CCSS/NGSSS:
-SC.7.L.15.2: Explore the
scientific theory of evolution
by recognizing and explaining
ways in which genetic
variation and environmental
factors contribute to evolution
by natural selection and
diversity of organisms.
-SC.7.L.15.3: Explore the
scientific theory of evolution
by relating how the inability
of a species to adapt within a
changing environment may
contribute to the extinction of
that species.
-SC.7.N.1.1: Define a
problem from the seventh
grade curriculum, use
appropriate reference
materials to support scientific
understanding, plan and carry
out scientific investigation of
various types, such as
systematic observations or
experiments, identify
variables, collect and organize
data, interpret data in charts,
tables, and graphics, analyze
information, make
predictions, and defend
conclusions.

P
L
A

Engage: (10 Minutes)


BR #10: In what ways can a
species adapt to better survive
the environment?
-Allow students to talk with
their shoulder partners and face
partners (1 minute each, 30
seconds per student response)
-Discuss as a class, take
individual student answers.
-Ask students if they agree/
disagree and why. (Dont give
answers yet)

Engage: (5 Minutes)
BR #11: Why do some species
die out rather than evolve?
-Allow students to talk with their
shoulder partners and face
partners (1 minute each, 30
seconds per student response)
-Discuss as a class, take
individual random student
answers.
-Write some of the initial student
conclusions on the board

Engage: (5 Minutes)
BR #12: Can a species evolve
without natural selection?
Why?
-Allow students to talk with
their shoulder partners and
face partners (1 minute each,
30 seconds per student
response)
-Discuss as a class, take
individual student answers.
-Ask students if they agree/
disagree and why. (Dont give
answers yet)

Engage: (5 Minutes)
BR #13: What would we look
for to see if one species is
closely related to another?
-Allow students to talk with
their shoulder partners and
face partners (1 minute each,
30 seconds per student
response)
-Discuss as a class, take
individual student answers.
-(ADV)Inform the students
that they will be looking at
amino acids as a way of
comparing species

Engage: (5 Minutes)
BR #14: What similarities do
mammals have in common?
-Allow students to talk with
their shoulder partners and
face partners (1 minute each,
30 seconds per student
response)
-Discuss as a class, take
individual student answers.
-Ask students if they agree/
disagree and why. (Dont give
answers yet)

Explore: (10 Minutes)


-Explain to the students that I
have a moth species inside a
folded piece of poster board.
-The student will represent a
predator of this moth, but will
only have 3 seconds to hunt
prey (I will count)
-I will open the poster for 3
seconds while students count
as many moths as they can find
-Repeat this 3 times at 3
different points in the room
-Take a few student guesses
before telling them how many
moths are on the poster (18)

Explore: (20 Minutes)


-Breeding Bunnies Lab
(See Attached)

Explore: (25 Minutes)


-Wooly Booger Lab
(See Attached)

Explore: (20 Minutes)


-(ADV)Cladogram Worksheet
(See Attached)
-NOVA hardware cladogram
http://www.pbs.org/wgbh/nov
a/education/activities/2905_li
nk_02.html
http://www.pbs.org/wgbh/nov
a/education/activities/2905_li
nk_03.html
http://www.pbs.org/wgbh/nov
a/education/activities/2905_li
nk.html
**Done in student groups on
class set of white boards**
Explain: (10 Minutes)
-Share student answers to
questions on the worksheet
-Im assuming the regular
class will struggle some with
this, so this time may be used
to continue the activity or
work on questions as a group.

Explore: (10 Minutes)


-Have the students read pp.
210-211 in the textbook.
Write down the definitions of
homologous, analogous, and
vestigial structures.
-Have students explain their
understanding of what they
learned from the readings
about these structures. Clarify
any misconceptions

Explain: (15 Minutes)


-Show a picture of peppered
moths and ask how they are
better suited to survive the
environment
-Some animals, like these
moths, develop ways to blend
into their environment.
-Peppered moths blend into
trees to avoid predators, Even
though there are many different
colors in the species.

Explain: (10 Minutes)


-Have students of a specific seat
color raise their hands.
-Do StandUp-HadUp-PairUp
to have students in different
groups share their conclusions (2
minutes per each new pair, rotate
3 times)
-Discuss as a group the
conclusions.
Elaborate: (15 Minutes)
-What mechanisms of change
did we see happening in this
experiment?
-how did the gene frequency
change from generation to
generation?
-is it possible to see the hardyweinberg theory in action?
-what would need to happen for
the bunnies with no fur to be
better adapted to the
environment?

Explain: (10 minutes)


-Give the students about 1
minute per student to discuss
with their groups and explain
how the lab was a
representation of natural
selection
-Discuss their answers
-Discuss question 3 as a class
Elaborate: (10 minutes)
-Reproduction Definition
-How was reproduction
enacted in the lab
-Variation Definition
-How was variation enacted in
the lab
-Competition Definition
-How was competition enacted
in the lab
-Selection Definition
-How was selection enacted in
the lab
-Advanced students will create
the definitions as a class

Elaborate: (15 Minutes)


-Watch video
https://www.youtube.com/wat
ch?v=ouZ9zEkxGWg
Regular class will watch the

Explain: (10 minutes)


-Students will separate into
two teams (ADV 4 teams)
-A picture will be shown on
the projector of a
homologous, analogous, or
vestigial structure.
-Students will race to a bell,
giving their team 30 seconds
to guess what kind of
structure is being shown. The
students will have to justify
their answers
-the game will be played until
each student has had a chance
to participate

-Show a picture of an African


Bullfrog encased in skin and
ask why it would need to do
this
-African Bullfrog can burrow
itself in the sand, slough off
skin and form a cocoon to keep
moisture. They can live in the
ground for up to a year.
-Show a picture of a humming
bird as well as some of its food
sources. Ask how it can live
through the winter when there
are no flowers
-Hummingbirds are small and
nimble. Can slow its heartbeat
from 500-900 bpm to 50 bpm
when temperatures are cold.
-Show a picture of a Jerboa and
ask how it has adapted to the
environment.
-Jerboa developed tiny
kangaroo-like back legs for
digging and traveling quickly
while using minimal energy.
-My favorite is the octopus
-watch video
https://www.youtube.com/watc
h?v=epbJi35lzEs

Elaborate: (15 Minutes)


-have the students individually
write some of the strategies
animals use to survive the
environment
-Allow students to talk with
their shoulder partners and face
partners (1 minute each, 30
seconds per student response)
-Regular classes will have a
class discussion and will create
a class list
-In what ways has the octopus
evolved to better suit its
environment?
-In what ways can animals and

-RERUN Assessment
-Recall: Summarize what you
did in the lab
-Explain: Explain the purpose of
the lab
-Results: Describe the results of
the lab and what they mean
-Uncertainties: Describe what
you are still unsure about
-New: Write at least two new
things that you learned from this
lab
-Regular classes will work on
the RERUN as a class
(excluding uncertainties)

(preferably on group
whiteboards) and also have to
compare these tenants to other
activities weve done, like the
Mechanisms of Change
Game

video first
-Pause at 0:55 and work as a
class to line up organisms.
-(ADV)What is the difference
between a cladogram and a
phylogenetic tree?
-(ADV)Watch Video
http://study.com/academy/less
on/cladograms-andphylogenic-trees-evolutionclassifiations.html

Elaborate: (15 Minutes)


-First/Last Word
Assessment
-Students use the word
evolution to write important
information down using each
letter as the beginning of a
sentence providing one detail
of information on any aspect
of evolution
-Regular classes may need to
perform this as a class

plants adapt to their


environments?
-what makes some of the
animals you see every day so
successful in the environment?
-Discuss Structural, behavioral,
and functional adaptations.
Students will match the types
of adaptations to the animals
seen earlier. Regular classes
will be given the animals as
examples
-What are two ways species
can hide from predators or
prey?
-Camouflage and mimicry are
two ways a species can hide
from or avoid predators
-Regular classes will watch the
octopus video at specific times
again to see it in action,
making information manifest.
Camo: 1:40
Mimic: 4:30

N
Resources:

Evaluate and Summary:


Sign Off:
Species pass on genes that may
help their species better survive
the environment. Take some
time now to write a few
different ways that animals can
better adapt to their
environment.

Evaluate and Summary: (1


Minute)
Sign Off:
The Hardy-Weinberg Theory
describes a hypothetical
population that is not evolving,
though the likelihood of this
ever happening isnt likely

Evaluate and Summary (1


Minute)
Sign Off:
What are the 4 tenants of
natural selection?
-Reproduction
-Variation
-Competition
-Selection

Evaluate and Summary

-Moth Poster

-Breeding Bunnies Worksheet


-50 Red and 50 White slips of
paper
-Paper Bag
-3 small beakers
-Label tape/pen
-Fossil Find Materials

-Woolybooger lab
-beans
-knives
-binder clips
-tweezers
-spoons
-paper plates (1 per group)
-cups (1 per person)

-Cladogram Worksheet
-NOVA hardware cut-outs

Evaluate and Summary

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