Lesson Cover Page

Lesson Topic: Natural Selection (Day 2 of 5e plan) Length of Class Period: 2 hours
Course: High school biology Grade Level: freshman and sophomores
TERMINAL BEHAVIORAL OBJECTIVE
State the terminal objective (including content and behavior):

By the end of the natural selection lesson, students will be able to use the history dogs to describe the requirements for natural and
artificial selection.

CURRICULUM/STANDARDS
List all appropriate national, state or district curriculum or content standards that align to this lesson.

Arizona Science Standards:

Essential HS.L4U1.27 - Obtain, evaluate, and communicate evidence that describes how changes in frequency of inherited traits in a
population can lead to biological diversity.
Essential HS.L4U1.28 - Gather, evaluate, and communicate multiple lines of empirical evidence to explain the mechanisms of biological
evolution.
Plus HS+B.L4U1.14 - Construct an explanation based on scientific evidence that the process of natural selection can lead to adaption.

LANGUAGE OBJECTIVES
List the language objective for listening, speaking, reading and writing: Arizona ELP Standards [http://www.azed.gov/english-language-
learners/elps/], as well as ELL accommodations, vocabulary, strategies:

Arizona ELP Standards for grades 9-12

9-10.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
9-10.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of content
9-10.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research
9-10.SL.1 Initiate and participate effectively in a range of collaborative discussions (one‐on‐ one, in groups, and teacher‐led) with diverse
partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively
9-10.SL.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task; use appropriate eye
contact, adequate volume, and clear pronunciation.

ELL accommodations:
- Sentence frames
- Vocabulary list incorporated into lesson
- Preassigning groups and pairing students with someone who is patient and willing to help or with someone who speaks native
language
- Written list of instructions

Key vocabulary (defined on slides word is used – previous vocabulary students should be somewhat familiar with)
Adapted - well suited
Agent of selection - a factor in the environment that exerts pressure/affects an organism’s ability to survive
Allele - a version of a gene
Evolution - descent with modification; a gradual change in characteristics of a population over successive generations
Genotype - the genetic makeup of an individual; what alleles the individual has
Heritable - the genes or traits can be passed down from generation to generation
Population - a group of individuals from the same species living in the same area
Speciation - one species gives rise to a new species

SSTELLA PRACTICES
List the SSTELLA Practices you incorporate and describe what you do to meet them.

Contextualization: Bellwork, using dogs as an example, closing question

Scientific discourse: working/talking in small groups and as a class, filling out worksheets to explain natural and artificial selection
 Language and literacy: annotating, new and old vocabulary used to explain the process of natural selection – incorporated in the content
and defined in a list as a refresher

SPECIAL EDUCATION ACCOMMODATIONS

List accommodations you will make for special education students:

- Send unfinished work to strategies class à extra time to work on any assignments
- Vocabulary list incorporated into lesson
- Directions on assignments read aloud
- Outline of lesson provided
- Written list of instructions

RESOURCES/MATERIALS
List all resources that you will need to teach this lesson:

Nearpod lesson
Student notes packet à Nearpod activities printed here
Bellwork worksheet
Peppered moth article - https://www.sciencenewsforstudents.org/article/how-moth-went-dark-side
Peppered moth worksheet
Printer and lined paper
Gizmos simulation - https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&resourceID=575
Bird beak adaptation activity - https://www.biologycorner.com/worksheets/naturalselection.html
gummy worms, tic-tacs, beans, plastic spoons, plastic forks, tweezers, chip clips, paper cups

Lesson Sequence
The Task Analysis must include the specific sub-tasks/topics. The first step in your Task Analysis should be your BW/Anticipatory
Set.
The last step in your Task Analysis should match your terminal behavioral objective for the lesson. (Add more rows to this chart as
needed.)
TIME TASK ANALYSIS TEACHING STRATEGY WHAT ARE THE STUDENTS DOING?
(Sub-tasks/topics) (BW, lecture, lab, group work, handout, (Active participation, Int. Closure)
etc)
5 min Hypothesize why you think there are so Bellwork: Students are individually and silently
many different breeds of dogs. 1. What do you know about the answering the bellwork questions on their
history of dogs? bellwork worksheet.
Get students thinking about where dogs 2. What are different characteristics After the teacher has told them to do so,
came from/their ancestry and what they of different breeds of dogs? students will discuss their answers in their
know about different breeds of dogs 3. Why do you think different breeds groups and prepare to share their answers
have different characteristics? as a whole class.
As a class, students will share their
answers by raising their hands – most time
will be dedicated to answering number 3.
25 Explain natural selection in your own Direct instruction: Nearpod lesson with Students are taking notes on and
minutes words. integrated activities. participating in the activities in the natural
The teacher will teach what natural selection Nearpod lesson and participating
Introduce students to the idea of natural selection is. in the activities.
selection and why it is so important.

Small group activity: The teacher will Students will work in their groups and
explain the natural selection bird beak compete to see how many beans they can
adaptation activity. Afterwards, the eat with their different beaks. After every
teacher will lead a whole class discussion group has finished, the students will come
on what the groups discovered and how it together and discuss their findings as a
relates to natural selection. class.
35 Identify the requirements of natural Direct instruction: Nearpod lesson Students are taking notes on and
minutes selection from an example. continued. participating in the activities in the natural
The teacher will explain the required selection Nearpod lesson and participating
steps for natural selection to occur and in the activities.
relate it back to the previous class’s
simulation.
 Group work/handout: The teacher will Students will read and annotate an article.
introduce the peppered moths and hand Then, they will work in their groups to
out the article and worksheet to each identify the different requirements of
student that they will complete natural selection in the peppered moth
individually in their groups. article.

5 Define artificial selection in your own Direct instruction: Nearpod lesson Students are taking notes on and
minutes words. continued. participating in the activities in the natural
The teacher will teach students what selection Nearpod lesson and participating
artificial selection is. in the activities.

10 Compare natural selection and artificial Groupwork: The teacher will hand out Students will work in their groups to
minutes selection. blank pieces of paper to each student and create this T-chart. They will already
pose the following prompt: know the requirements for natural
Create a T-chart with natural selection on selection and are trying to come up with
one side and artificial selection on the the requirements for artificial selection.
other. On each side, you will write the
requirements of each in sequential order.
25 Explain how natural and artificial Direct instruction: Nearpod lesson on Students are taking notes on and
minutes selection led to the domestication and natural selection continued. participating in the activities in the natural
diversity of dogs. The teacher will give explain the selection Nearpod lesson.
domestication and breeding of dogs, but
not how they are related to natural and
artificial selection.

Group work: The teacher will provide the Students are working together and using
definitions and requirements for natural their notes to try to come up with an
and artificial selection. The following explanation for the prompt.
prompted will be given to the students:
Explain how the domestication of dogs is
an example of natural selection and how
the breeding of dogs for specific traits is
an example of artificial selection. Be sure
to address all of the requirements for both
natural and artificial selection.