SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE Revised 1.4.17

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.
Name CWID Subject Area
Sexy Slytherin Biology
Class Title Lesson Title Unit Title Grade Levels Total Minutes
Freshman Biology Evidence for Evolution Sexy Birds 9-10 55 min
CLASS DESCRIPTION (including specific special needs and language proficiencies)

STANDARDS, OBJECTIVES, & ACCOMDOATIONS

SDAIE (Integrated ELD)
CCSS Math, CCSS ELA & Literacy History/Social Studies, Science and Content Objective(s)
Strategies for developing
Technical Subjects, NGSS, and Content Standards (cognitive, psychomotor, affective)
knowledge in the content area
6) HS-LS4-1 Communicate scientific information that
common ancestry and biological evolution are
supported by multiple lines of empirical evidence. Content driven:
7) HS-LS4-2 Construct and explanation based on
Students will obtain, evaluate,
evidence that the process of evolution primarily and communicate evidence
Summative assessment:
results from four factors: 1) the potential for a species for evolution and construct an
explanation based on
to increase in number, 2) the heritable genetic evidence for the process of
variation of individuals in a species due to mutation evolution, including the four
factors.
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.
Tier II (General Academic) Vocabulary Tier III (Domain Specific) Vocabulary
Competition, Reproduction, factors, ancestry, resources genetic variation, evolution, natural selection, species, mutations
English Language Development Standards (ELD) Disciplinary Language Objective(s)

Additional Student Accommodations (Behavioral, Cognitive, & Physical)

Specific Needs Specific Accommodations

STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
EL

Before students are grouped

Formative - Students work in
together, they watch a video
groups to determine what Teacher observes students The teacher can observe
that talks about the reasons
kind of dinosaur their bird work and reasoning. The what students think about
and circumstances that lead to
evolved from. Students use teacher takes time to ask back evolution. They can see how
the evolution of dinosaurs.
their knowledge of the four pocket questions to all groups well students can integrate
PM After, students can group up
ways in which species evolve to test their understanding. older ideas of the lesson into
and look at their previous bird
to decide the environmental WHen necessary, teacher it, like DNA mutation and
models. They observe the reproduction of multicellular
and genetic factors that lead provides clarification on ideas.
traits that they gave it and try organisms.
to the evolution of dinosaurs Feedback is given verbally.
to match it to a dinosaur that
into their unique bird species.
they think could have evolved
into their bird. They theorize
 about how this happened.

.Summative- Students will

write a formal paper
describing how a
population evolved the
"sexy bird gene". Teacher can gauge students
Students will discuss the ability to describe the
four factors that had to Students are given a rubric for evolution of species. The
have been present within this assignment early in the teacher can judge how well
the population for week and are told that they Teacher provides feedback via students understood previous
evolution to occur and
S must include how their bird rubric that is created lessons and how well they can
provide evidence of their
evolved through the four specifically for this assignment. integrate that knowledge into
presence. Students will
also construct an different methods of evolution. Teacher can also tell
argument their claim that evolution. how well students can do
the "sexy bird gene" research, discerning reputable
evolved. Their argument and non-reputable sources.
must contain evidence
from the fossil record,
embryonic development,
or DNA overlap.
INSTRUCTION
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
Engage
Day 1:
1. Warm Up/ Driving Question: Why are there so many
different types of sexy birds? Answer in interactive
notebook.
2. Ask class to discuss in small groups of 4 to answer the
warm up question. After 5 minutes, ask students to
focus their conversation on explaining what evolution
is and how that explains many different types of sexy
birds.
3. Create a classroom summary that incorporates ideas
from each small group about evolution. Day 1:
4. Watch 1. Answer Warm Up question in interactive notebook
https://www.youtube.com/watch?v=mZt1Gn0R22Q, 2. Get into small groups of 4 students and discuss how
Myths and Misconceptions about Evolution. there are so many different types of sexy birds. Follow
5. Pass out Webquest Worksheet for students to use as the speaking frame “I agree/disagree with _____
they conduct research about the evidence for because… and I think______________,” After 5
Day 1:
evolution. Instruct students to finish the webquest for minutes switch gears to specifically discussing the
1.5 min
homework if not completed in class question in the context of evolution, utilizing the same
2. 10 min
6. Exit Slip: Pick and describe one piece of evidence you speaking frames.
3. 10 min
learned today or one misconception about evolution. 3. Raise hands and provide ideas from the group
4. 5 min
Webquest Outline: discussion about what evolution is and how it related to
5. 20 min
Embryonic Homologies: diverse birds.
6. 5 min
(https://www.ncbi.nlm.nih.gov/books/NBK10049/) 4. Watch the video and take notes as necessary.
1. Complete a venn diagram for analogous and homologous 5. Pass back Webquest worksheet and conduct research
to look at evidence for the existence of evolution. The
structures in embryos three websites being explored discuss evidence through
DNA: (https://www.ncbi.nlm.nih.gov/books/NBK10049/) the fossil record, similar DNA, and similar embryonic
2. How can we determine evolutionary linkage between animals development. Complete unfinished Webquest for
homework.
using DNA? 6. Finish Exit Slip before leaving class.
3. What is the genetic similarity and difference between humans
and various apes?
Evidence for Evolution:
(https://courses.lumenlearning.com/boundless-
biology/chapter/evidence-of-evolution/)
4.How do fossils demonstrate evolution?
Lesson Body
Time Teacher Does Student Does
Explore
Day 2:
7. Warm Up/Driving question: How can DNA lead to a
varied population?
8. Anchoring Phenomenon: Students watch 2 videos
about how birds evolved from dinosaurs:
https://www.youtube.com/watch?v=z4nuWLd2ivc and Day 2:
https://www.youtube.com/watch?v=0-7iXyYS0uw 1. Answer Warm Up question in interactive notebook
9. Teacher splits up students into their bird groups, 2. Students watch videos to understand how Birds
letting them decide what kind of dinosaur their bird evolved from dinosaurs using the ideas that were Commented [1]: Are they creating a model for this
evolved from, and putting it on a new piece of butcher discussed the previous day. Take notes as necessary. activity? because the epistemic practice we picked in
paper. 3. Students work in groups to decide what kind of the crosswalk was a formal paper written through
10. Exit Slip: How can DNA play a part in evolution? dinosaur that their bird came from, what constructing explanations
Describe this in terms of dinosaurs and birds environmental factors lead to the evolution based on
the birds traits, and how genes mutated to create a Commented [2]: I figured it would just be a fun thing to
Explain new bird species. do to get kids involved and thinking about where their
bird came from. I could change it so that they aren't
Day 3: 4. Students complete the exit slip before leaving class.
Day 2: modeling it and just thinking about it/discussing it
1. Warm Up Question: Name 1 factor that lead to the
1.5 min
evolution of dinosaurs. Day 3: Commented [3]: multiple epistemic practices are
2. 25 min
2. Teacher leads discussion about the different factors 1. Answer Warm Up question in interactive notebook always nice, though
3. 20 min
presented in the video that lead birds to evolve 2. Watch video, join in discussion about what leads to
4. 5 min Commented [4]: either way is fine! I guess its easier
(https://www.youtube.com/watch?v=CoaapvEDe14). evolution. Students take notes of the 4 important
not to change it
Teacher also prompts students to think about how factors that lead to evolution. they participate in the
genetics can lead to evolution. discussion lead by the teacher, answering questions or
3. Teacher has students combine and add to thoughts asking them to get a better understanding of evolution.
Day 3:
from the classroom summary on day 1 to create a class As the teacher gives students ideas about evolution,
1. ~5 min
definition of evolution, posted at the top of the students should try to apply their knowledge to explain
2. 15 min
classroom summary. how various species evolved.
3. 15 min
4. Teacher hands out a Rubric to students describing a 3. Students use Chromebooks to expand on ideas from
4. 20 min
writing assignment that they will complete by Friday. In the classroom summary about how to describe
5. ~5 min
this writing assignment, students will describe the four Evolution on a Google Doc that is on the projector. The
factors that lead to the evolution of species. They will teacher leads students to incorporate all ideas into one
describe how these factors affected their bird species. concise definition and posts it in the room at the top of
The gene that was created for each group earlier in the the original classroom summary poster.
unit should be referenced, along with other pertinent 4. Students read rubric, take notes about what to do on
information that leads to evolution. Students must also the assignment, and ask questions to clarify the
expand on ideas from the Webquest, discussing assignment. Students get into lab groups and review
evidence for evolution such as embryonic and DNA student work samples to collect ideas about how to
similarities, as well as the fossil record. Teacher will construct well-developed explanations for evolution.
show previous student work samples and provide 5. Students complete the Exit Slip before leaving class.
coordinating rubrics to groups so they are able to see
what quality essays look like. Students will review the Commented [5]: I added in the review of previous
work samples as lab groups. student work samples so students get an idea of what
5. Exit Slip: Name the 4 factors that lead to the evolution a good essay is like. They will review these in lab
of species. groups to fill the rest of the 20 minutes.
Commented [6]: thanks!

Lesson Closure
Time Teacher Does Student Does
Day 4: Elaborate Day 4:
1. 5 min Day 4: 1. Answer Warm Up question in interactive notebook
2. 30 min 1. Warm Up question: How does the fossil record 2. Pass back Graphic organizer for essay and begin
3. 15 min demonstrate the evolution of a/ your sexy bird? compiling evidence for evolution, the factors that
4. 5 min 2. Pass out worksheet and instruct students to create contribute to it, and an argument for how the sexy bird
their initial graphic organizer for the essay utilizing gene evolved.
resources form the Webquest, videos, and additional 3. After finishing the graphic organizer, bring to teacher to
expository texts using their Chromebooks. get checked, revise any suggestions and conduct
3. Release students to begin working on their Sexy Bird further research as necessary. Once the graphic
essays using Google Docs on Chromebooks after organizer is cleared by the teacher, begin constructing a
clearing graphic organizers with the teacher to check formal paper using Chromebooks.
 for evidence-based claims. Give students time 4. Students complete Exit Slip before leaving class.
reminders so they make sure to have their graphic
organizers cleared by teacher before class ends. Day 5:
4. Exit Slip: Why did the gene created for your sexy bird 1. Answer Warm Up question in interactive notebook
Day 5: evolve? How does it help the sexy bird increase 2. Finish writing paper on Chromebooks using graphic
1. 5 min chances of survival? organizer and rubric to guide written explanations.
2. 40 min Evaluate 3. Then, find a partner and pick a spot near the ajar
3. 5 min Day 5: classroom door to quietly read through each other’s
5. 5 min 1. Warm Up question: Describe how DNA demonstrates work and discuss strengths and weaknesses. Use rubric
evolution and common ancestry between animals? as guide while reviewing writing. Adjust writing as
2. release students to spend the period finishing their necessary, including fixes in spelling, syntax, and
formal, written essays. grammar. Seek counsel from teacher with questions
3. If students finish early, they are instructed by teacher regarding work or to review final draft before
to find another partner who has finished, find a spot submitting.
right outside the classroom, and read the essays to 4. Students submit and check that their projects are
each other. Students pairs are instructed to provide submitted before leaving class. Discuss with teacher
positive and critical feedback so students may improve any time-adjustments necessary if student has trouble
their writing before submitting the final draft at the completing the assignment on time, due to IEP or
end of the period in the Google Classroom Dropbox. extraneous circumstance. Extensions must be awarded
4. Exit Ticket: Submit Formal Paper to Google Classroom. to students before leaving class, otherwise the paper
Check teacher’s drop box on projector to ensure paper will be marked as late.
has been submitted.

Instructional Materials, Equipment, and Multimedia

Note: No safety Precautions are needed for this Lesson Plan
Materials: Youtube videos, Webquest outline, butcher paper for each group to add to original model of sexy bird, markers, Chromebooks, Graphic
Organizer, Rubric
Co-Teaching Strategies
☐One teach, one observe ☐One teach, one assist ☐Station teaching ☐Parallel teaching
☐Supplemental teaching ☐Differentiated teaching ☐Team teaching X Not applicable
CO-PLANNING NOTES

Rationale: Students will develop their argumentation skills as they investigate various aspects of evolution and how they relate to the sexy birds.
Students will be able to lean on the Webquest, Youtube videos, and classroom summary as reliable sources while constructing claims. Students
will use the graphic organizer and the rubric to construct a well-composed claim and then eventually a Formal paper.