LLED 360: Life Science 11 Unit Plan- Evolution

PART 1: SUMMARY CHART

Scope

Students will use thoughtful investigation and collaborative approaches to solidify their
understanding of evolution at the population level. Understanding the terminology associated
with this unit is emphasized through activities and discussions. Reiterating the topics by using
multiple mediums is essential to promoting student understanding, thus vocabulary games,
hands-on activities and other such scaffolding will be implemented to support students'
learning and progression through the overarching topics of Microevolution and
Macroevolution.

The Importance of the Theme

- Without evolutionary theory as a guiding framework, biology is just a collection of facts

- The term evolution describes that all species share a common ancestor and species
have changed through time (i.e. they have adapted different habits)

The Hypothetical Teaching Context (Class Profile)

Class of 30 students with 5 students who are ELLs:

- 2 refugees from Afghanistan and Syria, who fled to Canada in 2020 and 2016,
respectively.
- 1 immigrant from South Korea (came in grade 7)
- 1 immigrant from India (came in grade 5)
- 1 homeschooled up until grade 7 with 1st generation immigrant parents from Taiwan

Big Idea Curricular Competencies

Evolution occurs at the population level. Questioning and predicting:

- Make observations aimed at identifying
their own questions, including increasingly
abstract ones, about the natural world
- Formulate multiple hypotheses and
predict multiple outcomes
Planning and conducting:

- Collaboratively and individually plan,

select, and use appropriate
investigation methods, including field
work and lab experiments, to collect
reliable data (qualitative and
quantitative)
Processing and analyzing information and
 data:
- Use knowledge of scientific concepts
to draw conclusions that are
consistent with evidence
Evaluating:
- Evaluate the validity and limitations of
a model or analogy in relation to the
phenomenon modeled
Applying and Innovating:
- Contribute to care for self, others,
community, and world through
individual or collaborative
approaches

Content Objectives Language Objectives

● Develop academic literacy by learning

Students will develop an understanding in new scientific processes and
the following topics: terminology
● Learn to apply new vocabulary in
Microevolution: explaining concepts
● Strengthen communication by
● adaptation to changing environments
applying Total Physical Reaction
● changes in DNA
(TPR) approaches in activities and by
● natural selection
picking up on body language
Processing and analyzing data and
Macroevolution: information: • Experience and interpret
the local environment; • Apply First
● Speciation Peoples perspectives and
○ neo-Darwinism (gradualism) knowledge, other ways of knowing
○ punctuated equilibrium and local knowledge as sources of
○ genetic drift information Evaluating: • Consider
social, ethical
○ sexual selection
○ adaptive radiation
○
● Processes of macroevolution
○ divergent
○ convergent
○ co-evolution

○ evidence for macroevolution:

embryology
○ mitochondrial DNA
 ○ molecular evolution
○ fossil record

Summary of Lessons

Lesson 1: Microevolution This lesson focuses on observing the

adaptations that have occurred in different
Claire Huang species over time in a population. Students
are required to observe and hypothesize the
driving forces behind these adaptations with
supported reasonings. More specifically, we
will explore the effects of DNA change
(mutation) and the process of natural
selection in resulting adaptations in changing
environments. To learn these concepts,
students will be given multi-modal methods
with hands-on activity, videos, diagrams, and
collaboration with their classmates. There will
be a focus in learning specific vocabulary for
these concepts and utilizing them throughout
the lesson. ELL students will be put into
groups with students who can scaffold them
in their understanding and support them to
participate.

Lesson 2: Macroevolution (Speciation) This lesson builds on students' understanding

of the concepts they learned in
Karina Meratla microevolution. Students will be able to
identify the processes that contribute to
genetic variation (mutations and sexual
reproduction), list factors that cause
reproductive isolation (barriers, either
geographic or different environmental niches)
and understand how mechanisms of
evolution, such as genetic drift, can lead to
adaptive radiation. To learn these concepts
students will engage in hands-on activities,
communicate and collaborate with
classmates. Students will also develop skills
in observing, recording graphs and comparing
and contrasting and coming up with
hypotheses and conclusions. ELL students
will be scaffolded by peer support.

Lesson 3: Processes of Macroevolution Students’ will utilize collaborative learning

processes to understand the four processes
Sydney Barnes of evolution: divergent, convergent, parallel
 and co-evolution. Learning activities will help
enhance definitions and new vocabulary
introduced throughout this lesson (e.g.
divergent, adaptive radiation, descendants,
common ancestor). Factors such as
environment and predation pressures can
have different effects on the ways in which
species exposed to them evolve. As a result,
evolution over time can follow several
different patterns/processes and this is the
topic of today’s lesson. To practice the new
concepts introduced, students will participate
in multiple learning activities. In particular, the
bird beak activity as this will showcase
divergent evolution and help students’ link
theory to practice.

Lesson 4: Macroevolution (Evidence) To begin, I will announce my

(some Indigenous knowledge) acknowledgement to be studying at UBC on
the traditional, unceded territory of the
Musqueum people. Then we will have a 5 min
Amanda Lake discussion with the entire class about the
(FPPoL), First peoples principles of Learning
to see which principles might apply to our
topic today, of macroevolution .

This lesson builds on students' understanding

of the concepts they learned in previous
lesson on macroevolution and it's processes.
There are three main lines of evidence of
macroevolution that students will learn about:
Fossil record (fossil evidence),-
embryological evidence, anatomical
evidence( the ancient horse), and
mitochondrial DNA.
Students will be able to collaborate with their
peers while doing activities to learn about the
evidence of macroevolution through
embryology, mitochondrial DNA, fossil record
and molecular evolution.
. THese Learning activities will also help the
ELLs In the class, to learn and practice new
vocabulary introduced throughout this lesson
(e.g.embryology, transformation, fossil)
Students will also learn that an important part
of macroevolution,called Transformation is
one idea that is central to Indigenous
knowledge.
My Presentation: (10 min)
There are three main lines of evidence of
macroevolution that students will learn about:

Fossil record (fossil evidence),-

embryological evidence, anatomical
evidence( the ancient horse), and
mitochondrial DNA.

1)First learn about embryology and its

evidence and do a drawing activity of
each evolving stage.

2)Second learn about the Fossil record

using the Aboriginal ancient Horse
drawings found:

. My Presentation: (10 min) I will

 showThe best-documented fossil
sequences to show a variety of
modes .

Students Do an Art activity on these

modes and ancient drawings found to
help learn the different stages of
evolution of the horse…..( 15 min)

➔ Lastly watch video about the

Stickleback Evolution in
relation to mitochondrial
DNA, and the Aboriginal
ideas about it. ( 5 min)

Assessment: Then do video

review worksheet.(10min)

PART 2: LESSON PLANS

Claire Huang
Life Science 11- Lesson 1
Topic: Microevolution
Duration: 75 minutes

Lesson Overview The effect on mutations on the change within a species that occurs
over time in a population.

Materials and Equipments needed for the Lesson

Intro activity:
- Chopsticks
- Tongs
- Forks
- Spoons
- Pom poms
- Dried macaroni
- Beans
- Uncooked rice grains
- Data collection sheet
 - Trays

Case-study stations sheets

Worksheet with questions

Lesson Stages Learning Activities Time Allotted

Warm-up Prompt activity: Test out effectiveness of 10 minutes

beaks of different organisms in competing
for food sources
- Work in groups of 4
- Each group has a pair of chopsticks,
a spoon, a tong and a fork
- Food sources: pom poms, rice
grains, beans, macaroni etc.
* 2-3 rounds of competing for food sources,
record data for each eating “beak”

Inquiry question/pre-assess knowledge:

- What do the different utensils
represent? 5 min
- If the birds were on an island with
only “X” food source, which one
would survive (higher fitness)?
- What would be the result of the
population of these birds?

Introduce: that we are going to learn about

what the processes behind these
adaptations (mutations + natural selection) 2 min

Presentation Video overview: 3 min

https://www.youtube.com/watch?
v=BcpB_986wyk

Ask for key words they picked up in the 10 minutes

video, then go over key vocabulary
words with diagrams:
- Evolution
- Natural Selection
- Variation
- Adaptation
- Fitness
- Random mutations

Apply these terms in an example: owl 10 minutes

 butterflies (Reference for teacher:
https://youtu.be/dR_BFmDMRaI)
- Have think-pair-share sections to
gauge understanding

Practice and Production Case-study Stations: Different examples 25 min

of organisms undergoing natural selection
- Groups of 4
- Peppered moth
- Galapagos Finches
- Pesticide resistant insects
- Peacocks
- Warrior ants
- Rat Snake
- Nylon eating bacteria

Complete worksheet of questions

- Can collaborate with peers, but
each student need to hand in their
own worksheet

Closure Direct them to misconceptions (also 10 min

provide slides they can access):
- Evolution is NOT the same as
adaption or natural selection;
natural selection is a mechanism or
cause of evolution + adaptations are
physical/behavioral traits that make
an organism better suited to its
environment

- Heritable variation comes from

random mutations– initial cause of
new heritable traits that could make
an organism survive better in its
environment

- Natural selection acts on existing

heritable variation. For natural
selection to act on a feature, there
must already be variation and that
variation must be able to be passed
on to offspring

- Natural selection depends on

environment, doesn’t favor traits
that are somehow inherently
superior. A trait may be beneficial in
one environment but may not be in
 another.

Open for last minute questions

Reminder: finish the worksheet and hand it

in at the beginning of tomorrow’s class as
we will be building on the knowledge.

Adaptation for English Vocabulary:

Language Learners Evolution- the process by which modern organisms have
descended from ancient organisms over time

Natural Selection- evolutionary mechanism in which

individuals that are better suited to their environment survive
and reproduce most successfully

Variation- difference between traits in individuals of the

SAME species

Adaptation- a trait that improves an organism’s ability to

survive and reproduce in an environment

Fitness- the ability of an organism to survive and reproduce

- provide diagrams and examples with these

vocabulary words

- Videos can also be accessed after class so ELL

students can watch it at a slower speed.

- Allow google translate during case study activity time.

- Group ELL students in groups that can support and

scaffold them in their understanding and I will
circulate and focus to provide further explanation if
needed.

Assessment and Evaluation Informal/formative Assessment:

of Students’ Learning - Think/pair/share time: gauge students pre-knowledge
and growing knowledge
- Worksheet from case-studies activity will show how
 much they understand the concepts taught in this
lesson.
Formal Assessment:
- Quiz after lesson 2
- Also formally assessed in unit test

Karina Meratla
Life Science 11- Lesson
Topic: Macroevolution - Genetic Drift and Adaptive Radiation
Duration: 75 minutes

Lesson Overview How genetic drift and adaptive radiation leads to speciation

Materials and Equipments needed for the Lesson

Intro activity:
- Pennies
- Paper and Pen
Cut outs of Darwins finches

Environmental niche stations sheets

Lesson Stages Learning Activities Time Allotted

Warm-up Prompt activity: Test out the probability of 10 minutes

getting heads/tails when flipping a coin 2
times, 10 times, 100 times
Work in groups of 2
- Each group has a penny
- Each group has to make a bar
graph to record their data

Inquiry question/pre-assess knowledge:

- How does the probability of getting
heads/tails differ when the sample
number is small compared to a
large sample number.
- When flipping a coin twice, did 5 min
 anyone only get heads or only get
tails.
- What if heads and tails represented
two populations. In the smaller
population you have a chance of
losing one species just due to
random chance whereas in the
larger population both species
remain.
Introduce: that we are going to learn 2 min
about, how genetic drift, that is, a random
reduction of allele frequencies in a small
population, and adaptive radiation can
result in speciation.

Class activity Show the class one of Darwins finches for 3 min
10 seconds. Ask them to describe/draw
what they saw. Inquiry as to the difference
between seeing and observing. Scientists
observe - good observations use all their 10 minutes
senses. Show them a second time and ask
them to observe and add additional details
to their drawing or discription. Inquiry -
what helped you make accurate
observations. Now give them a second
finch to look at. Ask them to compare and
contrast the two finches. Ask them to
hypothesize about cause and effect. Split
the kids into groups of 3. Show them all of
Darwins finches and have them compare 10 minutes
and contrast the differences and similarities
and group them. Once completed they
must go around to all the other groups and
look at their groupings.

Class activity Ask all the students to stand up in pairs and 25 min
give them a generic finch. Ask them to
imagine they have flown from the main land
and each pair is now on an island. Set up
“islands” around the room where the pairs
will go. Have descriptions of
microenvironmental niches at each island
station. Ask the students to draw a finch
that they feel would be best adapted for
that environment. Inquire as to what
adaptations the finches acquired? Inquiry
as to how those adaptations were coded
for? Inquiry if this was a gradual process or
quick process.
Closure Go over the mechanisms required for 10 min
speciation:
- Reproductive isolation is required
for speciation; reproductive isolation
via physical barriers or preference
for microniches.

- Heritable variation comes from

random mutations over time, where
reproductive isolation inhibits gene
flow, speciation can occur–
emphasize that there must be no
gene flow

- Evolution is a gradual process.

- Differentiate between Natural

Selection and Genetic Drift -
whereas Natural Selection is a non-
random mechanism for evolution,
whereas genetic drift is a random
mechanism. Genes you see in an
environment were not necessarily
selected for because of fitness but
rather it is about random chance.

Open for last minute questions

Adaptation for English Vocabulary:

Language Learners Genetic Drift- Random fluctuations in the frequencies of
alleles from generation to generation due to chance events.

Adaptive Radiation- a process in which organisms diversify

rapidly from an ancestral species into a multitude of new
forms.

Species - a group of living organisms consisting of similar

individuals capable of exchanging genes or interbreeding.

- provide diagrams and examples with these

vocabulary words

- Allow google translate during case study activity time.

 - Group ELL students in groups that can support and
scaffold them in their understanding and I will
circulate and focus to provide further explanation if
needed.

Assessment and Evaluation Informal/formative Assessment:

of Students’ Learning Look at their bar graphing skills. Oral exit slip - ask them to
describe the steps involved in speciation. You are looking for
them to say reproductive isolation followed by adaptation to a
local environment. Inquiry as to why reproductive isolation is
critical. Look for them to say because speciation requires no
gene flow between species.

Sydney Barnes
Life Science 11-
Lesson 3
Topic: Processes of
Macroevolution
Duration: 75 minutes

Lesson Overview Students’ will utilize collaborative learning processes to understand

the four processes of evolution: divergent, convergent, parallel and
co-evolution. Learning activities will help enhance definitions and
new vocabulary introduced throughout this lesson (e.g. divergent,
adaptive radiation, descendants, common ancestor). Factors such
as environment and predation pressures can have different effects
on the ways in which species exposed to them evolve. As a result,
evolution over time can follow several different patterns/processes
and this is the topic of today’s lesson. To practice the new
concepts introduced, students will participate in multiple learning
activities. In particular, the bird beak activity as this will showcase
divergent evolution and help students’ link theory to practice.

Materials and Equipments needed for the Lesson

● Process of evolution Q-cards (4 arrow diagram cards X 4 and 4 definition cards X 4)

● Fill-in blank worksheet for powerpoint presentation
● White board/chalk board
● Dry erase markers
 ● Computer for lesson presentation
● Class set of tablets/computers
● Personal phones (for Kahoot and timer)
● Q-cards with images of evolution processes (e.g. Darwin’s finches)
● Kahoot application
● Video links
● PowerPoint slides
● Projector
● Forks, spoons, forceps, clothes pegs, chopsticks X 6
● Aluminium Pie dish or similar container X 10
● Chalk, marbles, tooth picks, elastics, beads X 100
● Bird beak activity worksheet (containing observation section and follow-up questions)
● Exit slips

Lesson Learning Activities Adaptations for ELLs Time

Stages Allotted
(mins.)

Warm up 10
Matching game: Processes Before lesson:
of Evolution Resulting from
Natural Selection -Have students look up/define:
divergent, convergent, mirror,
parallel, together and influence

(Students’ can use their L1 to

supplement their understanding
of each word)
Steps:
-I will check their understanding
-Each student will be assigned
in preparation for the activity by
an arrow diagram or label of
asking them to explain an
the processes of evolution.
action I show
-Holding the picture/label,
-Hand-out the fill in the blank
students’ will walk around the
worksheet associated with the
room, interacting with one
lesson prior to lesson
another until they have found
the correct pair (correct pairs
-video suggestion to explore
depicted above)
convergent and divergent
processes of evolution
-Sit with partner and come up
with definition for this process
https://www.youtube.com/
of evolution
watch?v=X-XtZyHcck4
-Find other pairs that have the
-video suggestion to explain
same process of evolution as
process of parallel evolution:
 you & come up with definition https://www.youtube.com/
to present to class watch?v=D5llATiCgkI

-poster paper and markers -refer to this reading for more

used to present process of information/preparation on
evolution to class: category process of co-evolution:
showing a picture that
summarizes the word (e.g. the https://biologydictionary.net/
arrow diagram); the process of coevolution/
evolution (e.g. Divergent);
group definition on what this
means from an evolutionary
stand-point

Teacher positioning during

activity:

-roving around room to monitor

student activity

Presentation 20
Discussion: During discussion:

-Re-cap activity; come up with -write key vocabulary on the

definition together as a class by board as we work through
exploring the processes of lesson; write out synonyms
evolution (use of academic language and
social language to describe the
Ask class how the arrow processes of evolution clearly)
diagrams describe/depict the
certain process of evolution? During mini presentation:
What other synonyms can we
use to describe these - students will have prepared
processes of evolution? cards with pictures of the
examples (e.g. Woolly
Mini presentation (using Mammoth and modern
power point): We will explore elephant)
each process of evolution!
- have students’ refer to their
- Divergent (e.g. definitions (they put together
Darwin’s finches) before this lesson) and match
each card to the definition as
- Convergent (e.g. body you go through lesson
shape of shark and
porpoise) -Use Total Physical Response
(TPR) when introducing new
- Parallel (e.g. Woolly vocabulary to the class
Mammoth and modern
elephant) During Kahoot Activity:
 - Coevolution (e.g. -I will include enough
rough-skinned newt toxin processing time to submit
production to protect itself answers; students are
from predation from garter encouraged to discuss what
snake) process of evolution is being
depicted before answer
Kahoot Activity: What submission is required
process of evolution is
this?

-show picture on projector,

have students submit their
answer via Kahoot

Teacher positioning:

-walking around classroom;

check-in on students; add
words to white board/chalk
board

-observe student activity

(ensure my talking pace is
matched with students’ note
taking pace)

-during Kahoot, encourage

sharing ideas and thinking
process of what process is
displayed

Practice 35
Activity: Bird Beaks Group assignment for
activity:
-class will be split into groups
of 3 Students will be put into groups
where their learning is
- each group member will have supported best (this could
a different simulated bird beak mean some students are put
(e.g. forceps, spoons, chop- together in groups or partnered
sticks) with other students in the class)

-task is to pick up as many Further Instructions for

materials that represent food activity:
(e.g. elastics, marbles,
toothpicks, beads, chalk Video displaying the activity
pieces) using the simulated procedure will be shown in
beak class, written instructions will
also be given to students.
-Each individual will have a
cup, materials will be deposited Getting set-up:
here during the activity and
counted at the end of the As a class, we will discuss
allotted collection period each step in preparation for the
activity
-record results
Supplementing Student
- first round is individual tasks:

-second round all group -Encourage L1 during activity;

members will compete at once have students make
for materials observations in their L1 and
then work to write what they
Show video to student observed in L2 after activity
describing activity as well:
-Students can feel free to teach
https://www.youtube.com/ group members describing
watch?v=gpNBTPDroWQ words in their L1 during activity

Activity worksheet and rules -the worksheet where

will be pulled from this observations will be recorded
resource: and follow up questions
answered will be modified for
https://www2.nau.edu/lrm22/ students (e.g. questions will be
lessons/bird_lab/bird_lab.html broken down/elaborated on for
comprehension, pictures will be
Students’ tasks during activity: included ,etc.)

-make observations for -when students are asked to

discussion give an example of each
evolutionary process, students
-record results are encouraged to use
examples of animals found in
-use all beak modifications to habits from all over the world
explore the difference (e.g. animals from the same
Country you live in now or lived
- what process of evolution are in previously)
we exploring?

-based on materials
collected/amount collected
what does this tell us about the
species?

-what would happen to certain

bird species if one or more
materials were taken away?

-what beak adaptation is most

accommodating?
 -who is the top competitor?
Bottom competitor?

-give an example of divergent,

convergent, parallel and
coevolution processes in the
natural environment (do not
use examples covered today in
class)

Teacher positioning:

-walk around classroom and

check-in on each group

-ask questions about what they

are observing

-make sure everyone is

participating

Closure 10
Activity- Summary of the 4 During Activity:
processes of evolution:
-Mindful pairings of students
(Divergent, convergent, parallel
and co-evolution) -ensure students know that
they can act out the process of
- Using the stack of cards, pick evolution to enhance partner
one card. Turn to your table understanding
partner and describe the
evolutionary processes written -students could also use TPR
on the card (10 seconds). DO when verbally describing the
NOT SAY WHAT THE process of evolution
PROCESS IS, your table
partner needs to guess this! -notes used in class today can
be referenced
- Table partner will then go to
the board and draw what -time allotted can be adjusted
process of evolution they think
you were describing (20 Exit Slip
seconds); arrow models can be
used or any picture depicting -students can come up to me
the process of evolution during this time and we can
work together to answer the
-reverse roles exit slip. For instance, students
can orally communicate their
Class Wrap-up: Exit Slip answers to me.

Turn in and answer the -students could also make a

 following questions before the voice recording of their
end of class! answers on their phone and
then submit it via student-
1. What are the four teacher communication
processes of evolution? platform (e.g. Microsoft Teams)

2. List one important -students are encouraged to

feature for each process of draw mind maps, write in point
evolution. (use drawings, form, look up spelling in class
comic strips, etc. to help dictionaries
answer questions)

Assessment and Informal/formative Assessment:

Evaluation of Students’ ● Student’ participation in learning activities
Learning ● Students’ are on task
● Students’ are working collaboratively and respectfully
● Students’ ask questions and seek help when
something is unclear

Formal Assessment:

● The worksheet that accompanied the Bird Beak activity

● Exit slips

Amanda Lake
Life Science 11-
Lesson 4
Topic: Macroevolution
evidence
Duration: 75 minutes

Lesson Overview This lesson builds on students' understanding of the

concepts they learned in previous lessons on macroevolution
and it's processes. During this lesson students will learn
about the main lines of evidence of macroevolution which will
include:
Fossil record (fossil evidence),-embryological evidence,
anatomical evidence( the ancient horse), and mitochondrial
DNA. They will also learn about its importance to the
Indigenous people and indigenous knowledge .
Main Topics:
1. Embryology
 2. Molecular Evolution
3. Fossil Records
4. MItochondrial DNA( viruses)

Materials and Equipments needed for the Lesson

● PAper, colored pencils, crayons,paints, pens,possible sticks, straws, candies

Lesson Learning Activities Adaptations for ELLs Time

Stages Allotted
(mins.)

Warm up To begin, I will announce my 10 min

acknowledgement to be Will learn and recognize some
studying at UBC on the vocabulary from last lesson
traditional, unceded territory of about macroevolution as well
the Musqueum people. as new vocabulary from today's
lesson by listening and
Then we will have a 5 min engaging in the First Peoples
discussion with the entire class Principles discussion and
about the (FPPoL), First examples of evidence
peoples principles of Learning discussion in class at the
to see which principles might beginning of this lesson.
apply to our topic today, of
evidence of
macroevolution .Then a quick
review of last lesson about the
meaning and processes of
Discussion macroevolution. 3min

Discuss the meaning of

evidence with the class and
ask them for examples.
2 MIN
Let them know that today we
are going to learn about how
evidence is related to
macroevolution and different
types of evidence used in
studying macroevolution.

Presentation 15 min
I will explain that evidence of
macroevolution can be found
through different factors:

There are three main lines of

evidence of macroevolution:

1) Fossil record Of
evidence :Includes:
5 min
A)-embryological
evidence,:

B) anatomical
evidence( the
ancient horse)

- learn about the Fossil

record using the
Aboriginal ancient Horse
drawings found:

Will show a few

different horses at
different times in
 evolution.

and …

C) Molecular
evolution

The Virus!

Show a brief video

that explains how
fossils, homologous
structures, and
observations
throughout history
give
support/evidence to
the theory of
Macroevolution and
the virus as one
example of genetic
adaptation over
time.

.
Practice :
Activity1):
15 min
Students will make drawings to
describe the changing
anatomy of embryos and the
ancient horse by looking at
displays and reference books I
provide.

Evolution of the
Practice (mitochondrialDNA) Virus
Activity 2: activity:

Students make models of viral 15 min

structures (DNA) and label
them appropriately using
popsicle sticks, straws, and
 colored candies.Then compare
and contrast the characteristics
of viruses & discover and
explain genetic adaptations
over time.

Closure 5 min
1) Teacher will give a five
min warning for clean
up time then ask and
answer any questions
students may have. ELL students will have new
vocabulary from this lesson
Then the students will present which will be underlined, on
and explain their drawings and their quiz, which they will be
models for the next class, but able to practice at home.
now get ready for a short quiz
on today's lesson ( an
assessment tool). Students do
the quiz and hand in before
leaving to go home.

We will go over the quiz 10 min

answers next class.

Assessment and Informal/formative Assessment:Presentations of their

Evaluation of Students’ drawings and their models of stages of evolutionary
Learning changes.
Formal Assessment: A Quiz about this lesson for marks

PART 3: UNIT REFLECTION

The collaborative aspect of unit planning was a supportive and enriching process.
Communication was key for all group members, as everyone in the group was keen on
contributing a lesson plan unique to their teaching style, while also being mindful of having a
cohesive unit plan that built on one another. As a group, we established our individual lesson
topics by discussing and considering our interests. In this way, we organized ourselves from the
beginning to work independently- knowing our roles and responsibilities. Understanding our
individual roles made it much easier when merging our combined efforts and creating the unit
plan. Additionally, as all group members began adding their lesson plans to the unit plan, we
were able to learn from one another. Formulating a lesson plan that considers ELL adaptations
requires extended thinking, refining and fresh thinking. There were activities and adaptations
that had not been apparent to us until we discussed and shared our ideas. Another aspect of
learning is gauging how much one can realistically fit into a unit. To cover all the topics in this
unit more adequately would require teachers to allot more time. Therefore, we had to consider
which ones to focus on more when creating the unit plan. This can be done by considering the
educator’s personal interest and the interests of the students. Students’ interests can be more
evident after the first few lessons, which may lead to alterations to the lessons following.