Evolution Lesson Plan

Hannah Aliyetti

Lesson plan – READ 680

Written Purpose

Within Biology, students must understand how certain features are kept or lost through generations and how new species begin to emerge. By completing the readings, students will also be presented with insight into how theories are formulated and changed over time.

Excerpts

Zoological Philosophy, by Jean Lamarck

On the Tendency of Varieties to Depart Indefinitely from the Original Type, by Alfred Russel Wallace

On the Origin of Species, by Charles Darwin

SOLS

BIO.8 The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems.

b) How genetic variation, reproductive strategies, and environmental pressures impact the survival of populations;

e) Scientific explanations for biological evolution.

Objectives

- TSWBAT visualize how theories can change over time.

- TSWBAT comprehend the differences between the theories proposed by Darwin, Lamarck, and Wallace and be able to represent them on a pattern guide.

- TSWBAT reflect on the readings through a double-entry journal expression their own thoughts an opinions.

- TSWBAT fill in an unfinished graphic organizer relating the vocabulary to Darwin, Lamarck, and Wallace and will also be able to turn in a well-written short essay summarizing the graphic organizer.

Preparation

Pre-learning concept check on vocabulary: environment, habit, zoology, succession, adaptation, attribute, generation, Charles Darwin, Jean Lamarck, Alfred Wallace, evolution, genetic variation

Students will know what key terms they should be looking for while they are completing the readings. Knowing what vocabulary the class is already familiar with can help to direct the lesson a certain direction if needed. An option with this activity can also be to have the students get together to discuss the terms that they know to enhance other students knowledge of vocabulary if it seems that a majority of students are confused about the terms. Since the readings chosen are professional readings, it is important for students to have an understanding of the terminology before trying to tackle the texts (Richardson et al., 2012, pg. 61).

What-I-Know Activity

        

Students are allowed to continue to explore the information that they already have learned and also propose questions to find out in the "What I'd like to Know" section. Students can work together while coming up with questions so that they are all on the lookout for the answers. While the What-I-Know Activity can encompass all aspects of PAR, I am using it in this lesson plan as a primary source for preparation to get the students thinking about the questions that they should be looking for during the readings (Richardson et al., 2012, pg. 64).

Assistance

Pattern Guide -- Similarities and Differences Map: Lamarck, Wallace, and Darwin

         

While reading, students can add to their map creating a list of similarities and differences between the three naturalists. The relationship between the three naturalists can come to light easier if students are able to have a place to organize their information. Students can answer their questions from the What I Know Activity in the Preparation step to add to their map (Richardson et al., 2012, pg. 95).

Vocabulary List (Organizational Jot Chart)

        

Students will be given an Organizational Jot chart to fill in with the vocabulary terms they were provided in the preparation step with blanks to fill in more if needed. The chart will ask the students to give where they found the word, their definition, and the dictionary definition. The list can then be used as a reference for following classes and also a study guide for the test (Richardson et al., 2012, pg. 191).

Reflection

 Double-Entry Journals

        

Students will pick a quote from each of the three readings and add them to their journals. Next to the quote the student will write a quick paragraph about their thoughts/reactions relating to the quote. The responses should be a reflection of the readings by including some of the author's insights as well as the student's (Richardson et al., 2012, pg. 123).

Student Generated Questions

Students will build off of the questions that they created in the preparation phase and will be asked what types of questions they will expect to see on their quiz for this material. Generating questions gets students to think critically about the material they have been presented. Students can also work together in small groups to cooperatively come up with questions and help each other get the answers to those questions (Richardson et al., 2012, pg. 130).

Evaluation

Graphic Organizer with blanks and essay

         

Students will be handed a graphic organizer that is partially filled in with a list of terms to fill in the remaining blanks (which are numbered). They will then give a reasoning on the back of the sheet with a sentence explaining why they put their chosen term where they did. Lastly, students will submit a short essay (300-500 words) summarizing the graphic organizer as a whole. Points will be awarded at each stage with more points being given for the essay.