Daily Lesson Plan/Learning Guide Observation 4 - 02/21/17
Course, Unit Theme and Grade: 7th Grade Science - Adaptation and Evolution
Standard and Objective:
Understanding(s) for the day:
Essential Question(s) for the day:
How do you anticipate activities, materials etc.
connect to students prior knowledge?
(academic, interests, learning styles, motivation,
Funds of Knowledge)
Daily Assessments: (formative and/or summative)
Learning Activities: (Include description and time
frame for each activity)
Accommodations made for struggling and accelerated Accelerated learners matched with struggling learners.
learners:
(grouping patterns, content literacy strategies, etc.)
Resources:
Materials Needed:
NGSS MS-LS4-4 Construct an explanation based on evidence that describes how genetic variations of traits in
a population increase some individuals probability of surviving and reproducing in a specific environment.
LS4-B Natural selection leads to the predominance of certain traits in a population, and the suppression of
others.
The theory of evolution is widely accepted by scientists today.
Species change over time due to natural selection.
How does natural selection lead to the increase or decrease of specific traits in a population?
How does knowledge of trait inheritance support the theory of natural selection?
Students have a solid understanding of trait inheritance and how traits are passed from parent to
offspring. They have had a brief introduction to misconceptions in evolutionary theory and have a
basic understanding of Charles Darwin's theory of Natural selection. Now we are taking that basic
knowledge and showing where those misconceptions come from and how Darwin's Hypothesis has
become an accepted theory while Lamarck's is a disproven hypothesis.
Opener - Somewhat of a pre-assessment to determine students prior knowledge of Darwinian
evolution.
Group Movement in discussion - are students able to identify between the two theorists
Homework - can students explain WHY each scenario fits with a particular scientist.
(<10 minutes) Daily Opener - Questions to review scientific concepts (hypothesis vs. theory), see if
they remember how traits are inherited, and pre-assess knowledge of evolutionary theory.
1. What is the difference between a hypothesis and a theory?
2. How are traits passed from parent to offspring?
3.Cheetahs can run faster than 60 miles per hour when in pursuit of prey. How would
an evolutionary biologist explain how this ability evolved, assuming their ancestors
could only run 20 miles per hour?
(10 Minutes) Notes - What is evolution of species? Confilicting hypotheses of Lamarck and Darwin.
(20 Minutes) Lamarck Vs. Darwin passages -Students will be given a reading selection giving more
detail about Larmarck and Darwin's Theories. Then, students will be given a number of passages on
strips of paper - some appropriate examples or statements consistent with a Lamarckian explanation,
and some appropriate for Darwin's natural selection process. Students work with assigned partners to
determine which passages fit with which Scientist.
(15 Minutes) Full class review - teacher will read a passage and students move to location in the
classroom representing which scientists the passage supports, or if it supports both.
(5 Minutes) Close - One word each to describe Lamarck's Theory, One word to describe Darwin's.
HW: On Google Classroom - Given scenarios determine whether Lamarck or Darwin and explain.
Groups: Averi-Eman, Edwin-Jonna, Anthony-Zaira, Emily-Jeremy, Isis-Elias, Payton-Nola, Meme-
Grace, Maddy-Antonio.
Many students in this class are kinesthetic learners, Jonna and Jeremy in particular. Designed lesson
around movement (with papers and actually movement around room) for these students.
Indiana University Mini Lesson - Lamarck Vs. Darwin
http://www.indiana.edu/~ensiweb/lessons/lam.darw.html
Intro to Natural Selection (Readings)
https://d3jc3ahdjad7x7.cloudfront.net/Q0xI6zdIWa4tYwPy0SG2tQf9xlFeZ8y6iUW68ZL94jYSG7S
U.pdf
(8) Envelopes with passage strips
Reading pages - one per group
Chrome Books - Classroom Assignment
How has the prior day's assessment shaped your
instruction.
Students did a webquest game/exploration last week and showed a mixed understanding of natural
selection versus other evolutionary theories. I usually touch on the differences between Lamarck's
aquired traits theory and Darwin, but I usually dont go into much detail. The students showed that
they could grasp the basic concepts of natural selection, but many of Lamarck's theories were coming
through as misunderstandings. I hope that exploring the two theories further will show students how
evidence supports Natural Selection better than Aquired theory.