Modern Biology One Stop Planner

COMPONENTS OF A LESSON PLAN By Eileen Zungia RATIONALE in order to maintain a productive teaching and learning environment, teachers need to know and be able to perform simple computer assisted publishing (CAP).

ASSIGNED ETEC 546 CA 1 CRITERIA POINTS One inch margins with bold, italic, and plain text styles (use at least two different fonts and styles) X 5 Include statement of purpose X 5 The lesson plan must have 2 different fonts and fonts sizes, and include bold, italic, and plain font styles at minimum X 20 Compose using a standard letter format with writing quality (clarity of expression, word precision, liveliness, transitions, interests, pacing, etc.) X 20 Type with Substance and quality of thought (depth of discussion, critical analysis, etc.) X 20 Grammar and Style (correct punctuation, grammar, appropriateness, etc.) X 20 Careful consideration given to margins, headings and overall appearance. Everything should formatted on 8.5 by 11 inch pages and it should be clearly reproduced on to high quality paper so that it will look professional X 10 TOTAL TOTAL/100 LETTER GRADE

Ninth Grade Level April 1, 2002 Period 1: M-F 7:40-8:32 am

Chapter 15 Section 15-1: The Fossil Record Section 15-2: Theories of Evolution Section 15-3: Evolution In Process Charles Darwin

California State Standards for Biology 8. Evolution is the result of genetic changes that occur in constantly changing environments. As a basis for understanding this concept: a. Students know how natural selection determines the differential survival of groups of organisms. b. Students know a great diversity of species increases the chance that at least some organisms survive major changes in the environment. c. Students know the effects of genetic drift on the diversity of organisms in a population. d. Students know reproductive or geographic isolation affects speciation.

e. Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction. f.* Students know how to use comparative embryology, DNA or protein sequence comparisons, and other independent sources of data to create a branching diagram (cladogram) that shows probable evolutionary relationships. g.* Students know how several independent molecular clocks, calibrated against each other and combined with evidence from the fossil record, can help to estimate how long ago various groups of organisms diverged evolutionarily from one another.

Modern Biology Chapter 15 Lesson Plan 2 Copyright  by Holt, Rinehart and Winston. All rights reserved. Objectives / Purpose Section 15-1 Students will:  Define fossil, and tell how the examination of fossils led to the development of evolutionary theories.  Explain the law of superposition and its significance to evolutionary theory.  Describe how early scientists inferred a succession of life-forms from the fossil record.  Tell how biogeographic observations suggest descent with modification. Section 15-2 Students will:  Define evolution.  Explain Lamarck’s theory of evolution, and describe how it was flawed.  List some of the evidence that led Darwin to his idea of how species might change over time.  Explain Darwin’s two major theories. Section 15-3 Students will:  Describe the difference between homologous, analogous, and vestigial structures.  Tell how similarities in macromolecules and embryos of different species suggest a relationship between them.  Explain the difference between coevolution, and divergent and convergent evolution.

Teaching Methods or Techniques

 Brainstorm  Writing

 Team Teaching  Question and Answer

 Visual Illustrations  Assignments

 Transparencies  Discussion

 Listening

Introduction 5 minutes Engage Students, ATE p. 283. Display depictions of several dinosaurs. Have students identify specialized adaptations of various kinds. Ask why there were so many different kinds of dinosaurs. Ask students to discuss what happened to the dinosaurs and why.

Explain Agenda, Transparency. Display on overhead the activities students will be engaged in for the next two days. Teach 20 minutes Concept Development Activity, Have students brainstorm on the concept of Evolution using their previous knowledge. Students will then group similar ideas, label the groups and then regroup ideas if applicable. Finally students will produce a summary sentence statement that incorporates their ideas on the concept of Evolution.

Modern Biology Chapter 15 Lesson Plan 3 Copyright  by Holt, Rinehart and Winston. All rights reserved. o Steps: 1) Brainstorm on Evolution 2) Group ideas 3) Label groups 4) Regroups ideas 5) Develop an overall sentence statement

Teach 20 minutes

Holt BioSources Teaching Transparency 48, “Evolution of the Horse.” Review the terms species, transitional form, ancestor, and evolution. Introduce students to the ancestors of the modern horse, emphasizing the period of time each existed.

Modern Biology Chapter 15 Lesson Plan 4 Copyright  by Holt, Rinehart and Winston. All rights reserved. Holt BioSources Teaching Transparency 49, “Whale Evolution.” Have volunteers describe the similarities and differences in the bones of these animals. Point out that finding a complete skeleton is rare. Ask how the backbone of these animals changed in relation to the time the animals spent in water.

In Class Activity 45 minutes Reciprocal Teaching Activity, Chapter 15, sections 15-1,15-2,15-3.  Students work in groups of four

o Assign a job to each student

 Reader- reads the material.

 Questioner- creates inference questions from the read material.

 Summarizer- interprets the readings in their own words.

 Visualizer- illustrates the reading. Close 5 minutes Reteaching Activity, ATE p. 286. Using pictures and dates as data, students propose how horse evolution might have been advantageous.

Modern Biology Chapter 15 Lesson Plan 5 Copyright  by Holt, Rinehart and Winston. All rights reserved. A common representation of geologic time is as a spiral. This image is from http://pubs.usgs.gov/gip/geotime/time.html.

Homework Study Guide, “The Fossil Record,” Section 15-1 Review. Students complete the reading of the section and answer questions on the worksheet.

Chapter 15 Review, “Review,” pp. 294–295, items 1–2, 8, and 16.