Benchmark Lesson: Days 1 and 2

Names: Rajvi Jariwala and Course: Biology I Grade level: 10th grade
Kristen Trichell

Lesson to be taught: Evolution of bacteria and life on Earth

Title of Lesson: Evolution and Antibiotic Resistance

Description of Concepts to be Taught (include a brief summary of why the lesson is important to
students):

Following lesson covers the basics of evolution: the life of evolution since the Earth was formed till today,
how the organisms reproduce and who discovered evolution, the theories of evolution, and the epidemics
of bacteria to explain students how bacteria could cause an outbreak or have caused an outbreak. This
lesson is important for students because it explains the differences and similarities between the
organisms we see today.

Standards:

HS-LS4-2: Construct an explanation based on evidence that biological diversity is influenced by

(1) the potential for a species to increase in number, (2) the heritable genetic variation of
individuals in a species due to mutation 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.

HS-LS4-5: Evaluate evidence supporting claims that changes in environmental conditions can
affect the distribution of traits in a population causing: (1) increases in the number of
individuals of some species, (2) the emergence of new species over time, and (3) the extinction
of other species.

HS-LS3-1 : Ask questions to clarify relationships about the role of DNA and chromosomes in
coding the instructions for characteristic passed from parents to offspring.

HS-LS4-4: construct an explanation based on evidence for how natural selection and other
mechanisms lead to genetic changes in populations.

Student Learning Objectives:

Students will be able to create and explain the timeline based on the descriptions provided

Students will be able to understand the differences between the unicellular and multicellular
organisms
Students will be able to apply what they know about the photosynthetic bacteria to explain the
endosymbiosis theory

Students will be able to describe the Millery-Urey experiment

Students will be able to describe how the bacteria play a role in an outbreak

Students will be able to understand the reproduction

Safety Precautions: N/A

Advanced Preparations:
- Worksheets for engagement
- A powerpoint slide that has the descriptions of timeline in random order
- The evolution video

ENGAGEMENT: Day Approximate Time: 15

What the Teacher Will Do
The teacher will begin the
class by pulling up the
following video and by
passing out a worksheet
that students will answer
while watching the video.
This video will be an
introduction to evolution.
The teacher will also
instruct students to answer
the question on the
worksheet
minutes
1
Eliciting Questions and What the Students Will Do
Student Responses
Students will watch the
https://www.youtube.com/watch following video and answer
?v=GhHOjC4oxh8 the following questions on
the worksheet provided.
Questions:
During the video:
1. What is evolution?
- A change in the
heritable trait
2. What is DNA?
- Made up of
chromosomes
that codes for a
particular genetic
information about
the person
3. How are the traits passed
from parents to their
offsprings?
- DNA
- Reproduction
4. What is a mutation? Can
the mutated DNA pass
on?
- A change in the
DNA and yes the
 mutated DNA can
be passed on to
the later
offsprings
5. Who discovered evolution
or natural selection?
- Charles Darwin
- Alfred Russel
Wallace

After the video:

List 3 things you learned from
the video
- Answers will vary based
on what students have
learned

Students will be allowed to keep the questions worksheet, but the teacher will pick up the
“after the video” worksheet for their assessment.

TRANSITION
Once everyone has completed the worksheet, the teacher will
introduce a timeline activity.
EXPLORATION: Day Approximate Time: 45 -60
minutes
1
What the Teacher Will Do Eliciting Questions and What the Students Will Do
Student Responses
The teacher will divide the Refer to the end of the lesson Students will be divided into
class into groups 4 and plan to see the timeline. groups and follow the
pass out markers, a large directions given by the
sticky note, and tape to teacher. They will work on
each group. Teacher will the timeline within their
pull up a description of groups.
things happened in
different years (related to
the evolution of bacteria)
on the projector in random
order.
Teacher will give students
the following instructions:
Draw a timeline of the
bacteria and humans that
evolved over time
throughout the years. Make
sure you put it in a
 chronological order.

TRANSITION
Once all the students have completed the timeline within their
groups to the best of their ability.
What the Teacher Will Do
On a board, the teacher will
have the timeline drawn
without the descriptions and
randomly ask students what
happened first in the history
of life. With each step of the
history, the teacher will
provide explanation and also
ask students why they chose
a particular evolution of life
as their first choice.
Once the timeline is filled
in with the students’ help,
the teacher will explain the
following questions to add
in more information about
how the life on Earth begin.
EXPLANATION: Day
2
Eliciting Questions and
Student Responses
What is the Miller-Urey
Experiment?
- Miller and Urey
conducted an experiment
that created the early
Earth like environment in
their lab to see how
certain organisms were
responsible for
photosynthesis.
Approximate Time: 30
minutes
What the Students Will Do
The students will provide
the explanations of their
choices and help the teacher
to fill the timeline of the
evolution of life form using
their own timeline.
The students will participate
in the discussion when
discussing different topics.
The students are allowed to
take notes on the topic as
well.

What is endosymbiosis?
- A cell ingested a bacteria
that relied on each other
for survival. This shows
their relationship today in
plant cells and animal
cells in which
mitochondria and
chloroplast cannot live
outside the cell

What are multicellular

organisms? Did the unicellular

TRANSITION
Once students and teacher have provided explanations on all the necessary topics, the teacher will
introduce epidemics of bacteria.
What the Teacher Will Do
The teacher will write the
following questions on the
board and ask students.
The teacher will also
provide any necessary
explanations for the
questions asked.
The teacher will ask
students to ask any
questions they have about
evolution before moving
onto a Kahoot activity.
TRANSITION
students have answer the questions asked and responded to student’s questions and concerns about
evolution and epidemics.
organisms evolved before or
after the multicellular
organisms?
- Multicellular organisms
are any organisms that
are made up more than
one cell and this include
plants, animals, fungi
- Unicellular organisms are
any organisms that is
made of one cell and this
includes bacteria,
amoeba, cyanobacteria.
ELABORATION: Day Approximate Time: 20
minutes
2
Eliciting Questions and What the Students Will Do
Student Responses
What is an epidemic? Students will answer
- Outbreak of a viral teachers’ questions and ask
disease questions if they have any.
- Outbreak of a bacterial
disease
Bacteria are responsible for
causing an outbreak. Can you
name some of the outbreaks
that you have heard of?
- Lysteria: Bluebell ice
cream
- E. coli- Lettuce
Students will ask questions if
they have any.
 EVALUATION: Day 2 Approximate Time: 15
minutes
What the Teacher Will Do Eliciting Questions and What the Students Will Do
Student Responses
The teacher will use Kahoot link: Students will play this game
Kahoot as a part of the https://play.kahoot.it/#/k/7e338851-7da7- and ask questions.
40fe-a9b3-2647ae2ed554
lesson to assess students’
learning. The teacher will
explain any questions
students are having
problems with.

Descriptions: Following descriptions are in order, but as a part of the exploration, the teacher
will put it in random order and ask students to put them in a chronological order on a timeline
Earth Formed
Life began
Photosynthetic bacteria were first discovered
Cyanobacteria produced oxygen
Eukaryotes
Multicellular organisms and the starting point of sexual reproduction (increasing the rate of
evolution)
Protozoa
The first life
The first fungi
The first animal
The first mass extinction
The first vertebrate
The first plant
The first insect: Rhyniognatha Hirsti
The first amphibian
Pangea formed and drifted away
The first dinosaur and the first mammal
The rise of the flowering plants
The first primate and the dinosaur extinction
Today

https://prezi.com/eu7ymodemtyw/timeline-the-evolution-of-life-on-earth/