Janet Mardis Lesson Plan I.

PLANNING PROCESS Objective: Learners will be able to explain the evidence behind the theory of evolution using a lab station activity and discussion questions. Rationale: (Learner Centered): Student will be able to explain what makes evolution a theory. (Professional): Students will be able to understand concepts that build from understanding evolution and explain evidences that support it. State Requirements: (112.34) (7) Science concepts. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life. The student is expected to: (A) analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental; (B) analyze and evaluate scientific explanations concerning any data of sudden appearance, stasis, and sequential nature of groups in the fossil record; (C) analyze and evaluate how natural selection produces change in populations, not individuals; (D) analyze and evaluate how the elements of natural selection, including inherited variation, the potential of a population to produce more offspring than can survive, and a finite supply of environmental resources, result in differential reproductive success; (E) analyze and evaluate the relationship of natural selection to adaptation and to the development of diversity in and among species; (F) analyze and evaluate the effects of other evolutionary mechanisms, including genetic drift, gene flow, mutation, and recombination; and (G) analyze and evaluate scientific explanations concerning the complexity of the cell. Prerequisite Skills: Students will need knowledge of vocabulary. Special Needs Student Accommodations/Modifications/Extensions:

For English Language Learners, cooperative grouping, the use of visuals/pictures, repeating and reviewing of material, checking for understanding, and reading assistance will be administered. Description of the Learning Environment: The students will work alone or in pairs to rotate through 6-8 lab stations demonstrating the evidences of evolution. Connections: 1) Evolution- Students will be able to understand that it is the scientific explanation for the diversity of life. 2) Relevance- Students will be able to understand why the environment is the way it is today. 3) History- Students will be able to understand that the evidence of evolution comes from fossil records. Evaluation of Learning: Students will record observations and answer questions using the lab sheet provided. Possible Sponge: The students will work on a warm-up going over information from the last class session. Transitional Activities: The students will be shown a PowerPoint giving examples of evolution. Materials/Set-up: Textbook, class folder with notes, teacher-generated PowerPoint, lab station cards

II. TEACHING PHASE A. Sponge Students will take 5 minutes on warm-up explaining what evolution is in their own words. B. Focus: A PowerPoint over evolution will be shown and discussed for 10 minutes. Then the students will work on the lab station activity for the remainder of the class period (30 minutes). C. Objective: Learners will be able to explain the evidence behind the theory of evolution using a lab station activity and discussion questions. D. Rationale: The students will be able to analyze and evaluate scientific explanations of evolution and natural selection. They will be able to identify adaptation and diversity within a population. E. Teach/Active Engagement: Teacher will go over PowerPoint and discuss with the class the meaning of evolution and why it is considered a theory. F. Closure: The class will discuss the lab questions together as a whole.