Mini-Lesson Plan Guide for Science

Date(s): Subject: Evolution: Speciation and Extinction Grade Level: 9-12

Lesson Planning
Benchmark/Standard: What is the next benchmark on my course curriculum guide or FCIM calendar?
SC.912.L.15.3 Describe how biological diversity is increased by the origin of new species and how it is decreased by the natural process of extinction
Essential Questions: How will I reword the benchmark into specific questions using student friendly terms?
•  What is biological diversity?
•  What is mass extinction?
•  What factors are involved in the formation of new species?
Materials/Resources: What do I have or need to teach this lesson?
Computer w/ internet access
Lesson Agenda: How will I deliver this lesson to help my students answer the essential questions?
Day One: Explicit Instruction
Day Two: Guided Instruction
Day Three: Modeled Instruction
Day Four: Independent Instruction
Day Five: Assessment
Lesson Delivery
Explicit Instruction: How will I focus my students on what they need to learn? Which important vocabulary will I introduce/review?
·  Teacher will review key terms with students: biological diversity, mass extinction, and speciation using powerpoint
·  Teacher will address misconceptions: explain that the extinction of dinosaurs does not mean that they were unsuccessful in evolution terms, as they were around longer than the human family has existed
Modeled Instruction: How will I show my students what they are expected to do to answer the essential question?
·  Using website, teacher and students will take turns reading, as teacher uses mouse to click on interactive models for further explanations
http://www.ucmp.berkeley.edu/education/explorations/tours/stories/middle/B1.html
Guided Practice: How will I help my students practice answering the essential question?
·  Show students “What Killed the Dinosaurs?”
·  Use the following discussion questions to guide the class:
1.  Which hypothesis has the most evidence in support of it? Which has the least? If you were to choose, which evidence would you find the most compelling?
2.  What would need to happen for one hypothesis to become a more accepted theory about the extinction?
3.  Why would the fossil record be so inconclusive, with different interpretations of the time it took dinosaurs to become extinct?
4.  What do you think killed the dinosaurs? Explain reasons for your choice.
Independent Practice: How will my students practice answering the essential question individually?
·  Why is it important to us to understand the cause of this mass extinction?
·  Why is biodiversity so important for us to understand?
·  Students should discuss the answers with the class upon finishing
Assessment: