Jefferson County High School Lesson Plan on mimicry and camouflage
Teacher:
Grade/Subject: 9th grade Biology
Unit: Evolution
Lesson Title: Types of Adaptations
STATE STANDARD(S) / Identify what you want to teach. Reference State, Common Core, ACT College Readiness Standards, and/or State Competencies.
SPI 3210.5.1 Compare and contrast the structural, functional, and behavioral adaptations of animals or plants found in different environments.
LESSON OBJECTIVE / Clear, Specific, and Measurable – NOT ACTIVITIES
Student-Friendly: "The student will…"
Explicitly Stated for Students
The student will compare and contrast mimicry and camouflage.
ASSESSMENT/EVALUATION / Measures Student Mastery In More Than Two Ways
Aligned with the Lesson Objective
Includes Measurable Formative and Summative Assessments
Requires Written Task
Formative Assessment- Camouflage Activity
Summative Assessment- Exit Ticket with the following questions.
1. What type of adaptation is represented in these 2 pictures (material for the hook)?
2. Compare and contrast mimicry and camouflage .
MATERIALS / Aligned with the Lesson Objective
Rigorous & Relevant
ñ  Dry Erase Board
ñ  Dry Erase Marker
ñ  Projector
ñ  Computers
ñ  Copies of the Mimicry Activity
ñ  Milk Chocolate, Unsweetened Chocolate, Powder Sugar and 2 baggies
ñ  Copies of the Interactive Camouflage (Peppered Moth) Activity
ñ  Copies of the Camouflage (Peppered Moth) Activity
ñ  Power Point
ñ  Internet Sources
ACTIVATING STRATEGY / Hook
Essential Higher Order Question(s)
Activates Prior Knowledge
Real-World Connections
Hook (Real-World Connections)- I will show the students some pictures of animals using mimicry and camouflage. I will ask them the following questions: What do these animals have in common?
Why is it important?
How does this help the animal?
Prior Knowledge- 1. The importance of camouflage in hunting and military. 2. How clothing, celebrities, and popular songs creates fads.
State the Lesson Objective.
INSTRUCTIONAL PLAN / Step-by-Step Procedures and Times
Modeling Strategy – “I Do”
Planned Questioning (Knowledge/Comprehension, Application/Analysis, Creation/Evaluation)
Multiple Thinking and Problem Solving Strategies
Grouping Strategies
Differentiated Instructional Strategies to Provide Intervention & Extension
Grouping: Whole Group during lecture
Pairing with classroom Camouflage (Peppered Moth) Activity and Interactive Camouflage (Peppered Moth) class.
Activating Strategy (5 minutes)
Adaptation Notes (10minutes)
“I Do” Give an example of mimicry and camouflage as part of the notes.
Go back over the Lesson Objectives.
Questions asked to the students while taking notes
1.  Give an example of mimicry and camouflage.
2.  What are the pros and cons of mimicry and camouflage?
3.  Which type of adaptation you think is more important? Why?
GUIDED & INDEPENDENT PRACTICE / “We Do”-“You Do”
Student Work Encourages Higher Order Thinking & Problem Solving
Relevance to Students' Lives
Differentiated Strategies for Practice to Provide Intervention & Extension
“We do”- We will complete the mimicry demonstration.
“You do”- The students will pair up and complete the camouflage (peppered moth) activity. (20 minutes)
-Enrichment: The students will complete the interactive camouflage (peppered moth) activity on the computer.
CLOSURE / Reflection/Wrap-Up
Summarizing, Reflecting, Restating, Connecting
Provides for Student Engagement
I will wrap-up the lesson by (3 minutes)
-Going over the lesson objectives
-Restating the definition of adaptation, mimicry and camouflage.
Exit Ticket (5 minutes)- The students will answer the two questions on a separate sheet of paper.
1. What type of adaptation is represented in these 2 pictures (material for the hook)?
2. Compare and contrast mimicry and camouflage.