WOODLAND HILLS HIGH SCHOOL LESSON PLAN

SAS and Understanding By Design Template

Name Andrew Tomaselli Date 4/1-4/11 Length of Lesson 10daysContent Area Biology

STAGE I – DESIRED RESULTS
LESSON TOPIC:Theory of Evolution / BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill focus)
•Explain the mechanisms of evolution.
UNDERSTANDING GOALS (CONCEPTS): •
Students will understand: • Explain how natural selection can impact allele frequencies of a population.
Describe the factors that can contribute to the development of new species (e.g., isolating mechanisms, genetic drift, founder effect, migration).
Explain how genetic mutations may result in genotypic and phenotypic variations within a population.
/ ESSENTIAL QUESTIONS: • What are the mechanisms of evolution?

VOCABULARY: Darwin, natural selection, gradualism, punctuated equilibrium, fossils, species formation

/

STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):

Students will be able to:
• Summarize the main points of Darwin’s theory of evolution as it is stated today.
Summarize how biological molecules such as proteins and DNA are used as evidence of evolution.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:• Poster, Lab, Projects / FORMATIVE ASSESSMENTS:
#1. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
#2. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
#3. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
Others:
STAGE III: LEARNING PLAN
INSTRUCTIONAL PROCEDURES:
Active Engagements used:
#1. Choose Active EngagementsNote-TakingGraphic OrganizersSummarizingHigher Level Thinking SkillsCooperative EducationPartneringWhole Class ResponseThink-Pair-ShareCompare & ContrastRandom Reporter
#2. Choose Active EngagementsNote-TakingGraphic OrganizersSummarizingHigher Level Thinking SkillsCooperative EducationPartneringWhole Class ResponseThink-Pair-ShareCompare & ContrastRandom Reporter
Others:
Describe usage:
Scaffolding used:
#1. Choose Technique:Graphic OrganizersGuided NotesBuild VocabularyBuild on Prior KnowledgeChunkingProvide Visual SupportTeacher PrompingK-W-L
#2 . Choose Technique:Graphic OrganizersGuided NotesBuild VocabularyBuild on Prior KnowledgeChunkingProvide Visual SupportTeacher PrompingK-W-L
Others:
Describe usage:
Other techniques used:
MINI LESSON:
• Article review activity / MATERIALS AND RESOURCES:
• Projector
• Power Point
• Lap top
• DVD
• Worksheets
• Lab Equipment
CONTENT AREA READING:
Students will do outside reading assignments on genetics. Students will also analyze complex scientific articles for evidence of evolution / INTERVENTIONS:
• A+
• Test Corrections
• Extended time for homework and tests
• Alternative assignments / ASSIGNMENTS:
• Tests
• Quizzes
• Labs
• Notebook Check
• Poster
• Worksheets