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Grade: Senior
Subject: Science

#3960. EVOLUTION: Evidence

Science, level: Senior
Posted Thu Mar 29 10:20:19 PST 2007 by Evan Dagger (edagger@tcusd.net).
Temple City High School, Temple City, CA
Materials Required: PowerPoint, LCD projector, paper and pencil
Activity Time: 30 minutes
Concepts Taught: Fossils, Radiometric dating, anatomical structures

Evidence for Evolution Lecture

Mr. Dagger
Integrated Science 3

Lesson Title: The evidence for evolution
Results Focus: As part of understanding evolution, outline the facts and scientific process behind the Theory of Evolution
Unit Big Ideas Appropriate to this Lesson Science operates on material evidence, testable hypotheses and transparent and open debate of conclusions
Essential Questions Appropriate to this lesson What is the evidence that supports evolutionary theory? How does it support the theory? What are the strengths and weaknesses of the evidence?
Subject(s): Evolution, emphasis on molecular aspect (mutations and adaptations)
Academic Content Standards Addressed 7. The frequency of an allele in a gene pool of a population depends on many factors and may be stable or unstable over time. As a basis for understanding this concept:A. Students know why natural selection acts on the phenotype rather than the genotype of an organism.B. Students know why alleles that are lethal in a homozygous individual may be carried in a heterozygote and thus maintained in a gene pool.C. Students know new mutations are constantly being generated in a gene pool.D. Students know variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions.
Unit Knowledge & Skills Objectives: Students should be able to articulate the Theory of Evolution through Natural Selection, provide examples, and index evidence supporting the theory
Student Assessment strategies Primary assessment will be made through quizzes and tests. Formative assessments made through class conversation. Additional assessment will be made developing a research paper and in the final draft.
“Hook” Background, Prior Knowledge: No hook will be made as this is too controversial a topic. PBS’ documentary on EVOLUTION will be shown in its entirety
Time: Three to four weeks for the unit; one day for this lecture
Teacher-Led Instruction/Guided Practice: PowerPoint based lectureStep-by-step research paper will be paced outDiscussion of video episodes prior to and after viewing
Differentiation of Instruction RSP
LevelsAt Grade Level,Below Grade Level, Differentiated Content- Evolution evidenceActivities- Video watching, note taking, listening to lectureProducts- Work packet, quizzes and tests
Resources needed PPT lecture using LCD projector
Closure Culminating for the lesson is a quizCulminating task for the unit is a research paper
Post Lesson Reflection/Assessment None
Differentiation of Instruction ELL
LevelsAt Grade Level,Below Grade Level, Differentiated Content- Evolution evidenceActivities- Video watching, note taking, listening to lectureProducts- Work packet, quizzes and tests
Resources needed PPT lecture using LCD projector
Closure Culminating for the lesson is a quizCulminating task for the unit is a research paper