Unit Plan Strandberg

Biology Unit Plan
Cayla Strandberg
Unit Title: Evolution Unit

Biology Grade 9
Subject/Topic: 9th Grade Biology
Key Words: Evolution, Natural Selection, Classification
Designed by Cayla Strandberg
Rationale:
This unit is to cover the Next Generation Science Standards that covers Biology Evolution: Unity and Diversity.
Students will be expected to master and present their knowledge of the subjects. Students will be expected to
expand on their ideas of Evolution and how organisms are classified. This standard helps students look back at
evolutionary eras and about different species are related by common ancestors.
Students will be asked to form their own ideas, aligned with the Next Generation Science Standards. The order
of which this lesson was chosen was for students to understand the way things are classified, and able to see it
visually in cladogram before moving on to the big parts of evolution like natural selection, gene pool, genetic
drift, population genetic and such forth. Starting in this order will help students relate back to the cladogram
to then see that everything has a common ancestor which then evolved into the current species.
Once these concepts are grasped then students will be asked to do a culminating activity in which they either
promote the evidence for evolution. Or students will be asked to show the concept of evolution and
speciation when providing evidence on how different species diverge from a common ancestor. There is no
pre-requisite knowledge required. All topics will be taught for the first time or will be reviewed.
Student Introduction:
Dear Students,
For this unit we will consider classifying organisms based on common ancestors. We will look how evolution
causes things to adapt. How different genes and different adaptions can affect everything a different species
and how they can adapt from a common ancestor. This unit will end with a project of two different options.
You will make a website that will help explain and create awareness for this lesson. Or you can adapt your own
species based on environmental changes that you decide. This is a very fun unit and I hope everyone enjoys it
as much as I do. I also trust that everyone will keep an open mind to this topic. I look forward to teaching it to
all of you.
Sincerely,
Miss. Strandberg
Audience and Environment:
The school district is a small rural area. There is a mix of different students in the class. The school district has
a grant for 1 to 1. So, all students have their own chrome books. In the class which this unit is being taught
there is 29 students. Once with a selective mute student who has help from an parapro.
The rest of the students are the average students with about three others having IEP requirements.
Modifications will be made on assignments for the rest of the students on an as need basis. Overall the school
district was preforming below average and has been improving since the initial rating.
The Classroom is a converted computer lab. With tables all around the walls. The science lab is located down
the hall and on the opposite end of the building. There are two big tables in the middle of the room which seat
about twenty students. There are multiple whiteboard spaces to write different notes for the class. The
schedule is clearly stated every day. There is multiple seats where you can place students for them to spread
out around the class.
Content Areas
The content areas for this unit span between Biology (life science) and Reading within the content areas.
Thought-out this unit students will be learning about Evolution: Unity and Divergence. They will learn this in
many ways. Students will learn how species are classified, then move onto how the gene pool affects how
species are adapted. From here they will understand that the full concept of Evolution is broader and that
there are many confederations that lead to the evolution of a species to eventually for a completely new
species. During this unit students will be using technology and reading comprehension to draw their own
conclusions on the topic.

Statement of Technology:
Each student has their own laptop. With the laptops each student will receive the PowerPoint for each lesson.
Students will also be doing research for each lesson and creating documents and websites for this unit. This
unit will have multiple web based simulations and assignments. Students will be using technology daily by
going online and assessing notes. We will also be using Schoology to do class share information with the class
and for communication.
Statement of Arts:
For this unit students will make multiple artistic based assignments. Students are asked to draw diagrams and
make a project based on the evolutionary facts from this unit. Students will need to use creativity to adapt
their own species because of different environmental restraints that they used. Students will be asked to
present a final project also at the end of the unit.

Scope and Sequence:
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Culminating

Activity
HS-LS4-1 x x x x
HS-LS4-2 x x x
HS-LS4-3 x x
HS-LS4-4 x x
HS-LS4-5 x x
HS-LS4-6 x x
CCSS.ELA- x x x
Literacy.RI.9-
10.1
CCSS.ELA- x x x
Literacy.RI.9-
10.2
Ferris State School of Education
Lesson Plan Format
Name: Cayla Strandberg Date: 11/18/17

Curriculum/Course: Biology Grade level: 9th
Time/Period: 1st Materials: Disease handout

Standards: List the state or national standards that you are using in this unit/lesson. This section also includes technology
standards.
HS-LS4-1 Biological Evolution: Unity and Diversity
Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to
increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for
limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
Objectives (I can statements):
A biology student can organize dieses into groups and explain their reasoning of groups without error.
Assessment (Formative, Summative): (ie. thumbs up/down, exit ticket, quiz, chapter test, rubric (attach if appropriate), etc.)
Formative: Students will organize diseases into groups and explain them to classmates.
Summative: Students will pick one disease and create a possible lineage for the disease. Then write a short paragraph on what
adaptions the species might have had to create a favorable trait.
Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of previous days lesson, check for
understanding of previous knowledge, questions you will ask)
I will start the class by asking how dieses spread and what different kinds of diseases there are, such as virus and
bacteria. Then I will show a short video clip about how diseases spread.
Steps in the lesson:

1)I will start with the hook and then move into the lesson.
2)I will start on a short lecture on how we classify things.
3)Then I will hand out the disease cards which have about 23 different diseases.
4)I will let students work in groups and go around asking why they are grouping the diseases the way they are
grouping them.
5) I will walk around the class and around 20 minutes I will bring the class back together and have a group
discussion about different ways they classified things.
6) Next, I will show the taxonomic tree and how scientist in the field classify things.
7) I will introduce the disease infographic which students will do for a summative assessment.
8) Lastly, I will have students pick a disease and start their possible lineages from the disease.
Closure/Wrap up: This may be in the form of independent practice, a chance to share, or explicit restatement of the goals of the lesson.
I will have students write down what disease they are doing their infographic on a sheet of paper as they walk out
the door. If there is time I will start students researching their diseases.
Extension Activities:
If students are interested in this then I will have further research articles that I will show them and tell them about
CRISPR.
Assessment /Modification:
Specific Student/Group:
For certain groups I will use less diseases cards to limit choices and help the group narrow down choices and how
they classified the groups.
Differentiation:
What will I differentiate? Content Process Product Environment

Explain:
For certain groups I will narrow down how many disease cards there are to help groups focus.
How will I differentiate? For readiness By interest Learning profiles Ability level Affect
Explain:
For students who need a little extra help, I will limit the choices there are to classify to make sure a student can
finish in time.
Diversity:
Students will be able to classify the diseases as they see fit and will be able to have any answer they want if they can
give reason to why they put the disease where they did.
Technology:
Paper is the only technology being used as well as a PowerPoint that will be given as a lecture.
Reflection/Teacher Notes:
Lesson Plan Format
Name: Cayla Strandberg Date:11/25/17
Time/Period: 60 minutes Materials: Computers, Paper and Handout

standards.

Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence
A student can construct a cladogram successfully without error.
Formative: Having students work on whiteboards to show that they know how to complete a cladogram.
Summative: Students will do a cladogram on the final assessment at the end of the unit.
To start I will have students recall from the day before how they classified the diseases and then move forward from
there.

1) To start I will review how things can be classified. 5-10 minutes
2) Then I will do a lecture on how things are classified. 15-20 minutes
3) After going through the different domains that things are classified in I will then have students look and read
in their book about Cladograms. I will give out a worksheet after students finish reading where they will
construct a cladogram.
4) I will walk around the classroom and answer questions on the worksheet. 20 min.
5) Students will work in small groups and go over answers as a group. Then we will finish the class by going
over the answers on the worksheet. 10 minutes
Closure we will go over the assigned worksheet and have students turn it in as they leave the class.
I will show students how to look at different cladograms online and have students look at an animal or disease
which they would like to know how its named and where it comes from.
I will allow students more time to do the reading and provide all students with the PowerPoint incase students
rather have the slides and not take notes.
Differentiation:

Explain:
I wont differentiate this lesson
Explain:
I will not differentiate this lesson.
Diversity:
Students have the opportunity to look at something they would like to further research.
Technology:
Students will use paper and pencil to work on a handout in class. They will also look at slides on a PowerPoint.
Lesson Plan Format

Materials: Projector, Computers/ cell phones per
Time/Period: 1st/ 60 minutes
student
standards.

A student can classify organisms by evolutionary classification using a cladogram without error.
A student can identify an organism correctly into its proper domain given characteristics without error.
Formative assessment: students will take a Kahoot quiz which will show which what needs to be covered again.
Summative: Students will have a final test or project for the summative assessment.
Students will be handed back their graded cladogram worksheet from the previous day. We will review and go over
any further questions. Then I will ask students about cladograms.

1) Going over the previous days assignment, then I will ask students about cladograms
2) I will do a lecture about cladograms
3) Then go into the three domains of life and do a lecture on how the three domains are broken up. How each
also have subgroups and what characteristics each sub groups and main groups have. 30-40 min
4) I will give students 5-10 minutes to look over their book for details on how to future classify the three
domains and their subgroups.
5) From there I will then start a Kahoot quiz for the remaining class time. Taking time on each question
depending on how many students got the questions wrong.
6) I will then have students write down if they have any future questions/ what their Kahoot score was for
participation points and have them turn this in at the end of class
I will have students write down any further questions they might have on the domains and different subgroups of
the domains.
I will have students consider the transition gaps between the domains and have them research the transition
elements between the groups.
I will read questions aloud for the Kahoot quiz to help with students who are slow readers or processors then allow
extra time after that per question.
Differentiation:

Explain:
I will read aloud the Kahoot quiz so all students are available to participate.
Explain:
I will read aloud the Kahoot quiz for students who are slow readers and slow processors
Diversity:
I will show the diversity in the different domains and how diverse different subgroups are within the domain.
Technology:
Students will use their phones for the Kahoot quiz, students will also use laptops for PowerPoint viewing.
Lesson Plan Format
Curriculum/Course: Biology Grade level:9th

Materials: Sour Patch Kids, M&Ms, Color Paper,
Time/Period: 1st Hour/ 60 minutes
Handouts, Containers.
standards.

Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to
increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for
limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.

Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in
proportion to organisms lacking this trait.
- Students can identify why certain traits will succeed better in certain environments without error
- Students can identify how coloration can be a benefit or a disadvantage in surviving without error
Formative: Holding up different colored note cards to check for understanding.
Summative: will be given at the end of the unit
Ask students to write what they remember about natural selection. Give the students a few minutes to do this and
then share with the classes.

1) Start with the definitions of important words for this chapter
2) Ask students if there is a good way to remember how to remember the different definitions.
3) Introduce the activity, where students will see how coloration affects traits in a population with m&ms and sour
patch kids.
4) Have students break into groups specified by the color note card they had at the beginning of class.
5) Walk around and monitor and answer questions students have about the activity.
6) Go over discussion questions with the class, see if they can make any observations from the activity that we
covered.
7) Show a real life example of pepper moths that shows coloration that was beneficial to a species in the
environment.
8) have students turn into worksheets.
After the pepper moth example ask students to try and make a connection between the M&M activity.
Have students look up other animals which have been influenced by coloring and natural selection in the wild. Given
them examples of other adaptions and do research on them.
Put students in groups which other students can help students who are struggling.
Differentiation:

Explain:
Students will be put in groups that will help struggling students by pairing them up with students who are helpful
Explain:
Students will be in groups that will be by learning profiles.
Diversity:
Students will see how different adaptions in nature can be beneficial to a species.
Technology:
Students will be working with manipulatives in which are the candy.
Make sure to do a practice round and show how to record all the candy at the start of the lesson.
Types of Natural Selection Activity
Group Member Names:
Introduction
Natural selection occurs through an interaction between the environment and the variability
inherent among the individual organisms within a population. Individuals within the population
are selected for or against, by the environment, and the variability of the population changes
as a result of the selection. Natural selection can affect the variability of the population in three
different ways, depending upon which phenotypes in the population are favored. In this exercise
M&Ms are used to represent prey; and the color of the candies are used to represent variability
of one allele, color.
Objective:
- To explain how natural selection causes populations to change
- To describe the importance of coloration in avoiding predation
Materials
30 M&Ms (regular) 15 Sour Patch Kids Colored paper
Small collecting container Calculator
Color Of Paper Given: __________________________
Procedure
Part I
1) Form teams of 3 4 students.
2) Pick a member of your group to be the leader. This person will be responsible for running the lab and setting up the
M&Ms. DO NOT EAT ANY M&MS UNTIL THE END OF THE LAB.
3) Randomly choose 30 regular sized M&Ms.
4) Place the 30 M&Ms on the 11x17 colored piece of paper. Spread them out evenly on the piece of paper.
5) Record the color and number of each color of the M&Ms in the
first two columns of the table below.
M&M Color Total # # Selected (eaten) # Left (Survived) % Survived
(Population)
6) Devise a hypothesis about which color M&M will have the highest survival percentage in your environment.
Hypothesis __________________________________________________________________________
7) Three members of the group will select M&Ms. Each member should keep their eyes closed until the leader of the
group tells them to pick an M&M. Once told to select an M&M, the member of the group will open their eyes and select
the first M&M they see. Place the M&M in the collecting container.
8) After each of the three team members has selected ONE M&Ms, have the members close their eyes so the 4th
member can scramble (move) the M&Ms randomly on the paper.
9) Repeat FIVE TIMES. Each member will select 5 M&Ms (for a total of 15 M&Ms).
10) Once 15 M&Ms have been selected, fill out the rest of the table. Leave the remaining 15 M&Ms on the colored
paper. They will be used in Part II of the lab.
11) Empty the collecting container by eating the selected M&Ms
Part II
1) Take 15 Sour Patch Kids and put them on the colored piece of paper along with the M&Ms left from Part I of the lab.
You will have 30 candies on your paper 15 M&Ms and 15 Sour Patch kids.
2) Spread them out evenly on the piece of paper.
3) Devise a hypothesis about which color and size candy will have the highest survival percentage in your environment.
Hypothesis on color and size:_________________________________________________________________
4) Record the color, type (regular or peanut), and number of the M&Ms in the table below.
Candy Color M&M or Sour Total # # Selected # Left % Survival

Patch Kid (population) (eaten) (Survived)
5) As before, three members of the group will select candies. Each member should keep their eyes closed until the
leader of the group tells them to pick a candy. Once told to select a candy, the member of the group will open their eyes
and select the first candy they see. Place the candy in the collecting container.
6) After each of the three team members has selected ONE candy, have the members close their eyes so the 4th
member can scramble (move) the candies randomly on the paper.
7) Repeat FIVE TIMES. Each member will select 5 candies (for a total of 15 candies).
8) Once 15 candies have been selected, fill out the rest of the table.
9) You may now eat the rest of your candies.
Discussion: Answer the following in full sentences.
1) What was the color of your environment?
2) What was represented by the candy?
3) What do you represent?
4) Is coloration an important factor in successful predation? Explain.
5) What is the relationship between the environment and the color of the M&Ms selected?
6) Which color had the lowest survival in Part I? Which in Part II?
7) Why do you think there were differences in the survival rates in Part I and Part II? Was there a variable present in
this lab that would affect these survival rates that have not been considered? (ex. Favorite color, allergies, size,
peeking, etc)
At Home: The website below has an interactive lab that simulates natural selection on a population of rabbits.
How does this exercise match the lab we have completed as well as evolution in the wild?
http://phet.colorado.edu/en/simulation/natural-selection
SCORING RUBRIC FOR LAB REPORT
LAB : Score Acheived

M&M Natural STUDENT NAME: ______________
Selection Lab _______
Format Full Name Neatly written or 6 Sections and title Written in

(0.5 ) and date typed, correct underlined pen/typed,
(0.5) written. order. observations only
in pencil. ___/- 4
Purpose Purpose clearly Materials listed. Procedure write:

Materials stated. As per Lab ___/3
Procedure Manual, M&M
Natural Selection
Lab
Observations Mark___ /2 Mark___ /2 Mark ___/5 Mark ___/5
Data Tables, Data Tables, Graphs: Graphs:

correct format, correct format, Title, scale, labels, Title, scale, labels,
complete. complete. points, best fit line points, best fit line
(Part 1) or bar. (Part 1) or bar. (Part 2)
___/14
(Part 2)
Questions Mark ___/9 Comments:
Questions
numbered and ___/9
answered in full
sentences.
Conclusion Mark ___/1 Mark ___/5
Purpose and New terms are

Procedure are defined and
briefly restated.
new procedures
are identified.
Statement on
accuracy, data,
results, graphing
interpretation,
predictions,
findings. The most
___/6
important numbers
are stated (if
number data is
gathered in lab).
Interpretation of
observations
(Summary of what
it means/what was
learned)
Relation to a
persons daily life
or attitudes.
Suggestions for
future
experiments.
Total Score =
___/32
Lesson Plan Format
Time/Period: 1st/60 min Materials: Computers, and a projector

standards.
Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of
some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity

Students can identify and predict how different occurrences in the wild might benefit or disturb other populations
without error.
Formative: students will do thumb checks throughout the lesson, they will also relate the topic we are talking about to the video we watch.
Summative: will be given at the end of the lesson.
Students will be asked to review what they did the previous day in the natural selection activity. Key topics will be
reviewed from this activity.

1) To start we will review what we did the previous day in lecture and our activity.
2) Next there will be a short lecture on different ways populations can adapt and change because of natural
selection.
3) Students will then do a natural selection simulation online which they can change different aspects of the
population of rabbits to see what effect that would have on the overall population.
4) Next, I would have students do group discussions about that they learned.
5) I would then have each group type a list and submit it on things they found.
6) Lastly, I would show the video how wolfs changed the river and have students write one thing while
watching and how it relates back to the lecture to turn in at the end of class.
7) The next day we would discuss the video in detail.
Watching how wolves changed the rivers. From here I will have students write down one way that the video related
back to what we learned during lecture and turn it in as they walk out the door.
I would have students research other species that had this kind of effect on the environment. I would also have
students look into the migrations of the Darwin Finches and other species like that.
Students will have the ability to type a list instead of write, also students can work in pairs if the it is needed during
the simulation.
Differentiation:

Explain:
No differentiation will happen in this lesson
Explain:
No Differentiation will happen in this lesson.
Diversity:
During the simulation each student can change which things they would like to change and have their own power to
create the simulation as they want.
Technology:
Students will work on computers to make a list. Students will do an online simulation to help master the topic of natural
selection.
Lesson Activities:
Website for Simulation:

http://phet.colorado.edu/en/simu
lation/natural-selection
Video Link:
https://www.youtube.com/watc
h?v=ysa5OBhXz-Q
Lesson Plan Format
Time/Period: 1st/ 60 minutes Materials: Computers and handouts

standards.
Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in
proportion to organisms lacking this trait.
Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some
species, (2) the emergence of new species over time, and (3) the extinction of other species.
Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.*
A student can successfully show the effects of natural selection and evolutionary adaption of a species without error.
Formative: Having students do checkpoints throughout the culminating activity.
Summative: A student will be taking a test the day before over the three chapters covered during this unit. This activity is also the summative
assessment for the unit.
I will ask the students to make a list about what they remember from the unit. Then we will go over any future
questions from the unit.

1) First, we will review the previous unit, and answer any questions students might have.
2) Next, we will talk about the unit assessment which the students will be doing a project on.
3) The students have two options for an activity, one a paper or doing a website and doing a presentation on
natural selection and adaption in the future.
4) After handing out the worksheet students will have to the remaining hour to work on projects.
5) Students will have to turn in what option they are doing by the end of the class period and what animal they
are writing about.
6) Students will have the next two days to work on the project during class.
Depending on what activity the student chooses they will turn in either a paper or do a presentation to the class.
A student considers mass extinctions and how they affected natural selection and evolutions. Students can then look
further into evolution and different transition states of the major classes in vertebrates.
For certain students the assignment would be shortened or modified to fit a student better.
Differentiation:

Explain:
A student might have an adapted assignment to fit the needs of the student.
Explain:
Each individual student will have an assignment modification if they need it.
Diversity:
Students can pick their project, they are also able to pick what animal they study based on interest of the student.
Each student will have a different project by the end of the unit.
Technology:
Students will be using the computer and internet to find and research natural selections and different adaptions for the
species that they research.

Unit Plan Strandberg

Diunggah oleh

Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Unit Plan Strandberg

Diunggah oleh

Hak Cipta:

Format Tersedia

Biology Unit Plan

Unit Title: Evolution Unit

out around the class.

conclusions on the topic.

and for communication.

present a final project also at the end of the unit.

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Culminating

Name: Cayla Strandberg Date: 11/18/17

Time/Period: 1st Materials: Disease handout

Steps in the lesson:

What will I differentiate? Content Process Product Environment

Name: Cayla Strandberg Date:11/25/17

Curriculum/Course: Biology Grade level: 9th

Time/Period: 60 minutes Materials: Computers, Paper and Handout

HS-LS4-1 Biological Evolution: Unity and Diversity

Steps in the lesson:

What will I differentiate? Content Process Product Environment

Curriculum/Course: Biology Grade level: 9th

HS-LS4-1 Biological Evolution: Unity and Diversity

Steps in the lesson:

What will I differentiate? Content Process Product Environment

Curriculum/Course: Biology Grade level:9th

HS-LS4-2 Biological Evolution: Unity and Diversity

HS-LS4-3 Biological Evolution: Unity and Diversity

Steps in the lesson:

What will I differentiate? Content Process Product Environment

- To explain how natural selection causes populations to change

- To describe the importance of coloration in avoiding predation

30 M&Ms (regular) 15 Sour Patch Kids Colored paper

Small collecting container Calculator

Color Of Paper Given: __________________________

1) Form teams of 3 4 students.

3) Randomly choose 30 regular sized M&Ms.

11) Empty the collecting container by eating the selected M&Ms

2) Spread them out evenly on the piece of paper.

Hypothesis on color and size:_________________________________________________________________

Candy Color M&M or Sour Total # # Selected # Left % Survival

9) You may now eat the rest of your candies.

Discussion: Answer the following in full sentences.

1) What was the color of your environment?

2) What was represented by the candy?

3) What do you represent?

4) Is coloration an important factor in successful predation? Explain.

LAB : Score Acheived

Format Full Name Neatly written or 6 Sections and title Written in

Purpose Purpose clearly Materials listed. Procedure write:

Data Tables, Data Tables, Graphs: Graphs:

Questions Mark ___/9 Comments:

Purpose and New terms are

Name: Cayla Strandberg Date: 11/25/17

Curriculum/Course: Biology Grade level: 9th

Time/Period: 1st/60 min Materials: Computers, and a projector

Objectives (I can statements):

Steps in the lesson:

What will I differentiate? Content Process Product Environment

Website for Simulation:

Time/Period: 1st/ 60 minutes Materials: Computers and handouts

Steps in the lesson:

What will I differentiate? Content Process Product Environment

Anda mungkin juga menyukai