Natural Selection Lesson Plan

Stage 1 Desired Results

Content Standard(s):

HS-L-S4-4 Construct an explanation based on evidence for how Natural Selection leads to adaptation
in populations (Next Generation Science Standards, 2015).
Unpacked Standard(s):
Essential Questions:

Students need to be able to define the

following key terms: adaptation, Natural
Selection and population.

What happens to a population, of an animal of

your choice, when you apply the 4 parts of
Natural Selection to it?

Students need to be able to describe the four

parts of Darwins theory of Natural
Selection.

What might happen to the allelic frequencies in

that animals population over time?

Students need to be able to interpret data

from charts and/or graphs and analyze their
findings.

Students need to be able to use empirical

evidence to show cause and effect in
relation to Natural Selection and adaptation.

Students need to be able to construct

explanations based on supported evidence.

Students will set their own personal goals by.

Students will use the rubric and the pre-assessment test in order to create their own learning goals and
then complete a goals worksheet.

Progress on students' personalized goals will be monitored by

Using the rubric and their goals worksheet towards the end of each class and then writing a reflection on
their progress

Rules and Procedures

Class Rules

1) Students are expected to follow all directions given by the teacher at all times.
2) I will not tolerate disruptive behavior in class.
3) Bring all required materials to class, and be prepared for class.
4) Be on time for class, do not be late.

5) Show respect and courtesy to others opinions and ideas.

Class Procedures:
Beginning the class
-When you enter the class, walk in quietly and in an orderly manner.
- Hand in any homework, before the bell rings.
- Sit in your assigned seat.
- Begin working on the Do Now written on the left hand side of the board.
- When you have completed the assignment please review your notes quietly until everyone has finished or
I say to stop.
Quieting the Class
- When I would like you to be quiet and give your full attention I will:
- Raise my hand in the air and count to three with my fingers.
- When I raise the first finger please stop what you are doing.
- When I raise two fingers please be quiet.
- When I have raised all three fingers I want everyone looking at me for directions.
Group Work
- When you are to work in groups please do the following:
- Get together with your group members (Sometimes I will choose/ sometimes you may choose)
- Put the desks into a group of four ( Do this quietly and quickly)
- Please sit down and await instructions
- After the group activity please put the desks back the way they were before the activity
Ending the Class
- When the bell rings this does not mean that you are excused from class.
- Please remain in your seat until I dismiss you.
- All materials must be put away and your area is clean.
- Push in your chairs and dont forget your belongings.
Stage 2 Assessment Evidence Directly Aligned to Content Standard
Pre-Assessment, including analysis of the pre-assessment results.
Pre-assessment Test

Natural Selection: Pre- Assessment

1) Can you name the scientist that came up with the theory of Natural Selection?
2) Can you define the following terms:
a) Natural Selection
b) Adaptation
c) Population
3) Can you name the 4 parts of Natural Selection?

1)
2)
3)
4)

4) Using the graph above answer the following questions

a) On Day 5, the plants kept in the sun for 3 hours were how tall? _________
b) On Day 7, the plants kept in the sun for 6 hours were how tall? _________
c) On Day 10, the plants kept in the sun for 9 hours were how tall? ________

5) Based on the graph, in which amount of sunlight does the plant grow best? Explain why you think that
is? Support your answer with evidence.

Performance Task(s) or Assignment Description(s)

Answer and discuss the essential questions, relating prior knowledge

Define the key vocabulary terms and describe the four parts of Darwins Theory of Natural Selection in
relation to the essential questions during the Think-pair share
Peppered moth Simulation Students will need to apply their knowledge of Natural Selection when
creating their hypothesis, they will also create a graph and analyze the results of the graph
Answer the post lab analysis questions using empirical data to explain cause and effect in real world
instances
Write a lab report that analyzes the results of the graph and constructs an explanation of how Natural
Selection leads to adaptation within a population

Rubric:

CATEGORY

Meets Expectation

Approaches Expectations

Below Expectation

Limited Evidence

Define The Key Is able to define all of Can define all but one of
Vocabulary
the key vocabulary the key vocabulary terms
terms

Is unable to define
two of the key
vocabulary terms

Is unable to define
more than two of
the key vocabulary
terms

Describe the 4
parts of
Natural
Selection

Able to describe 3 parts of

Natural Selection or all
four parts but not quite in
full detail

Able to describe 2
parts of Natural
Selection or more
than 2 parts but not
adequately or using
enough detail

Unable to describe
any parts of Natural
Selection or
includes many
errors in the
descriptions

Interpret
Demonstrates a
Graphs/charts strong ability to
interpret graphs or
charts, no errors

Demonstrates an adequate
ability to interpret
graphs/charts, makes a 1
or 2 minor errors

Major errors in
Is unable to
interpreting
interpret
graphs/charts, 3 or 4 graphs/charts
errors

Analyze data to
construct
explanations
and/or show
cause and effect

Demonstrates a fairly
strong ability to analyze
evidence, able to construct
an explanation or show
cause and effect but with 1
or 2 errors

Unable to analyze
data correctly or
makes 3 mistakes,
explanation lacks
some evidence to
support the claim,
unable to clearly
show cause and
effect based on

Able to describe all 4

parts of Natural
Selection, showing
full understanding in
the descriptions

Demonstrates a
strong ability to
analyze data and
construct a thoughtful
explanation based on
the evidence and/or
show a clear
correlation between
cause and effect

Fails to analyze data

and construct an
explanation /show
cause and effect,
explanation shows
no evidence to
support the claim,
does not show cause

evidence

Self or Peer Assessments

Students will self- assess using the rubric and their
goals worksheet.
Students will help to assess and guide one another
during the discussions at the beginning and end of
class
Students will peer assess during the Think-pair
Share

and effect

Formative Assessments, Summative Assessments,

etc.
Formative assessments

Pre-assessment test
Answering essential questions
Discussions
Think/Pair/Share
Homework
Analysis questions at the end of the lab
Summative assessment

Lab report

Stage 3 Learning Plan Directly Aligned to Content Standard AND Assessments

Learning Activities:

Students will begin week 7 lesson by answering the essential questions Do Now (10 minutes)
(Curiosity, Connection, Coherence, Context)
The class will have a discussion, students will share their ideas and collaborate on furthering their ideas
(10 minutes) (Coherence, Coaching, Connection)
Direct instruction on the 4 parts of Natural Selection (10 minutes) (Coaching, Context)
Think/Pair/Share Activity based on essential questions (10 minutes) (Context, Connection)
Students will form groups and work on a Natural selection lab (Peppered Moth Simulation) (30 minutes)
(Curiosity, Concentration, Coherence, Context)
Use rubric and goals worksheet to address learning gaps and progress towards goals (10 minutes)
(Coherence)
Students will end class by answering the post-lab analysis questions and discussing (relate Natural
Selection and adaptations to pollution and then to humans) (10 minutes) (Connection, Coherence,

Coaching, Context)
Lab report will be completed for homework (must use the data that they have collected in the lab to construct
an explanation on how Natural selection leads to adaptation) Summative assessment that shows mastery
towards the standard

Stage 4 Feedback Strategies, including Timeliness

Students will receive feedback through the following:

Learning Objectives
Feedback on the homework leading up to week 7 lesson
Do Now essential questions discussion
Think-pair share students will provide feedback to one another, I will also circulate the room providing
feedback to individuals
Individual feedback to students during Moth simulation
Feedback on Post lab analysis questions in discussion form
Using rubric and goals worksheet to determine students own progress
Feedback on Lab report homework, receive feedback within the week