UMUC MAT Program

Annotated Lesson Plan Format

Name: Ashley Staley

Grade: 9th Grade

Unit: Natural Selection and Evolution

Time Allotted: 45 Minutes

Lesson Topic: Homologous Structures

Context for Learning: The purpose of this lesson is to explain what homologous structures are and allow
students to identify different homologous structures. Prior to this lesson, students learned about evolution
and natural selection. With the students background in evolution and natural selection, they will be able to
move into homologous structures and complete various tasks associated with them. This is an introductory
lesson to homologous structures but builds upon prior knowledge of evolution. The students have learned
about homologous structures in middle school but this is the first time it has been talked about in high
school. In the classroom, there are computers and a promethean board. To maximize effectiveness of
learning, the desks are arranged in rows facing the front of the classroom. There are lab benches
surrounding the outskirts of the classroom.
Curriculum and SPA Standards Addressed:
HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are
supported by multiple lines of empirical evidence. [Clarification Statement: Emphasis is on a conceptual
understanding of the role each line of evidence has relating to common ancestry and biological evolution.
Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of
appearance of structures in embryological development.]
Expectation 3.4: The student will explain the mechanism of evolutionary change
Indicator: 3.4.2: The student will estimate degrees of relatedness among organisms or species.

Objectives (observable and measurable): The student will be able to determine homologous structures in
humans, frogs, crocodiles, pigeons and cats.
Materials: Students will need their notebooks at the beginning of class to complete the warm-up. The
teacher will need a projector and promethean board in order to display the warm-up and powerpoint
presentation for the lecture portion of class. Students will need a homologous structures packet.
Proactive Behavior Management: To prevent disruptions, the teacher will set high expectations at the
beginning of the school year. Students will know what is expected of them prior to the lesson. Reminders
1

will be given on how to complete group work and individual work effectively. Behavioral expectations are
also posted throughout the classroom to ensure compliance. Students are assigned seats in order to
eliminate off task behavior during the lesson. If a student is off task during the lesson, the teacher will walk
around the classroom and remind the student to get back on task.
Provisions for Student Learning: This lesson ensures that students are consistently involved because this
lesson includes many relevant examples for the students. The lesson incorporates pets that students may
have as well as pictures of other animals. This topic affects everyone because it is related to humans and the
way we are structured. After the notes, students will have the ability to work in groups of their choice to
complete a procedure. This packet will take up the entire class period, so an extension activity will not be
necessary. The materials are passed out to students during transition periods to allow students to refocus
their attention. Students move into their groups when the teacher tells them to do so quickly. The teacher
will cold call on students to have a discussion and answer warm-up questions. Students will be familiar
with this format of questioning because it has been used the entire year.
Procedures (for each, indicate amount of time allotted)
Introductory / Developmental Activities

Warm-Up/Opening (may be Motivator): (5 minutes) Students will come into the classroom and
begin working on the warm-up after the bell rings. Students will answer questions from the
promethean board in their notebooks. After 5 minutes, the class will discuss the answers to the
warm-up questions. The teacher will cold call students to ask for responses to the warm-up
questions. The warm up-questions are:
o

Describe evolution in your own words.

Brainstorm: What are homologous structures?

Motivator/Bridge: (2 minutes) Now that we have reviewed evolution and brainstormed what
homologous structures are, we will actually find out what homologous structures are. We are first
going to go through a powerpoint with some notes and then we will work in groups to complete
some activities that deal with homologous structures. Scientists have been studying homologous
structures for any years now.

Modeling: (15 minutes) The teacher will go over a powerpoint about homologous structures and
several examples of homologous structures. The teacher will relate homologous structures to
evolution and natural selection. The teacher will then distribute homologous structure packet and
explain directions. The teacher will answer any questions students have about the packet and/or
homologous structures.

Guided Practice and Independent Tasks

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Guided Practice: (10 minutes) Students will work on the first four pages of the packet in groups.
Students will form their own groups but will be asked to do so quickly. Each group will consist
of 3 students each. The first four pages consist of a pre-lab discussion, a problem, a procedure
and various images of animals. To check for understanding, the teacher will walk around the
room and monitor student responses. These pages ask students to compare humans, crocodiles,
pigeons and cats. students are to discuss their finding while taking some notes.

Independent Tasks: (10 minutes) After group work on the first four pages, students will go back
to their assigned seats to complete the analysis questions that follow the procedure. Students
will use what they discussed in their groups to answer the questions. There are 4 pages of
questions and the students will have extra time to complete the packet tomorrow.

Summary / Closure: (3 minutes) The teacher will tell students that they will have time to work on the
packet tomorrow. The teacher wraps up class by asking students about homologous structures from the
images in their packets. This discussion allows students to reflect on what they just learned about.
Adaptations: Some students will need special accommodations for this lesson. For students that have a
learning disability, the notes will be provided to them. This way, they can pay attention to the actual content
of the lesson rather than worrying about writing the notes. Certain students will also have an aid with him
or her to help copy down notes and complete the packet. The teacher also spent extra time with these
students during the independent tasks to ensure the students understood the lesson. Some students were
given extra time to complete the packet and the notes.
There were also a few English language learners. These students were able to use a dictionary in
their primary language in order to complete the notes and packet. These students were also given the notes.
The directions to the packet were also provided in the students primary language to help the students
complete the assignment. The students were required to answer the questions in English.
Assessment: When students complete their packet, it will be graded for a formative assessment. This
packet lets the teacher know how well the students understand homologous structures. The packet will be
worth 100 points and graded for correct answers. No summative assessment will be given because students
are still developing knowledge about homologous structures.
Generalization/Extension Activity: If for some reason a student finishes the first two pages of questions, the
student should continue onto the next pages of questions. Students should get as much of the packet done as
possible. It is not expected that students finish the entire packet in 1 class period.
Review/Reinforcement (Homework): Students are directed to complete at least the second page of
questions before the next class. Students who have not finished the questions are directed to complete them
for homework.

UMUC MAT Program

Annotated Lesson Plan Format
Name: Ashley Staley

Grade: 9th Grade

Unit: Natural Selection and Evolution

Time Allotted: 45 Minutes

Lesson Topic: Homologous Structures

Context for Learning: The purpose of this lesson is to explain what homologous structures are and allow
students to identify different homologous structures. Prior to this lesson, students completed a few pages
from a packet about homologous structures and took notes about them. With the students knowledge about
homologous structures from the previous lesson, the teacher can continue to talk about more complex
homologous structures and assignments. This lesson will be a developmental lesson that builds on
knowledge from the previous lesson. The students have learned about homologous structures in middle
school but this is the first time it has been talked about in high school. In the classroom, there are
computers and a promethean board. To maximize effectiveness of learning, the desks are arranged in rows
facing the front of the classroom. There are lab benches surrounding the outskirts of the classroom.
Curriculum and SPA Standards Addressed:
HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are
supported by multiple lines of empirical evidence. [Clarification Statement: Emphasis is on a conceptual
understanding of the role each line of evidence has relating to common ancestry and biological evolution.
Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of
appearance of structures in embryological development.]
Expectation 3.4: The student will explain the mechanism of evolutionary change
Indicator: 3.4.2: The student will estimate degrees of relatedness among organisms or species.

Objectives (observable and measurable): The student will be able to determine homologous structures in
humans, frogs, crocodiles, pigeons and cats.
Materials: Students will need their notebooks at the beginning of class to complete the warm-up. The
teacher will need a projector and promethean board in order to display the warm-up and powerpoint
presentation for the lecture portion of class. Students will need a homologous structures packet. Students
will also need the homework assignment at the end of class.
4

Proactive Behavior Management: To prevent disruptions, the teacher will set high expectations at the
beginning of the school year. Students will know what is expected of them prior to the lesson. Reminders
will be given on how to complete group work and individual work effectively. Behavioral expectations are
also posted throughout the classroom to ensure compliance. Students are assigned seats in order to
eliminate off task behavior during the lesson. If a student is off task during the lesson, the teacher will walk
around the classroom and remind the student to get back on task.
Provisions for Student Learning: This lesson ensures that students are consistently involved because this
lesson includes many relevant examples for the students. The lesson incorporates pets that students may
have as well as pictures of other animals. This topic affects everyone because it is related to humans and the
way we are structured. After the notes, students will have the ability to work in groups of their choice to
complete a procedure. This packet will take up the entire class period, so an extension activity will not be
necessary. The materials are passed out to students during transition periods to allow students to refocus
their attention. Students move into their groups when the teacher tells them to do so quickly. The teacher
will cold call on students to have a discussion and answer warm-up questions. Students will be familiar
with this format of questioning because it has been used the entire year.
Procedures (for each, indicate amount of time allotted)
Introductory / Developmental Activities

Warm-Up/Opening (may be Motivator): (5 minutes) Students will come into the classroom and
begin working on the warm-up after the bell rings. Students will answer questions from the
promethean board in their notebooks. While students are completing their warm-up, the teacher will
walk around the classroom and check that all students completed the first 2 pages of the questions in
their packets. The teacher will mark if a student did not complete the 2 pages of questions in his
grade book. After 5 minutes, the class will discuss the answers to the warm-up questions. The
teacher will cold call students to ask for responses to the warm-up questions. The warm upquestions are:
o

Describe homologous structures in your own words.

Give 2 examples of homologous structures between a cat, a human and a frog.

Motivator/Bridge: (2 minutes) Now that we have reviewed homologous structures, we are going to
talk about the various animals in your packet that you observed yesterday. We are going to look at a
powerpoint that focuses in on some important points about humans, frogs, crocodiles, and pigeons.

Modeling: (10 minutes) The teacher will go over a powerpoint about homologous structures and
specific examples from the packet yesterday. The teacher will then direct students to finish the
questions in their packet. The teacher answers any questions about the packet and/or the
powerpoint presentation.
5

Guided Practice and Independent Tasks

Guided Practice: (15 minutes) Students will work in groups on the analysis and conclusions
questions. Students will be directed to work in the same groups as the previous day. There are 9
questions the students are required to answer during this time.

Independent Tasks: (10 minutes) After group work on the analysis and conclusions questions,
the students will be directed to return to their assigned seats and complete the critical thinking
and application questions on their own. Students will use what they discussed from the previous
lesson and their answers to previous questions to answer these questions. There are 4 critical
thinking and application questions.

Summary / Closure: (3 minutes) The teacher will direct the students to finish up the remaining questions to
the packet for homework. Since the students had 2 class periods to work on the packet, they should not
have that much to complete for homework. The teacher wraps up class by asking students to tell him
something they learned in class today.
Adaptations: Some students will need special accommodations for this lesson. For students that have a
learning disability, the notes will be provided to them. This way, they can pay attention to the actual content
of the lesson rather than worrying about writing the notes. Certain students will also have an aid with him
or her to help copy down notes and complete the packet. The teacher also spent extra time with these
students during the independent tasks to ensure the students understood the lesson. Some students were
given extra time to complete the packet and the notes.
There were also a few English language learners. These students were able to use a dictionary in
their primary language in order to complete the notes and packet. These students were also given the notes.
The directions to the packet were also provided in the students primary language to help the students
complete the assignment. The students were required to answer the questions in English.
Assessment: The students will be given a formative assessment grade for completing the first two pages of
the homework. This homework grade will be dependent on completion. The questions will be graded for
accuracy when it is completely finished. When students complete their packet, it will be graded for a
formative assessment. This packet lets the teacher know how well the students understand homologous
structures. The packet will be worth 100 points and graded for correct answers. No summative assessment
will be given because students are still developing knowledge about homologous structures.
Generalization/Extension Activity: If for some reason a student finishes the all the questions, the student
should begin working on the homework assignment. Students should get as much of the packet done as
possible. It is expected that the students get the majority of the packet done within two class periods.
Review/Reinforcement (Homework): Students are directed to complete the remaining questions from the
packet before the next class period. Students are also given a worksheet about homologous structures to
6

complete for homework. This homework assignment is worth 10 points and will be collected the next day
of class.

UMUC MAT Program

Annotated Lesson Plan Format
Name: Ashley Staley

Grade: 9th Grade

Unit: Natural Selection and Evolution

Time Allotted: 45 Minutes

Lesson Topic: Homologous Structures

Context for Learning:
The purpose of this lesson is to explain what homologous structures are and allow students to identify
different homologous structures. Prior to this lesson, students completed a packet about homologous
structures and took notes about them. With the students knowledge about homologous structures from the
previous lessons, the teacher can continue to talk about more complex homologous structures and
assignments. This lesson will be a developmental lesson that builds on knowledge from the previous
lessons. The students have learned about homologous structures in middle school but this is the first time it
has been talked about in high school. In the classroom, there are computers and a promethean board. To
maximize effectiveness of learning, the desks are arranged in rows facing the front of the classroom. There
are lab benches surrounding the outskirts of the classroom.
Curriculum and SPA Standards Addressed:
HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are
supported by multiple lines of empirical evidence. [Clarification Statement: Emphasis is on a conceptual
understanding of the role each line of evidence has relating to common ancestry and biological evolution.
Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of
appearance of structures in embryological development.]
Expectation 3.4: The student will explain the mechanism of evolutionary change
Indicator: 3.4.2: The student will estimate degrees of relatedness among organisms or species.

Objectives (observable and measurable): The student will be able to determine homologous structures in
humans, frogs, crocodiles, pigeons and cats.
7

Materials: Students will need their notebooks at the beginning of class to complete the warm-up. The
teacher will need a projector and promethean board in order to go over the instructions for a project to be
completed in class. Students will need their homologous structures packet from the previous lessons and
the project direction sheet.
Proactive Behavior Management: To prevent disruptions, the teacher will set high expectations at the
beginning of the school year. Students will know what is expected of them prior to the lesson. Reminders
will be given on how to complete group work and individual work effectively. Behavioral expectations are
also posted throughout the classroom to ensure compliance. Students are assigned seats in order to
eliminate off task behavior during the lesson. If a student is off task during the lesson, the teacher will walk
around the classroom and remind the student to get back on task.
Provisions for Student Learning: This lesson ensures that students are consistently involved because this
lesson includes many relevant examples for the students. The lesson incorporates pets that students may
have as well as pictures of other animals. This topic affects everyone because it is related to humans and the
way we are structured. Students will work in groups to complete the project. This project will take the
entire class period, so an extension activity will not be necessary. The materials are passed out to students
during transition periods to allow students to refocus their attention. Students move into their groups when
the teacher tells them to do so quickly. The teacher will cold call on students to answer warm-up questions.
Students will be familiar with this format of questioning because it has been used the entire year.
Procedures (for each, indicate amount of time allotted)
Introductory / Developmental Activities

Warm-Up/Opening (may be Motivator): (5 minutes) Students will come into the classroom and
begin working on the warm-up after the bell rings. Students will answer questions from the
promethean board in their notebooks. After 5 minutes, the class will discuss the answers to the
warm-up questions. The teacher will cold call students to ask for responses to the warm-up
questions. The warm up-questions are:
o Think about homologous structures we havent talked about. What are 3 other homologous
structures that you can think of?

Motivator/Bridge: (2 minutes) Now that we have talked about other homologous structures, we are
going to complete a project about them. We will work in groups to complete this project. Your
groups have already been chosen for you. Please take a look at the project description that you
picked up when you walked into the classroom.

Modeling: (5 minutes) The teacher will go over examples of completed projects. These projects
re from years prior. The teacher will ask students to get their packets from the previous lesson
out. The teacher will go over the project directions and ask if students have any questions about
the project or anything about homologous structures.
8

Guided Practice and Independent Tasks

Guided Practice: (10 minutes) Students are directed to get with their groups and pick an
organism that they wish to study. This organism cannot be one that was discussed in class. As a
group, students will discuss the roles of each person. The students will agree on a the organism
and how they will present their final project. They can choose from a variety of formats
(Powerpoint, Prezi, Weebly, etc.). Each group will consist of 3 students each. To ensure that
students are understanding and getting work done, the teacher will walk around the classroom
and ask students what organism they chose and what their roles are. The organism and roles will
be documented by the teacher.

Independent Tasks: (15 minutes) After picking an organism and a role, students will go to the
computers and research their specified parts. Each member is responsible for a section of the
project. The students will have previous knowledge of how to conduct research on credible
sources from previous lessons and research.

Summary / Closure: (3 minutes) The teacher will tell the students that they should continue researching for
homework since 45 minutes is not enough time to complete this project. The teacher will also tell the
students that they will have time to complete the project in class tomorrow. The teacher wraps up class by
asking students to share to their neighbor about which organism they chose to do their project about.
Adaptations: Some students will need special accommodations for this lesson. For students that have a
learning disability, they will be placed in a group with gifted students. This way, the gifted student can help
the students with learning disabilities. Certain students will also have an aid with him or her to help
complete the project. The teacher also spent extra time with these students during the independent tasks to
ensure the students understood the lesson. Some students were given extra time to complete the project.
There were also a few English language learners. These students were able to use a dictionary in
their primary language in order to complete the project. These students were put in groups with students
whose primary language was English. The directions to the project were also provided in the students
primary language to help the students complete the assignment. The students were required to complete the
project in English.
Assessment: When students complete their project, it will be graded for a summative assessment. This
packet, lets the teacher know how well the students understand homologous structures. The project will be
worth 100 points and graded for correct answers and for meeting all the requirements on the rubric that is
provided to the students.
Generalization/Extension Activity: Since the students only have about 15 minutes of class to research, no
one should finish researching earlier. If a student does finish, the teacher will tell them to do more thorough
research.

Review/Reinforcement (Homework): Students are directed to do some research for the project at home.
The students are given a due date to the project and are expected to have the finished product done by then.
The groups work together to create a timeline. So, it is up to the groups whether research is completed for
homework.

References:
Access the Next Generation Science Standards by Topic. (n.d.). Retrieved July 16, 2016, from
http://ngss.nsta.org/AccessStandardsByTopic.aspx
Using the Core Learning Goals: Science. (n.d.). Retrieved July 16, 2016, from http://
mdk12.msde.maryland.gov/instruction/clg/biology/goal3.html

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