Janelle Burgos Lesson Plan - Technology Integration

I. Lesson Foundation

Lesson Title: Phylogeny and Cladograms

Grade Level: 9th Grade

Subject Area(s)/Subject Content Explanation: Biology; Phylogeny, Evolution

STANDARD(S):
NYS/NGSS Standards
MS-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities and
differences among modern organisms and between modern and fossil organisms to infer
evolutionary relationships.
Disciplinary Core Ideas - Anatomical similarities and differences between various
organisms living today and between them and organisms in the fossil record, enable the
reconstruction of evolutionary history and the inference of lines of evolutionary descent.
Crosscutting Concepts - Patterns can be used to identify cause and effect relationships.
Connections to Nature of Science - Scientific Knowledge Assumes an Order and
Consistency in Natural Systems - Science assumes that objects and events in natural
systems occur in consistent patterns that are understandable through measurement and
observation.
Science and Engineering Practices - Constructing Explanations and Designing Solutions
- Apply scientific ideas to construct an explanation for real-world phenomena, examples,
or events.

Common Core Standards

CCSS.ELA-LITERACY.RST.6-8.4 - Determine the meaning of symbols, key terms, and other

domain-specific words and phrases as they are used in a specific scientific or technical context
relevant to grades 6-8 texts and topics.

CCSS.ELA-LITERACY.RST.6-8.7 - Integrate quantitative or technical information expressed in

words in a text with a version of that information expressed visually (e.g., in a flowchart,
diagram, model, graph, or table).

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CCSS.ELA-LITERACY.RST.6-8.9 - Compare and contrast the information gained from
experiments, simulations, video, or multimedia sources with that gained from reading a text on
the same topic.

International Society for Technology in Education (ISTE) Standards

Knowledge Constructor - Students critically curate a variety of resources using digital tools to
construct knowledge, produce creative artifacts and make meaningful learning experiences for
themselves and others.

Innovative Thinker - Students use a variety of technologies within a design process to identify
and solve problems by creating new, useful or imaginative solutions.

Creative Communicator - Students communicate clearly and express themselves creatively for a
variety of purposes using the platforms, tools, styles, formats and digital media appropriate to
their goals.

LESSON OBJECTIVE(S):
Students will have a basic understanding of how to read a phylogenetic tree
Students will have a basic understanding of the mechanisms by which cladograms are
created
Students will be able to construct a cladogram and show where animals will be placed
when given trait and species data

INTRODUCE THE LEARNING ACTIVITY:

Begin class with a an introduction to phylogenetic trees using an analogy to family trees. Lead
them to the teacher webpage and the resource page. As they are logging in, describe the basic
objectives of the class and how they will be met through the technology tools. Students will be
motivated and interested through connections between how they view their family tree and the
family tree of the living world.

PROVIDE INFORMATION:
Instructional Resources, Materials and Technology: Computer, Illustrator Program, Printer,
Pen/Pencil
Using a link on the website, an index with common terms that the students may encounter during
the activities will be provided. This will provide explanation and help limit misunderstandings
during the activities. A listed procedure will be found in the index to guide them through the

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beginning of both activities. After the lesson, a master list addressing common student
misunderstandings and questions will be posted on the instructor website.

PROVIDE PRACTICE:
This lesson plan functions assuming that topics on evolution and the Linnaean System were
already addressed in previous classes as well as the basic history and key terms used in
phylogeny. Students will be led to the instructor's website where links to the online classroom
activity and the guided index are to be opened. Students will read the first part of the index and
begin interacting with the NOVA Labs Evolution gaming platform. They will begin a guest
account and start constructing phylogenetic trees, understanding relationships between various
animal species and genuses, and learning the basic principles that determine tree creation.
Students will answer the guided questions and the instructor will survey the class, answering any
questions. Students will be told to address the index for any terms or descriptors that they do not
understand.

After playing the game for approximately 10 minutes, the students will exit out of the gaming
platform and open the second link for the lesson plan (Illustrator program). The students will be
placed in groups of two and follow the second part of the guided notes which will explain how
they will use the second technology to create a phylogenetic tree from given data about species
traits. Using the minion activity sheet, students will use the illustrator program to fill in blank
areas of the cladogram, type in where certain derived traits should go, and fill in missing
connection lines. After 6 to 8 minutes, the class will print their cladograms and compare their
designs with their classmates.

PROVIDE KNOWLEDGE OF RESULTS:

Verbal Feedback
Using probing questions and the end of class de-brief, the instructor will monitor student
understanding and comprehension of the tech tools and well as the lesson material. The use of
the NOVA Labs may create confusion in the beginning stages as it is a uncommon platform and
system. The instructor will need to have a understanding of the purpose of the tool and how it
functions by practicing and simulating the classroom lesson before instruction begins. This will
allow for the instructor to scan the students and assess each individually on their learning levels
throughout the activity through one-on-one discussion.

Written Feedback
The instructor will take notes throughout the activity noting student difficulties, common
questions, time management, and other possible areas that can help in developing better practice
for future lessons. The instructor will follow-up with the student questions and create a master
list with teacher responses to provide clear answers and clear up any misconceptions created by

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the activity. This feedback will ensure that students maintain comprehension and are not left
confused as the classroom moves on to new content.

REVIEW THE ACTIVITY:

After the different cladograms are posted in the class and the students have discussed their
creations, the instructor will close the class with a brief run-through of the accomplishments and
objectives for the day and how we achieved them. Students will be made aware of the master list
that will be posted on the instructor website before the next class and to review if their was any
lingering confusion. To close the lesson, students will be instructed on their homework for the
following class. This will be to find a recent article (within the 2017 year) that addresses some
aspect of evolution (e.g. phylogeny, tree of life, new discoveries, human descendants, extinction)
from ScienceNews. Students will be directed to the instructor's website for the site link.

METHOD OF ASSESSMENT:
To assess student learning, the instructor will track how much progress each student has made in
the game. The NOVA Lab program is designed to continue as the students grow in
understanding, so in turn, the level of progress is a good representative of their overall
understanding of how to read, create, and synthesize observations of life form relationships from
the phylogenetic trees. Reviewing the Illustrator program creations, the instructor can understand
if the students are making the appropriate connections from the NOVA Lab program to written
instructions as well as their understanding of the mechanisms that define how cladograms are
designed. Classroom discussion will be used as a verbal assessment of student understanding and
inquiry.