1

Jaclyn Ritz

Mini Unit Plan

Biological Ancestry
High School Level
SED 427

Overview
Within this five-day lesson, the students will understand the basic evidence and theories for evolution, and
biological ancestry to occur. The beginning of this lesson will begin with an anchoring event, and the first day
will be for students to navigate through resources to find significant evidence for species to be related to each
other, based on Homologous Structures, DNA Structures, and/or Embryological development. Next, the
students will practice organizing common ancestry and illustrating the relationship of common ancestry
through creating and reading Phylogenetic Trees. Throughout this lesson, students will be theorizing about a
certain THINKET Task Card evolutionary scenario that is a result of ancestor. At the end of this lesson,
students will apply their knowledge about the above concepts to their THINKET Task Card Portfolio and
demonstrate to the class in a gallery setting what their initial hypothesis was, the supporting evidence, and an
explanation for their THINKET Task Card with a final hypothesis.

Index
1) Overview
2) NGSS
3) Understanding Essential Questions With Objectives
4) Students Will Understand…
5) Students Will Know…
6) Understanding By Design: “Where To…”
7) Anchoring Event
8) Week Sketch
9) Detailed Lesson Plan
○ Lesson One: Day One & Five
■ Anchoring Event
■ Rubric
○ Lesson Two: Day Two & Three
■ Evolution-- All Things Are Related// Exploring Evidence
■ Evolution--Selective Breeding// Exploring Evidence
○ Lesson Three: Day Four
■ Taxonomy-- Phylogenetic Tree

Next Generation Science Standards

HS-LS4-1. Communicate scientific information that common ancestry, and biological evolution are supported
by multiple lines of empirical evidence.

Big Idea
Common Ancestry explains and illustrates that all living things are related to each other.

Understandings & Essential Questions With Objectives

What evidence is there that suggests biological ancestry among species?
 2
Jaclyn Ritz

● Students will be able to identify scientific evidence that is used to prove common ancestry, such as
fossils, DNA structures, homologous structures, and embryological development.

● Students will be able to apply evidence of common ancestry to explain how species evolve over time
into a different species.

● Students will be able to observe how traits change and adapt overtime that lead to species to change
into new species, and lead into a chain of common ancestry.

What does it mean if animals are biological ancestors from each other?
● Students will be able to identify and explain how species descended from other species, or related
ancestors.
● Students will be able to read and understand how a phylogenetic tree represents the pattern of
evolution and common ancestry throughout time.
● Students will be able to create a phylogenetic tree based on traits that have evolved over time.

What is the difference of homologous, embryological, and DNA structures?

● Students will be able to identify scientific evidence that is used to prove common ancestry, such as
fossils, DNA structures, homologous structures, and embryological development.

How do scientist study and research Common Ancestry?

Students will be able to practice scientific methods and use scientific evidence to support claims of common
ancestry amongst species.

Students will be able to collaborate together to share ideas, revise each other’s ideas, and further each other’s
understanding of evidence of common ancestry.

Students Will Know… Students Will Understand…

➢ How to collect and identify evidence that
supports common ancestry
➢ That common ancestry shows evolutionary
patterns of a species’ adaptations overtime
➢ That DNA structures, homologous
structures, embryological development, and
fossils are used to prove common ancestry.
➢ The definitions of DNA evidence,
Homologous Structures, Embryological
Development, and Fossils.
➢ That all living things are related to each
other
➢ Evolution is not necessarily a slow or fast
process; it depends on the species.
➢ That similar structures/processes, such as
homologous structures and embryological
developement represent similar DNA
structures that are shared throughout living
organisms.
➢ That two modern day living relatives did not
descendant from one another, such as
humans and chimpanzees. Instead they
descendant from a common ancestor that
evolutionized into multiple species.
 3
Jaclyn Ritz

UNDERSTANDING BY DESIGN: “WHERE TO…”

Where students are headed? Where have they been? How will you direct students to know where they are going?
Students are headed into understanding of biological common ancestry and how that is determined in the
science community. The students would need basic knowledge of DNA and how traits are passed from parent
to offspring, so therefore the students should have completed a Genetic unit before this mini-lesson in order
to use their prior knowledge. Learning about DNA and ancestry along these lines beforehand, creates a nice
transition into a mini-unit about common ancestry using biological proof. The students will build off of what
they previously have gone over and apply this information into common ancestry. They will be directed to
use prior knowledge heavily within the lesson and be able to create understanding on their own, but with
guidance from me, as the teacher, and their fellow peers.
How will you hook students at the beginning?
The anchoring event involving how the modern day horse evolved from Hyracotherium will be how students
get engaged and invested into the topic of common ancestry. In this anchoring event, the students must
determine between 3 modern day species which is the relative of Hyracotherium by using prior knowledge,
evidence from pictures, and then revise with additional information. All students will be on an equal playing
field with this activity since it requires apply prior knowledge and just participating with an individual's own
raw ideas.
What events will help students experience and explore the big idea and essential questions? How will you equip
them with needed skills and knowledge?
Exploring the THINKET Task Cards, learning about similar structures, and taxonomy will help students
understand the big ideas/essential questions. These events will help them gain skills that will make more
sense in relation to their THINKET Task cards and they will be able to apply not only to these task cards, but
to other evolutionary questions in the future.
How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining
their work?
Students will constantly be building onto their previous knowledge throughout the mini-unit plan since they
will be brainstorming prior knowledge before each lesson, and constantly revising their THINKET Task Cards
in each lesson.
How will you help students exhibit and self-evaluate their growing skills, knowledge, and understanding
throughout the unit?
The THINKET Task Card Portfolio will allow students to model and demonstrate their learning process to
their peers in group activities and meetings throughout the week, and also collect work that they feel that
demonstrates their growth of understanding on common ancestry.
How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of
ALL students, without compromising the learning goals?
Students will have the ability to choose which THINKET Task Card they would like to explore so this gives
them their own personal choice. Also, there is not strict guidelines on showing work on the Portfolios so the
work will be assessed based on their learning ability and their own progress of understanding.
How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL
students?
The anchoring event will be the introduction and opening to the overall big idea of common ancestry. From
there the students will be using the THINKET Task Cards to build onto this big idea by exploring their own
 4
Jaclyn Ritz

sort of “anchoring event.” The two lessons between the Thinket Task Card assignments in the week are used
to help the students build their THINKET Task Card, and add to the students’ overall understanding of the Big
Idea. I wanted the students be able to use prior knowledge, build on that knowledge, and then demonstrate
their growth in understanding of common ancestry and how in science this area is studied.

ANCHORING EVENT

➢ Horse Common Ancestry Google Slide

▪ https://docs.google.com/a/oakland.edu/presentation/d/157PztA09uUvZy8ud51m
C48WnMtl2h6GHgvSObteHtHc/edit?usp=sharing
➢ Students will work into groups with their neighboring peers and create an original claim with
support from the pictures, or prior knowledge they have about these animals. They will also include
 5
Jaclyn Ritz

questions or “I wonder” statements of information they would need to further support their original
claim.. The students will then share with the whole class their claims.
➢ Next, there will be additional information given to the class about the environment that evolved
through time, and how the next couple generations of Hyracotherium changes in skeletal features.
The students will have a chance to revise their claim and support based off of this additional
information. They will then share what they changed about their claim, and why.
➢ This anchoring event will let the students think of modern day living animals as part of a line of
relatives that descend from a common ancestor. The students will be able to identify how the
common ancestor varies greatly in look from what the modern day living animal looks like. The
students will be able to use evidence, such as change to environment affects an animal’s behaviors
and skeletal system. The students will be able to hypothesis a claim, support the claim with valid
evidence and reasoning, and also revise/edit claim with additional information provided.

Causal Story
How does the horse evolve from a small, dog-like animal to a larger animal? Why is this important in ancest
Horse’s common ancestor is Hyracotherium. Hyracotherium is a small animal that lives in the forest, eats
fruits, is the size of a dog, and has 3 toe-like structures as feet. Hyracotherium is best suited for the forest
since it can hide from predators and run fast as a defense as well. As the environment changes and natural
selection occurs; Hyracotherium’s traits change over a large amount of time to lead into what is now
considered the modern day horse (Equus). The horse skeleton changes from small in stature to large, the
shape of the jaw and head change to a more narrow form, and the feet evolve into hooves. These are all
Homologous structures. These changes are largely results of the environment of the horse’s ancestors
overtime changing from being a forest to the plains. The Hyracotherium begins to use running as a defense
against predators so through time the feet evolve to hooves, which allows the animal to run faster with. The
environment natural changes from forest to grassy plain so there is less fruit to eat, but more grass. The
horse’s ancestors begin to dominantly eat the grass and there for molars become the best teeth to eat grass
with and this also changes the form of the jaw. This is an example of how natural selection affects the
structures of animals to evolve their skeletal structures to best fit their current environment overtime. This
is an example of how scientist can use homologous structures to piece back the history of this evolution and
connect common ancestors of modern animals.

Unit Plan
Previously:

● Students have already finished a Genetics unit that discussed basic structures of DNA and the
replication process.
● Students have already begun Evolution Unit, and studied Natural Selection in the previous week.
This Week:

● Students will study and explore evidence of Biological Common Ancestry.

● Students will begin learning how to create Phylogenetic Trees to represent Biological Common
Ancestry.
Following Week:

● Students will continue learning about Phylogenetic Trees and Biological Common Ancestry.
● Students will move on to learn about Vestigial Structures and Analogous Structures.
 6
Jaclyn Ritz

LESSON SKETCHES
Day One ● Daily Science Question//Anchoring Event
o Students collaborate with neighboring peers to determine the
living ancestor of Hyracotherium
o Students revise their claim with new additional information
● THINKET Task Card Portfolio
o Explanation of assignment
o Students select their own THINKET Task Card to explore
o Students jot down initial ideas of scenario
o Students gather into groups with the same THINKET Task
Card and share ideas. Brainstorm further ideas with each
other.
● Homework: Students begin their exploration of THINKET Task Card
Day Two Evolution---- All Things Are Related//Exploring Evidence

● Daily Science Question:

o Brainstorm Structures that are similar as a class
o Students gather into groups to categorize these structures by
similarities
● Instruction
o Go Through the slideshow “All Living Things Are Related” as
a class from the website below
o Students follow along with split-note taking form
o Teacher discusses the questions on form during slideshow
o Have students explore this website independently afterwards
● Activity:
o Students continue exploring the “Change Over Time” section
independently along with the Website Exploration Handout
to guide them.
o Students may also use this time for exploration to apply any
information they find to their THINKET Task Card.
o Students will continue exploring this website tomorrow as
well.
● Homework:
o Exit Slip: Formative Assessment to measure where the
students are at in the lesson and in their overall
understanding.
● Learn.genetics.utah.edu:
http://learn.genetics.utah.edu/content/selection/
Day Three Evolution--- Selective Breeding//Exploring Evidence
● Daily Science Question
o What is the bigger picture illustration does common ancestry
outline?
o Students will answer the question in their science journals
o Students who volunteer to share what they wrote as their
answer
 7
Jaclyn Ritz

● Instruction:
o Students will independently read the “Corn Evolution” article
from website below.
o Students will gather into a large circle to have a Socratic
Circle Discussion on article
o Teacher will begin the discussion with the following question
and then have students lead from there
o How did humans evolutionize corn?
● Activity:
o Students continue exploring the “Change Over Time” section
independently along with the Website Exploration Handout
to guide them.
o Students should finish the handout today, and use the
website to apply to their THINKET Task Card.
● Homework:
o Phylogenetic Tree Handout: Students will attempt to read the
Phylogenetic Tree and answer the questions based off of the
Phylogentic Tree’s information.
● Learn.genetics.utah.edu:
http://learn.genetics.utah.edu/content/selection/corn/
Day Four Taxonomy-- Introduction into Phylogenetic Trees
● Daily Science Question:
o Google Poll evaluating students level of confidence or
confusion with the Phylogenetic Tree Homework
o Students should get out a smart device to quickly take the poll
● Instruction:
o Introduce Phylogenetic Tree with student’s shoe activity
o Go over Phylogenetic Tree Handout that was homework

● Homework:
o Finish their THINKET Portfolio for tomorrow’s gallery
Day Five ● Daily Science Question:
o What do you expect to see in today’s gallery?
o Students will write down their answer in their science
journal.
● Activity:
o THINKET Task Card Portfolio Gallery:
o Students will place their THINKET Task Card Portfolio
around the room.
o Students will walk around the room and observe their peer’s
work.
o Once students have walked around the room and saw a
diverse amount of portfolio, they will return to their seat.
o Students will write a paragraph evaluating their own efforts
in their THINKET Task Card Portfolio, and another paragraph
reflecting on what they found interesting during the gallery.
o Students will volunteer to share what they observed in the
 8
Jaclyn Ritz

gallery. Teacher will share too.

● Homework:
o Finish Evaluation/Reflection paragraphs
o Think of a scenario in life that makes the student wonder

DETAILED LESSON PLANS

Lesson One Lesson Two Lesson Three

THINKET Task Card Portfolio-- Evolution-- Day Two & Day Three Taxonomy-- Intro. Phylogenetic
Day One & Day Five Tree
➢ “All Living Things Are
➢ Anchoring Event Related” slideshow from ➢ Shoe Activity with
➢ THINKET Task Card website-- Split-Note Students
Introduction Taking handout ➢ Shoe Activity Reflection
➢ Work in groups on ➢ “Corn Evolution” article ➢ Review Phylogenetic Tree
THINKET Task Card from website- Socratic Homework
➢ Homework: Begin Circle Discussion
THINKET Task Card ➢ Exploration of website--
exploration with guided handout
➢ Gallery of THINKET Task ➢ website:
Card Portfolio’s learn.genetics.utah.edu
➢ Evaluation of own
efforts/Reflection of
gallery

LESSON ONE:
Essential Question:

How do scientist study and research Common Ancestry?

Objective:

Students will be able to practice scientific methods and use scientific evidence to support claims of common
ancestry amongst species.

Students will be able to collaborate together to share ideas, revise each other’s ideas, and further each other’s
understanding of evidence of common ancestry.

What I will do… What the Students will do…


Day One
➢ Opening: “Happy Monday students, today we
are beginning our unit on Common Ancestry.
We have just finished our unit on Genetics and
have begun our Evolution unit by finishing up
our section on Natural Selection. So to continue
with this similar thought process, we are going
to discuss Common Ancestry. Today’s Daily
Science Question is: What does common
ancestry mean to you? I want you to write
down in your science journals anything you
may know or what you think common ancestry
means.” (5 minutes) This will serve as a
formative assessment to see what the students
may already know about common ancestry or
what misconceptions they may have. After the
students have jotted down an answer. The
teacher will ask students to volunteer to share
what they wrote.
➢ Engagement: Introduce the topic of common
ancestry by capturing the students attention
with an Anchoring Event, and have the
students get their THINKET Task Card to
explore their own anchoring type event within
the week.
➢ Anchoring Event: Using Google Slides, I will
display the anchoring event to the students. In
this anchoring event the students will have to
match the ancestry Hyracotherium with its
modern day living relative. Have the students
talk with their neighboring peers to decide
which of the animals provided (horse,
antelope, and deer) is the modern day living
relative. The students will need to create a
hypothesis, one to two claims to support that
hypothesis, and include any further
information they will need to strengthen their
claim or any “I wonder..” statements they may
like to add. Once the students have finished
with this task, then I will have each group
share what they thought was the relative, their
claims, and the extra information or further
questions they may have. After this activity, the
students will be following engaged and will be
wondering which modern day living relative is
the “correct” one. Instead of telling the
students the “correct” answer, the next slide
9
Jaclyn Ritz
Students will begin the Daily Science Question in their
science journals at the beginning of class. This will get
students into the mindset of thinking about science,
and the topic of the day. Once the students have
finished writing down their answer, they will then
volunteer to share what they wrote to the class and
teacher.
The students will use the google slide with the ancestor
Hyracotherium and its potential modern day living
relative to create a hypothesis, one to two claims
supporting this hypothesis, and any further
information they will need or “I wonder…” statements
that’d like to add. The students will turn to neighboring
peers to discuss which out of the three choices (deer,
antelope, and horse) that they believe is the modern
day living relative. Once the students have came to an
agreement and have the needed information, then they
will share with the class which option they thought was
the relative, and why.
The students will wonder which of the options was the
“correct” modern day living relative. Instead of giving
the answer to the students, the students will have to
use the Clues from the next slide to either support their
original or use to change their original claim off of. The
students will discuss with their groupmates which of
the two they think is best option based on their original
claim. Then they will share again with the class
whether or not they kept their original claim and why
based off of the new provided information.
 10
Jaclyn Ritz

will be of Clues that may influence the

student’s previous choice. The information on
this slide may be the extra information they
originally needed as support to their claim, or
it could be support if they would like to change
their original. The students after looking at this
new slide will discuss with their groupmates
whether or not they would like to change their
original choice or stick with it. Then to
conclude the anchoring event, the students will
again share what their claim is, whether they
kept their original or not and why based off of
the new information provided. (15 minutes) After the anchoring event activity, the students will
➢ THINKET TASK CARD: Next, I will explain the then shift into thinking about investigating their own
THINKET Task Card Portfolio to the students “anchoring event” with the THINKET Task Card
and have the students select which Task Card Portfolio Assignment. The students will hear out the
they’d like to explore during the week. I will explanation of the assignment from the teacher, and
show the Task Cards in my explanation on the ask any questions about the assignment they may have.
projector so the students are aware of all the Then, the students will select the THINKET Task Card
options, and can choose from the group. Once they would like to explore from the options provided.
the students have chosen their task card, then I Once the students have obtained a THINKET Task
will explain the overall assignment: “Over the Card, they will jot down some initial thoughts about the
next five days, you will be solving and topic in their notes. Then the students will gather into
exploring your own “anchoring event.” You will groups with other students with the same THINKET
gather information and evidence about your Task Card and share what their thoughts about the
specific task card scenario using the lessons scenario is. The students should take notes in their
within the week and outside sources such as groups so they can use the information to lead them
the internet or books. You will then sort the into their own independent exploration of that
knowledge you have obtained in a portfolio scenario.
assignment. You will organize the portfolio so
that your initial hypothesis is first, the
information you gathered, show how your
thought process changed over the course of
your investigation, and then your final
hypothesis based off of your investigation. On
Friday, we will walk around the class in a
gallery setting to observe and admire each
other’s work.” After explaining the
assignment, I will then have the students write
down a list of ideas based off of their Thinket
Task Card scenario. Then they will gather into
groups based off of their Thinket Task Card
and share with their fellow peers their
thoughts on that scenario. This will let the
students collaborate together in setting a
direction for their investigation. (30 minutes)
After the students have discussed with their peers
➢ Conclusion: To conclude the day’s activities, I
some ideas, they will then return to their original seats.
 11
Jaclyn Ritz

will have the students regather into their For homework the students will begin exploring into
original seats. For homework the students will their THINKET Task Card.
begin their exploration of the THINKET Task
Card. (5 minutes)

Day Five
➢ Opening: To begin this lesson, the students
will answer the Daily Science Question: What
do you expect to see in today’s gallery? Once the
students have answered the question, the
teacher will take volunteers to share their
thoughts for today’s activity. This will let the
teacher hear any preconceived ideas about
today’s lesson. (5 minutes)
➢ Engagement: Gallery of THINKET Task Card
Portfolio for the first half of class; the second
half of class will be reflecting on the gallery.
➢ Gallery: Before beginning the Gallery, the
students must place their portfolio’s around
the room on any flat surface, such as a desk or
table. Once the students have all placed their
portfolio somewhere around the room, then
they will begin the gallery. Students are able to
freely walk around the classroom to look at
other student’s portfolios and learn about the
other THINKET Task Card scenarios that are
different from their own. Once the students
have gone around the room and had seen a
good amount of the portfolios they will return
back to their original seats. (20 minutes)
➢ Reflection: Once the students return to their
seats they may begin to evaluate their own
portfolio and reflecting on the portfolio’s they
saw. The students will need to write two
paragraphs. One paragraph will be a self-
evaluation of how they feel about their efforts
in their own THINKET Task Card portfolio. The
second paragraph will be a reflection of what
they observed, thought was interesting, and
other impressions they got from the gallery in
today’s lesson. (20 minutes)
➢ Conclusion: To conclude the day’s lesson, the I
will ask students to share anything they
observed or noticed from walking around the
gallery. Then I will also share what I saw in the
gallery as well. Then I will following conclude
class by saying, “Today class, you were able to
observe your fellow peers process of
investigation and learn about other
evolutionary scenarios that have taken place.
During the gallery, you should have seen that
not everyone had the same hypothesis for the
12
Jaclyn Ritz
Students will begin the lesson by answer a daily science
question that assess what their expectations are of the
THINKET Task Card Portfolio Gallery they will be
attending today. The students will volunteer to share
what their thoughts are about the day’s lesson.
Students will go around the room and place their
THINKET Task Card Portfolio’s on a flat surface in the
room, such as a table or desk. Once all the students
have placed their portfolio around the room, then the
students will begin walking around the room and
observing their peer’s work. The students may chat
with each other during this time. However they should
check out the portfolios with the same THINKET Task
Card scenario that they had, and see at least one of each
other THINKET Task Card scenario they did not have.
This will help the student later write their reflection
about their experience in the gallery today.
Once the students has walked around the room and
seen enough portfolios, they may begin writing their
two paragraphs. One paragraph will be a self-
evaluation of how they feel and think about their own
efforts in their THINKET Task Card Portfolio
investigation. The second paragraph, will be a
reflection of anything they observed, thought was
interesting, and other general impressions they got
from the gallery setting.
Students will volunteer to share what they observed
and wrote in their reflection about the gallery.
Students will then listen to the teacher’s conclusion,
and finish up their reflection over the weekend. The
students should also have prepare a scenario in life that
makes them wonder.
 13
Jaclyn Ritz

same scenario, or not everyone had the same

evidence to support the same hypothesis. In
science, we must hypothesize what we think is
happening initially and then find out evidence
that supports our claims. Sometimes we must
revise our original hypothesis due to the more
information we gather. This is generally how
science works. We continually must investigate
the wonders of life, and slowly learn what is
happening. To prepare for next week’s lesson, I
want you to finish your reflection from today if
you haven’t done so already and want you to
think of other things in the world that make
you wonder. You will write about this a your
Daily Science Question on Monday. Have a
good weekend!”

Day One

Anchoring Event

➢ Horse Common Ancestry Google Slide

▪ https://docs.google.com/a/oakland.edu/presentation/d/157PztA09uUvZy8ud51m
C48WnMtl2h6GHgvSObteHtHc/edit?usp=sharing
➢ Students will work into groups with their neighboring peers and create an original claim with
support from the pictures, or prior knowledge they have about these animals. They will also include
questions or “I wonder” statements of information they would need to further support their original
claim. The students will then share with the whole class their claims.
➢ Next, there will be additional information given to the class about the environment that evolved
through time, and how the next couple generations of Hyracotherium changes in skeletal features.
The students will have a chance to revise their claim and support based off of this additional
information. They will then share what they changed about their claim, and why.
➢ This anchoring event will let the students think of modern day living animals as part of a line of
relatives that descendant from a common ancestor. The students will be able to identify how the
common ancestor varies greatly in look from what the modern day living animal looks like. The
students will be able to use evidence, such as change to environment affects an animal’s behaviors
 14
Jaclyn Ritz

and skeletal system. The students will be able to hypothesis a claim, support the claim with valid
evidence and reasoning, and also revise/edit claim with additional information provided.
Assessments:

THINKET Task Cards- have a evolution posed question that students will explore within the week

➢ THINKET Task Card Portfolio project:

https://docs.google.com/document/d/1zRUiLlFB4q8ygms2JOtlFlFBZj9IDPs2srBMxm9OGJI/edit?us
p=sharing
➢ Students will be able to choose out of seven options which evolutionary question they would like to
explore within the week. They will build-up a portfolio over the week of their investigation to
demonstrate the work that goes into scientific investigations in terms of studying evolution, and
revising/editing investigations. Within this week the students will independently research internet
sources that back-up their claims, and also meeting within groups to revise/edit/work with their
peers on their Thinket. This will be a summative assessment so that students ability to conduct an
investigation of common ancestry on their own.
➢ Thinket Task Cards:
 15
Jaclyn Ritz
 16
Jaclyn Ritz

THINKET PORTFOLIO RUBRIC
CATEGORY 4 3
Quality of Information clearly relates to
Information the main topic. It includes
several supporting details
and/or examples.
Amount of All topics are addressed and all
Information questions answered with at
least 2 sentences about each.
Sources All sources (information and
graphics) are accurately
documented in the desired
format.
Internet Use Successfully uses 3 or more
internet links to find
information and includes this
information within the
Portfolio.
Organization Information is very organized
including an Index, and
information sorted in
chronological order. Includes:
revisions of original claim,
sources/notes that led to
these revisions then to final
claim, and an explanation as to
why the student feels their
final claim is the strongest.
Notes Notes are recorded and
organized in an extremely neat
and orderly fashion.
Diagrams & Diagrams and illustrations are
Illustrations neat, accurate and add to the
reader's understanding of the
topic.
Information clearly relates
to the main topic. It
provides 1-2 supporting
details and/or examples.
All topics are addressed
and most questions
answered with at least 2
sentences about each.
All sources (information
and graphics) are
accurately documented,
but a few are not in the
desired format.
Uses 2 internet links to
find information and
includes this information
within the Portfolio.
Information sorted in
chronological order.
Includes: revisions of
original claim,
sources/notes that led to
these revisions then to
final claim, and an
explanation as to why the
student feels their final
claim is the strongest.
Notes are recorded legibly
and are somewhat
organized.
Diagrams and illustrations
are accurate and add to
the reader's
understanding of the
topic.
Jaclyn Ritz
2 1
Information clearly relates to
the main topic. No details
and/or examples are given.
All topics are addressed, and
most questions answered with
1 sentence about each.
All sources (information and
graphics) are accurately
documented, but many are
not in the desired format.
Uses 1 internet link to find
information, and includes this
information within the
Portfolio.
Information is not organized in
any particular order. Still
includes: revisions of original
claim, sources/notes that led
to these revisions then to final
claim, and an explanation as
to why the student feels their
final claim is the strongest.
Notes are recorded.
Diagrams and illustrations are
neat and accurate and
sometimes add to the reader's
understanding of the topic.
17
Information has little or
nothing to do with the
main topic.
One or more topics
were not addressed.
Some sources are not
accurately
documented.
Uses 1 internet link to
find information, and
does not include this
information within the
Portfolio.
The information
appears to be
disorganized and does
not include any of the
required information or
documents.
Notes are recorded
only with peer/teacher
assistance and
reminders.
Diagrams and
illustrations are not
accurate OR do not add
to the reader's
understanding of the
 18
Jaclyn Ritz

topic.

Participated In Student was enthusiastic and
Group Meetings active during Group Revision
meetings during the week.
Student did all of the following
activities: asked questions or
gave suggestions, and wrote
notes,
Student was active during
Group Revision meetings
during the week. Student
did one of the following
activities: asked questions
or gave suggestions, and
wrote notes.
Student was distant in Group
Revision meetings during the
week. Student only took notes
during the session, and did not
provide any verbal feedback
to group.
Student was none
active during Group
Revision meetings
during the week.
Student did not partake
in any of the following
activities: asked
questions or gave
suggestions, and wrote
notes.

Mechanics No grammatical, spelling or
punctuation errors. Uses
scientific terminology
appropriately as well.
Almost no grammatical,
spelling or punctuation
errors. Still uses scientific
terminology appropriately
as well.
A few grammatical spelling, or
punctuation errors. Does not
use scientific terminology
appropriately.
Many grammatical,
spelling, or punctuation
errors. Does not use
any scientific
terminology and/or
does not use scientific
terminology
appropriately.

Day Five
Assessments:
● Daily Science Question:
○ What do you expect to see in today’s gallery?
○ This is a formative assessment that will be paired with the students reflection after the
gallery to compare the student’s initial expectation of the gallery and their final reaction to
the gallery. This will show the teacher how the student’s thought about the gallery changed
having gone through the gallery, and show the thought process change.
● Gallery Evaluation/Reflection:
○ The student evaluation of their own THINKET Task Card Portfolio will let the teacher know
what confusion the student still had after finishing the portfolio, and what they thought of
their work that they put towards their portfolio. This will help thes teacher grade the
student’s overall portfolio since it is a summative assessment, but also is to show how the
student’s thought process changed over the exploration.
○ The reflection of the gallery will be a formative assessment paired with the Daily Science
Question from the day. These two assessments will show what the student thought going
into the gallery, and what the student thought after attending the gallery. This assessment
will let the teacher know what the student found interesting in the gallery, what they are still
curious about, and what they took from observing their peer’s work.

LESSON TWO:
Essential Questions:
 19
Jaclyn Ritz

What evidence is there that suggests biological ancestry among species?

What is the difference of homologous, embryological, and DNA structures?
Objective:

Students will be able to identify scientific evidence that is used to prove common ancestry, such as fossils,
DNA structures, homologous structures, and embryological development.

Students will be able to use the internet in order to conduct research and find their own evidence for common
ancestry.

Students will be able to observe how traits change and adapt overtime that lead to species to change into new
species, and lead into a chain of common ancestry.

What I will do… What the Students will do…

Day Two

➢ Opening: To begin the lesson and access
prior knowledge of what the students know:
The students and I will brainstorm a list
together of similar structures that species of
animals have as a Daily Science Question. The
students will then work in groups to
categorize the list into similar groups and
share with the class. This will serve as a
formative assessment to access the student’s
prior knowledge and their understanding of
the similar structures that exist in animals.
(10 minutes)
Students will freely give off ideas of structures that are
seen between species of animal. An example of this
could be eyes, legs/arms, mouth, etc. The whole class
will create one brainstorm together. Then in groups of
five, the students will group the list into categorize
they see fit. The will jot the organized list in their Daily
Science Question Journals. Once the groups have
completed, the groups will share how they categorized
the similar structures and why they did so.

➢ Engagement: The opening activity will lead

into the instruction of the lesson. In today’s
lesson we will explore the website
learn.genetics.utah.edu.
➢ “All Living Things Related” slideshow on
website: I will begin exploring this website
Students will participate in the class discussion while
with the students by using a slideshow from
going through this slide-show by filling-out a split-
the site that outlines what evidence proves
note taking hand out and answering the questions
there are common ancestors. In this
aloud as a group. Having students collaborate and
slideshow, it discusses the similarities in DNA,
hear how other students make sense of the
homologous structures, embryology, and
information in the slide, will let students build
fossil evidence. The students will have a split-
knowledge off of each other and may bring awareness
note taking handout to go along with the
of aspects of common ancestry they hadn’t noticed
slideshow. In between a handful of slides, I
beforehand.
will stop and ask the handout questions, then
spark a small conversation about each of the
questions below: Slide 4: What does the limb
 20
Jaclyn Ritz

structure shared between mammals

represent?, Slide 7: What do transitional
fossils represent? What does the species
Tiktaalik display? Slide 13: How are humans
and fish embryos similar, and what does this
similarity possibly represent? Slide 17: How
many genes are common between all species?
What does the fact that all species share this
amount of genes represent? Slide 18: Why
would species who are most similar at the DNA
level, be most commonly related on a
phylogenetic tree? Slide 19: What is the
relationship between Humans and
Chimpanzees? What is this mean in terms of
common ancestry? End of slide: What does
common ancestry make-sense of? Overall, what
is the bigger point and why is common
ancestry important to know in order to
Students will continue the exploration of the “Change
understand the world? (20 minutes)
Over Time” section of this website by following along
➢ Explore Site: After going over this slideshow
with the Website Exploration Handout that guides the
as a class, I will inform the students they will
students in their search. The students do not need to
continue with exploring the section of the
finish this handout today, since we will be continuing
website “Change Over Time” independently. I
this exploration the next day.
will pass out a handout called: Website
Exploration, which they will use to guide
them in their exploration. The students
should get a laptop to use to access the site
with. The students can also feel free to use
this website to build evidence for their The students will finish up the day by putting their
THINKET Task Card. (10-15 minutes) laptops away, and saving the website handouts for the
➢ Conclusion: I will stop the students from next class. They will then return to their seats and
their exploration with a few minutes before listen to the teacher conclude the class.
the bell rings to have the students return the
laptops they borrowed from the classroom
back and wrap-up the day’s lesson by saying:
“Already students today we explored some
evidence the proves that similarities exist
between species, and these similarities are
explained by common ancestry. I would like
you all to keep in your mind for tomorrow the
topics we discussed as a class and what you
found while exploring the website today. We
will continue our exploration of this website
tomorrow. For homework tonight, please fill-
out the Google Exit Form to evaluate what you
learned here today. “ (5 minutes)
 21
Jaclyn Ritz

Day Three

➢ Introduction: I will begin the class with a Students will walk into class and answer the Daily
Daily Science Question as usual. The question Science Question in their science journals. Then some
for the day will be: What is the bigger picture students will be able to volunteer what they wrote to
illustration does common ancestry outline? – show the teacher what their thinking about common
The answer should be something along the ancestry currently looks like and where it sits.
lines of all life is related. After the students
have took time to answer the question, then I
will have students volunteer what they wrote
down so that I can measure what the students
took from the previous day’s lesson and what
they might still not be understanding. (5
minutes)
➢ Engagement: To continue discussing
evidence of common ancestry as a class. I will
go through a section of the learn.genetics.edu
that discusses Selective Breeding with Corn
and how Corn has evolved through time. Students will take time to independently read the
➢ “Evolution of Corn” from website: The article “Evolution of Corn” from
students will read this article from the learn.genetics.utah.edu. Then once they have finished
website independently, then once the reading the article, they will rearrange their desk into
students have completed reading the class a large circle. The students will participate in a
will discuss what was read in a Socratic Circle. Socratic Circle Discussion about the article, and how it
The class will reorganize into a circle relates to evolution and common ancestry. The
formation. Then I will begin the discussion discussion should be mainly student led, besides the
with the question: How did humans teacher asking the initial question and adding
evolutionize corn? The students will freely questions to keep the conversation going.
discuss this question, and be able to build-off
each other’s thoughts or ask further questions
from each other. If the conversation dies out, I
will ask another question and continue this
process till discussion is over. Potential
Questions: What can the way corn evolved
over time teach us about evolution? What
about artificial selection teach us about
evolution? What happened to the corn while it
evolved and why did it change in that way?
What was the misconception listed on the page,
and why is that important to remember? How
does corn evolution support common ancestry?
(25 minutes)
➢ Continue Exploring Website: After
discussion is over, students will continue Once the Socratic Circle Discussion has ended, then
their exploring of the website from the the students will continue their web assignment from
previous day’s lesson. They should finish up the previous day. During this time they should finish
the Website Exploration Handout that went up the Website Exploration Handout that goes along
along with the website, and use it as a with the website exploration, and use this reference to
 22
Jaclyn Ritz

reference for their THINKET Task Card add any extra knowledge they may need for their
Portfolio. (15 minutes) THINKET Task Card Portfolio.
➢ Conclusion: I will conclude class with, “Okay
students, today we discussed further how Students will return the laptops back to the class set
species evolve and how sometimes they and turn-in their website handouts. Then they will
evolve from our own hands. Artificial return to their desk to listen to the teacher conclude
Selection is different from Natural Selection, the lesson and explain the Phylogenetic Tree
which we have previously learned. Artificial homework assignment. They can ask any questions
Selection allows us to study how simple once the teacher is done explaining about the
selection for certain traits can make a huge worksheet.
difference in terms of how a species evolves
over time, like we saw with the corn. This
example provided us with a smaller scale
chain of past relatives and a common
ancestor that our modern corn had
descendant from. Tomorrow we will continue
with common ancestry, but shift our attention
to how in science we represent this chain of
ancestry with Phylogenetic Trees. So to
prepare for tomorrow, I would like you to
attempt to read this phylogenetic tree and
interpret what it is saying. Don’t worry about
getting the right answers, this is merely to
familiarize you to the format and what we will
be doing tomorrow.” (5 minutes)
Evolution----

Day Two

Assessments:

● Daily Science Question: Brainstorm similar structures that are shared between species of
animals:
▪ This is a formative assessment that allows the teacher to see what the
student’s prior knowledge of similar structures shared by species
represents to the students. The teacher can use this assessment to measure
the students understanding before the lesson, and then compare to their
understand after the lesson.
● “All Living Things Are Related” Split-Note Taking Handout:
▪ https://docs.google.com/document/d/1irPpum1Fok27fGEUpZF9aeqCr6B7
co2tXdjEA-crLfA/edit?usp=sharing
▪ This is a formative assessment to see what students are marking as
important during notes, and what the students may be having difficulty
with during the lesson. The split-note taking form allows the teacher to
guide the students to think about certain questions, and as a class the
students can gain knowledge from each other’s answers.
● Website Exploration:
▪ https://docs.google.com/document/d/1NqyPjL9-
 23
Jaclyn Ritz

KIs9gXHl4h7mySpPuNOlwD42luwkCFsAqzg/edit?usp=sharing
▪ This is a formative assessment to measure the students understanding of
the material in the website, and how well they use other resources to learn
from. The assessment serves to help guide the students in using an internet
resource for additional information.
● Google Exit Form:
▪ https://goo.gl/forms/CaIAdh2jfDu814I43
▪ The exit slip is a formative assessment that informs the teacher of what the
students personally may be struggling with after the lesson is completed
and how the lesson in the future could be improved. Also, the teacher can
quickly access the student’s responses before the next day and clear up any
misconceptions the following day.
● Learn.genetics.utah.edu: http://learn.genetics.utah.edu/content/selection/

Day Three

Assessments

● Daily Science Question: What is the bigger picture illustration does common ancestry outline?
▪ The daily science questions serve as a warm-up to get the student’s brains
thinking about science before the lesson. The daily science questions also
serves as a formative assessment to inform the teacher of how far in-depth
the students are thinking about the lesson topics, and to guide the students
to think more in-depth about the content.
● “Evolution of Corn” Socratic Circle Discussion:
▪ The discussion serves as a formative assessment to get the students
discussing the topic of artificial selection and how this process can also help
prove common ancestry. The socratic circle discussion allows the students
to take the lead of the conversation and bounce ideas off of each other. The
students will be able to discuss further in-depth the content from the article
and relate how corn has evolved back to common ancestry.
● Website Exploration (Cont.):
▪ https://docs.google.com/document/d/1NqyPjL9-
KIs9gXHl4h7mySpPuNOlwD42luwkCFsAqzg/edit?usp=sharing
▪ This is a formative assessment to measure the students understanding of
the material in the website, and how well they use other resources to learn
from. The assessment serves to help guide the students in using an internet
resource for additional information.
● Phylogenetic Tree Handout:
▪ https://drive.google.com/file/d/0Bx72aSXCBO09OTZTQTYwT3hpbUU/vie
w?usp=sharing
▪ This handout serves to expose the students to Phylogenetic Trees before
they are actually taught how to read them and what they represent. This is
develop some form of prior knowledge to the students before the lesson on
Phylogenetic Trees. This assessment will be a formative assessment since
the teacher will go over this worksheet with the students, and be able to
address any misconceptions students have about Phylogenetic Trees then.
● Learn.genetics.utah.edu: http://learn.genetics.utah.edu/content/selection/
 24
Jaclyn Ritz

LESSON THREE:
Essential Questions:

What evidence is there that suggests biological ancestry among species?

What does it mean if animals are biological ancestors from each other?
Objective:

Students will be able to observe how traits change and adapt overtime that lead to species to change into new
species, and lead into a chain of common ancestry.

Students will be able to read and understand how a phylogenetic tree represents the pattern of evolution and
common ancestry throughout time.

Students will be able to create a phylogenetic tree based on traits that have evolved over time.

Taxonomy—Phylogenetic Tree

What I will do… What the Students will do…

Day Four Student will begin the day with a Daily Science
➢ Opening: To begin the lesson the students will Question. Today’s question is a digital Google Poll that
answer a Google Poll about their confidence of gives an impression to the teacher where the student’s
understanding the Phylogenetic Tree confidence or confusion on the Phylogenetic Tree lies.
worksheet from the previous night. This poll
will be used as a brief informal formative
assessment to measure the students
confidence or confusion on the Phylogenetic
Tree concept before discussing it for the day.
(3 minutes)
➢ Engagement: Explaining Phylogenetic Tree by
reviewing their homework from the previous
day, and providing an in-class example of
actively organizing “species” into a
Students will gather in a circular formation with the
phylogenetic tree.
desk, and place their right shoe in the center of the
➢ Shoe Phylogenetic Tree: The students will
circle with the teacher. The students will be discussing
need to gather in a large circle formation, and
and hypothesizing together what a Phylogenetic Tree
place their right shoe in the middle of the
of the class’s shoes would look like. First, the students
circle. The teacher will be in the middle of the
must determine a Common Ancestor the rest of the
circle so she can move the shoe where the
shoes will descend from. This is normally the simplest
students say to. For this activity, the students
shoe in the bunch: example is a flip-flop or a basic
will be organizing their shoes based on
white shoe. Then the students will decide with each
common ancestry and how the shoes could
other the order of descendants from there until all the
evolve from a common ancestor. To begin the
shoes have been organized.
task the teacher will need the students to
decide on a Common Ancestor Shoe, which is
 25
Jaclyn Ritz

most likely the simplest shoe in the bunch.

Then the students will have to discuss with
each other the order the rest of the shoes
descendant from that ancestor. The teacher
will be placing the shoes in a visual
representation of a Phylogenetic Tree based
on the student’s input. Once the students have
organize all the shoes, the teacher should take
a picture and post it on the class shared Google
drive so the students may reference back in Once that Shoe Phylogenetic Tree is completed, the
the future. (25 minutes) students will rearrange their desk back to normal
➢ Reflection: After the students completed the order and write a reflection on the Shoe Phylogenetic
Shoe Phylogenetic Tree, they will write a short Tree activity, and how it represents Phylogenetic Trees
paragraph reflection about the activity and with other species.
how it represents Phylogenetic Trees with
Students will then pull out their Phylogenetic Tree
other species. (10 minutes)
homework from the previous night to go over as a
➢ Going Over Phylogenetic Tree Handout:
class. Students will volunteer to share what they wrote
First, I will put the worksheet that they
as the answer to the question and explain why they
attempted to do for homework up on the
wrote that specific answer down. Students will take
projector so that the whole class can see. Then
notes on their homework with any clarifications the
I will walk through each question and ask the
teacher provides about reading Phylogenetic Trees.
students to volunteer to share what they
wrote down. As I do this, I will ask further
questions to the students to see why they
ended up with the answer that they did. This
will serve as a formative assessment to see
what the students already know about
phylogenetic tree and areas they are easily
confused about. (10 minutes)
➢ Conclusion: “Today we have discussed how
Phylogenetic Trees work and what they
represent. We also created our own
Phylogenetic Tree based off of the
modernization of our shoes. The way we
theorized which shoes descendant from each The students will remain in their seats while the
other based on homologous structures is teacher concludes the day’s lesson. During this time
similar to how scientist hypothesizes about they should pause on writing their reflection and focus
common ancestors of animals. For tomorrow on what the teacher is saying. The students should
we will continue with hypothesizing our work, then ask any questions they have about the THINKET
but having the THINKET Task Card Portfolio Task Card Portfolio during the time permitting.
Gallery. This Gallery will display your hard
work that you have put towards you Task
Cards the last few days, and will show the
process of thought that you have undergone
during this time as well. The way you
hypothesized how the scenario on the
THINKET Task Card came to be is similar to
 26
Jaclyn Ritz

how you will hypothesizes in creating

Phylogenetic Trees, so keep this in mind while
you’re observing and admiring your fellow
peer’s work tomorrow. Does anyone have any
questions about the THINKET Task Card
Portfolio? Answer any questions the students
may have* Alright Class, Have a good day!” (5
minutes)
Taxonomy-- Phylogenetic Trees

Day Four

Assessments:

● Daily Science Question/Google Poll:

○ https://goo.gl/forms/5YdLsfcKHKJY6t4C3
○ This google poll will serve as an informal formative assessment to see how confident the
student’s feel about Phylogenetic Trees. The teacher will be able to quickly access the
students’ responses during class and when the teacher reviews the Phylogenetic Tree
handout later in the period, then the teacher can lead the conversation by the Google Poll
responses that same class period.
● Shoe Phylogenetic Tree Activity:
○ The students will sit in a circle with their right shoe in the middle of the circle. The students
will lead the discussion and hypothesis a phylogenetic tree based on their shoes. The
students will have to collaborate together to pick an initial shoe to be the common ancestor.
Once that is selected the students will create branches of shoes that show descendants from
that initial, common ancestor shoe. The teacher will be in the center of the circle organizing
the shoes how the students decide and putting the shoes in a physical representation of a
Phylogenetic Tree. Once all the shoes have been organized, the teacher will take a picture of
the final Shoe Phylogenetic Tree and post on the class page the final outcome so students can
resort back to the activity later in the unit. The students will then write a short reflection
illustrating what they did in the activity and what they learned from the activity as well.
○ This is a formative assessment that lets the students practice using a Phylogenetic Tree
system to organize their shoes, as if they were species of animals. Based on what the
Phylogenetic Tree looks like after the activity and what the student’s reflections say, the
teacher can see where the students’ thinking lies and what misconceptions or difficulties still
present about Phylogenetic Trees.
● Phylogenetic Tree Handout:
○ https://drive.google.com/file/d/0Bx72aSXCBO09OTZTQTYwT3hpbUU/view?usp=sharing
○ This handout serves to expose the students to Phylogenetic Trees before they are actually
taught how to read them and what they represent. This is develop some form of prior
knowledge to the students before the lesson on Phylogenetic Trees. This assessment will be
a formative assessment since the teacher will go over this worksheet with the students, and
be able to address any misconceptions students have about Phylogenetic Trees then.

Sources
Thinket Task Cards: https://www.teacherspayteachers.com/Store/Getting-Nerdy-With-Mel-And-Gerdy
 27
Jaclyn Ritz

Phylogenetic Tree Handout: https://www.biologycorner.com/2016/06/21/how-does-a-cladogram-reveal-

evolutionary-relatioships/

Learn.genetics.utah: http://learn.genetics.utah.edu/content/selection/

Google Forms

Google Docs

Rubistar