Divino Amore Academy

Lower Mohon, Talisay City Cebu

Teaching Learning Plan 1.4

Subject: Science 9 Quarter: First

Teacher: Shielo Marie C. Cardines Time frame: 8 hrs
Date: July 18-29 2016

Topics
Lesson 3:
Evidences of Evolution
Theories of Evolution
Mechanisms of Evolution
Geologic Time Scale
Human Evolution
Species Extinction

References:
1. Work text in Science and Technology ,Science Links Pages 3-28
2. Experiencing Science :An Activity –based Worksheet for Grade 9 pages 2-100

Materials: manila paper, pentel pen, video clip (flash drive), LCD projector

Learning Competencies:
 relate species extinction to the failure of populations of organisms to adapt to abrupt changes in the
environment S9LT-Ie-f-30
 differentiate basic features and importance of photosynthesis and respiration. S9LT-lg-j-31
Objectives:

1. Traces and explains the evolution of life forms on Earth

2. Appreciate the existence of diverse forms of living things
3. relate species extinction to the failure of populations of organisms to adopt abrupt changes in the environment.

Explore:
Day 1
Introduction
1. Show students the video Evolving Ideas: Who Was Charles Darwin?. In this brief portrait, students will discover
how Charles Darwin's upbringing, curiosity, and passion for natural history, his voyage on the Beagle, and his reliance on
scientific process led to the publication of his book On the Origin of Species by Means of Natural Selection.
2. As students watch, have them look for answers to the following questions:
 What characteristics made Darwin especially well suited for science?
 What did Darwin see and do on his five-year voyage aboard the Beagle?
 Why was the publication of On the Origin of Species a courageous act?
3. After the video, discuss the questions with your class.

Firm Up
Day 2
The Importance of Observation
 Ask students to keep a five-day log of observations about one aspect of their daily life (e.g., their classmates'
attire, the temperature at different times of day, the behavior of a pet, etc.). Before they leave class, have them
choose the thing they will observe. Discuss different ways to record observations, including detailed
descriptions, measurements, and sketches.
 After the first day, ask students to review one another's logs to determine if the observations they are making
are specific enough. Then provide feedback to encourage careful descriptions.
 When students have finished their five days of observations, have them form at least two hypotheses to explain
what they observed.
  Finally, have students share their logs and hypotheses. Discuss what factors and assumptions influenced the
kind of information they collected and what other information they need to test their hypotheses.

Deepen
Day3
The Role of Observation in Darwin's Work

Watch the Ancient Farmers of the Amazon video as a class. Discuss the importance of keen observations, curiosity, and
independent thinking in the work of modern-day scientist Cameron Currie. Then discuss the following:
 What questions did Currie ask?
 What observations did he make?
 What hypothesis did he form?
 What impact did this hypothesis have on the scientific community?

Distribute Darwin's Letters: Collecting Evidence to the class. Ask students to read the letters for homework and
underline examples of observations Darwin made.
Reading Darwin's letters will give your students an authentic understanding of how Darwin thought, but his writing style
might prove daunting. You may want to read the first letter aloud in class and discuss it before assigning the rest for
homework. Or, divide the class into groups and give one letter to each group to read and comment on.
The next day, make a class chart on the board that lists the observations that Darwin made and the way in which these
observations provided evidence for his theory of evolution. Discuss the meaning of the word theory and the vast
amount of data -- twenty-six years' worth -- that Darwin collected before he published On the Origin of Species.

Discuss the following questions as a class:

 What kinds of questions was Darwin trying to answer?
 What observations did he make?
 What follow-up questions would you ask on these topics?
 How did he use the evidence he collected to form hypotheses?
 How did he use this evidence and much more to create a theory about evolution?
 How was Darwin's scientific process similar to and different from that used by scientists today (e.g., Cameron
Currie)?

Transfer
Day 4
 Explain that students will work in teams to produce a newspaper describing the times in which Darwin
introduced his theory of natural selection, reporting the public reaction to his theory, and comparing Darwin's
and Wallace's theories.
 Ask students to bring copies of different newspapers to class to use as models. Within each team, assign
students to different sections of the paper. Sections might include feature articles, editorials, and letters to the
editor, lifestyles, editorial cartoons, a religion page, and book reviews. Help students identify the unique
characteristics of each section of the paper.
 Have students use multimedia evolution resources listed in the Multimedia Resources section, books, and Web
sites to determine the subject and angle of their stories, editorials, cartoons, and reviews.
 15. Have students combine their work to create a team newspaper.

Explore
Day 5

Show the class a picture of an extinct dinosaur and animals and ask class why it might have strange/different
appendages? Eg: defense, feeding, climate, etc
Concept exploration:

“Battle of the Beaks” lesson plan where students act as hungry birds, and using different ‘tools’ need to compete
for resources. The tools will help demonstrate adaptive advantage. Extinction could then be introduced when students
with certain ‘tools’ are not able to collect food. Another idea is to introduce human and natural disturbances on their
‘island’ that they would have to adapt to. (activity attached)

Firm Up
Day 6
A class discussion after the activity would explain how biological adaptations of populations enhance their survival in a
particular environment. In particular, students will learn (from extended SC standards):
a. Some species in a particular habitat are better adapted to living conditions there and are therefore more
likely to survive and reproduce offspring with the same traits.
b. There are variations among species of similar populations
c. Organisms of a species differ from one another in many of their traits.
d. What an adaptation is
e. What natural selection is.
Also, the factors that contribute to the extinction of a species would be discussed. Both natural and man-made factors
will be emphasized.

Deepen
Day 7
Concept application:

The students are now assigned a particular planet with different conditions. Given what they have learned
about adaptation and evolution, they must draw a creature that could survive these conditions. Each creature must
have an explanation of what it eats and how, defensive abilities, etc. Note: if there is not enough time, this could be a
homework assignment or perhaps be done the next class.

Eg: This planet is dark and cold; it is very mountainous and rainy. Because of the wet, dark conditions, the only
plants that grow well are small mosses and funguses. Animals on this planet include a type of mouse, a nocturnal
hunting large cat, fish, and a variety of insects.

Transfer
Day 8
Review/Evaluation:

The teacher will evaluate the students’ performance and understanding of concepts through their concept
application activity which will be evaluated based on their ‘creature’ as well as the explanation of the creature. In
addition, “what if” questions could be used, such as how would your creature have to adapt to volcanic eruptions, global
warming, human impacts, etc. (Or what could happen if these events occur).