John Hugunin

Evolution Unit Narrative

Purpose of this Unit
Biology is considered the study of life. The unit of evolution, which covers evolution,
natural selection, and classification, directly relates to life in both the past and the present. The
purpose of this unit is to give students a glimpse into how the world came to be. Understanding
the past can give students a deeper understanding of how the world became the way it is today,
evolutionarily speaking.
While evolution can be a taboo subject in schools, the evidence that evolution has
happened has already been acknowledged by the scientific world. Because it has been
acknowledged by the scientific world, it is important to give our students an authentic scientific
experience. In this case, giving our students an authentic scientific experience comes in the form
of understanding evolutionary relationships based on factual evidence.
Learning Goals/Objectives
To guide the unit, there are a few learning goals and objectives that will guide my
teaching. The primary learning goal comes directly from the Iowa Core - Students will
understand and apply knowledge of biological evolution.
There are also objectives that students will hopefully master by the units end. Those
include: Citing historical evidence that proves evolution, explaining how natural selection
relates to evolution, creating a solution where natural selection impacts an animal and its ability
to survive, identifying different levels to the classification system, and creating phylogenic trees.

I nstructional Strategies
In order to teach this unit effectively, multiple instructional strategies must be used. In
the early days of my unit, I will use a lecture/mini lecture format to introduce the basic
concepts/vocabulary that the students will need to understand the more abstract ideas. These
brief, yet informative lectures will set the stage for the rest of the instructional strategies that are
going to be used.
Another instructional strategy that will be used is class discussion. Peer collaboration can
enhance learning, because students are forced to articulate, support, and defend their opinions
while recognizing their peers opinions at the same time.
Classroom management becomes crucial when a discussion is happening. It will be
important to set expectations not only about how students will conduct themselves in a
discussion setting, but at all times in the classroom.
Finally, moving to the more student oriented side of the instructional spectrum, a form of
Student Directed Inquiry (SDI) will be used multiple times. SDI allows the students to express
their creativity, and really make a project that demonstrates their understanding of the concepts.
In this unit, SDI will be used twice. It is a different, yet just as effective way to assess student
knowledge as an end of the unit test.
Forms of Assessment
In addition to multiple instructional strategies, the evolution unit will feature multiple
forms of assessment. To begin, there will be weekly formative assessments that will be used for
a few reasons. One of these, a concept map, will help scaffold students throughout the unit. The

map will allow students to record new ideas pertinent to the content, and find ways to connect it
to the content already learned during the unit.
There will also be a question of the day, or bellwork, which will be used to access prior
knowledge or call for the students to reflect on previous ideas.
Also, at the end of each week, there will be a brief formative assessment that will cover
the topics that have been covered during the course of the week. These are very informal, and
VKRXOGQW take long at all. However, they should be an indication of how well the students are
grasping the material.
In terms of performance based assessment, there will be more than one opportunity for
students to be evaluated on a product, or performance opposed to a test score. There will be a
RAFT activity where students will be assessed on how well they can articulate the ideas of
Darwin, a PBL activity where they must create a natural selection simulation where an animal is
forced to be fit or not survive, and a research based project where students must research the
evolutionary relationships of an animal and make a phylogenic tree. A performance based
assessment allows the students to create something that demonstrates their understanding as
opposed to just answering questions about the topic.
Finally, there will be a summative assessment at the end of the chapter. It will consist of
about 20 multiple choice and 5 short answer. The multiple choice items will assess their lower
level thinking, where the short answer items will force them to think more abstractly about the
content.
Possible Challenges

Some possible challenges that I could see occurring are in regards to the concept of
evolution itself. Some students, despite the evidence, will still disagree with the idea that
evolution is how the world developed into how it is today.
Some students will argue that the world today is because of religious reasons; and that
evolution LVQW real. As a teacher, I must respect the students religious views, but also get them
to recognize that the concepts that are being discussed in class are backed by evidence that has
withstood the test of time.
Differentiation Strategies
In this lesson, there are no designated differentiation strategies. However, the whole
lesson is designed to be differentiation friendly. There are multiple forms of instruction, which
appeal to the different types of learners that are in a classroom. There are multiple forms of
assessment, which allow students that are gifted and talented, or ELL, to show their knowledge
of content in more than one way.
In regards to students who are ELL, or have a certain accommodation that must be made
for their learning, these cases will be looked at on an individual basis to determine what is best
for the student and puts them in the best position to learn.

Unit Pacing Calendar Evolution

John Hugunin

Question of the Day (QOD)

- In 5 words or less,
what is evolution?

QOD
-

QOD
-

QOD
-

In partners, students will

create an evolution concept
map. After about 15 min,
they will get into small groups
(4-5) and create a larger map.
After about 10 more mins, we
will come together as a class
and make a class list.

Have humans
evolved over time?
If so, how?

Lecture (PPT) What is

evolution

*Students will add to map

throughout unit

Vocabulary
Evolution
Natural Select.
Speciation
I deas
Darwins Theory
Origin of Spec.
People
Charles Darwin
Linneaus
Lamarke

Based on the
Scientists
discussed
yesterday, whose
ideas do you
agree with most?
Why

Roundtable Discussion:

Same ? as QOD

M ini Lecture/Discussion:

Review of
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RAFT Activity Students

will take the place of
Darwin, and explain his
beliefs to the doubting
scientists.
-Rest of class time to work
on this Due tom.

RAFT DUE
Exit Ticket: 3,2,1
3 things they learned
about evolution, 2
things they still want
to learn about, 1
question they still have
on evolution

10

11

QOD
-

QOD
-

QOD
-

QOD
-

What is one question

you still have about
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(Share with class)

How has natural

selection shaped
the world we know
today?

Nat. Select. Case Studies

Lecture (PPT) Natural

selection
- Vocab
- People
- I deas
Class Discussion:
How does Natural Selection
affect humans?

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- Peppered Moth
*Students will look over the
case studies in groups of 3,
decide which trait is being
selected, and identify how
natural selection is affecting
the animals

Describe Natural
Selection in 4
words.

http://peppermoths.weebly.com/

Students will
FUHDWH or pick a
species of animal.
Create a scenario
where the animal is
placed in a scenario
where natural
selection takes place
(ex. Peppered moth
case)
Decide if that
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survive.

16

17

18

QOD What was the best part

of your weekend?

QOD
-

QOD
-

QOD

Decontextualized Activity
give students different
pens. Ask them to sort them
into different groups. Relate
to classification.

Lecture (PPT) Classification

- Earnest Mayr
- Taxonomy (Ranks)
- Early/Modern
Systems (PT)

View some examples of

phylogenic trees.
I ntroduce PBL
Students will research an
animal and its history, and
create a phylogenic tree
showing its relationships

Work on PBL research.

- Students should
complete research
and begin
drawing tree.
- Whats not
completed is due
tomorrow.

Share your
idea for your
natural
selection
project with
your partner.

Work on PBL
activity
- Finish by
Tomorrow

15

What animal did

you choose to
research?

QOD
-

What has been the

most interesting
thing you have
learned this
week?
Formative Assessment
- 5 Question Quiz
over main
concepts of
evolution
discussed this
week.
Give students time to
update concept maps.
Evolution Video
http://youtu.be/GhHOjC4oxh8

12

I ntro PBL Activity:

(Project Based Learning)

Discuss in groups then as a

class
Natural Select. Simulation:

In one sentence,
describe why we
need classification?

Why do you
think
Darwins
ideas were
controversial
at the time?

QOD
-

How do physical
traits play a part
in SOTF
Formative Assessment
- 2 Question short
response:
1. How does the
peppered moth
case show NS?
2. How does the
finch case show
NS?
Collect PBL assign.
- Groups present
animals and
situations

19
-

Unit Assessment
What is one
question that
you still have
about anything
in the unit?

Unit Review Day

- Give students
a mock test,
ask them
questions,
and self
check at the
end of class

20 Selected
Response items
5 Short Answer
Items

Unit Title: Evolution

Grade level: 9th Grade
Length of unit: 3 Weeks (15 days)

John Hugunin
Stage 1 Desired Results
Meaning

Enduring Understandings/Generalizations:

Essential Questions:

x Over time species evolve

What drives evolution?

x Natural Selection leads to diversity

Why is a classification system essential?

x Biological Classification is based on evolutionary

relationships
Knowledge & Skills Acquisition
Learning Goals (Taken from the Iowa Core standards)
- Students will understand and apply knowledge of biological evolution, natural selection, and classification.
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x

Vocabulary
- Evolution
- Speciation
- Biodiversity
- Natural selection
- Phylogenic Tree
People
- Darwin
- Lamarke
- Linneaus

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x

Concepts
- Evolution
- Natural Selection
- Classification

x Cite historical evidence that proves evolution

x Explain how natural selection relates to evolution
x Create a situation where natural selection impacts a specific
species
x Identify levels of a classification system
x Research an animal and create a phylogenic tree depicting its
evolutionary relationships

Materials:Evolution simulations, Peppered Moth & Darwins Finches case studies, projector, computer, textbook

Stage 2 Evidence (Assessment)

Types of assessment: Selected-Response (tests, quizzes); Personal Communication (discussion); Written
Response (short constructed response questions, entrance/exit slips); Performance Assessment (role-play,
labs)
Pre-assessment:
x

Pre-Assessment?
-

Will be informal pre-assessment

Concept Map ( to be updated throughout unit)
Questions of the Day

What will you do if a student(s) has demonstrated mastery of the knowledge or skills you plan to teach?
- If a student has mastered the knowledge or skills, the PBL or performance assessments will give them a chance to
demonstrate their extensive knowledge.

Formative Assessment:
x

How will you assess student learning along the way?

- Students will use their pre-assessment concept map throughout the unit. As the unit progresses, students will add to
their concept maps.
- There will also be a formative assessment at the end of each week

How will you use your formative assessments to help scaffold student learning of key concepts and skills?

How will you integrate performance assessment into this unit?

Summative Assessment:
x

How will you summatively assess student learning in this unit (end-of-unit test, essay, interview, performance
assessment)?
- This unit will feature multiple summative assessments. These assessments will be: two different performance based
assessments one being research based, and an end of the unit test featuring selected response questions and
short answer

What knowledge or skills will you target in this summative assessment?

- The knowledge and skills that will be targeted in these summative assessments come directly from the student
learning outcomes/goals.

How will you integrate performance assessment into this unit?

-

As mentioned above, there will be two separated performance assessments in this unit. There will also be a RAFT
activity to assess student understanding of Darwins ideas.

Use these questions to help guide the creation of your pacing calendar (learning plan).
x

How many days will your unit last?

How will you sequence/organize learning your unit in an iterative/incremental way?

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How will you ensure students know where the learning is headed in this unit?

How will you introduce students to your Enduring Understandings and Essential Questions? At what points will you have
your students re-consider these understandings/questions?

How will you sequence/organize your assessments in an iterative/incremental way?

How will you foster critical thinking and problem solving in this unit? Self-reflection? Curiosity and imagination?
Collaboration? Innovation/Creativity? Adaptive thinking? Accessing and analyzing information? Oral and written
communication?

What active instructional strategies/learning activities might you use to engage students in learning (You need to use at
least 3 different types of instructional strategies)?

How will you differentiate for individual student needs in this unit? What differentiated instructional strategies will you use
(e.g., student choice, flexible grouping, jigsaw, choice boards/menus, tiered assignments, anchor activities, etc.)?

How will you use technology to support and facilitate student learning in this unit?

Explain Yourself, Mr. Darwin!!!

Who You Are:
You are scientist and evolutionary thinker Charles Darwin. You have been called to the
town square to share your views. You have just returned from the Galapagos Islands, so the town
is anxiously awaiting your findings.
What You Will Do:
You have many views on evolution, natural selection, and how live as we know it came
to be. You will write an essay on your ideas, and why they should become the accepted ideas.
Your essay should cover all of the ideas that you (Darwin) believe in. Use factual
evidence, such as findings from your Galapagos trip, to convince other scholars that your ideas
are legitimate.
Then, you will use your own individual creativity to persuade the village why your ideas
are better than the old ones. Your writing will be scored on the rubric given below. Different
examples of each score will be shown and discussed during class. Attach this sheet to your
writing.

Darwins I deas

Evidence
Supporting I deas

Rationale for I deas

(Why are these legit)

Not Present (1)

-None of DarwinV
ideas are referenced

Does Not M eet (2)

- No more than two

of Darwins ideas are
-Assignment was not referenced and
completed or turned explained.
in.
-Ideas of DarwinV
- No more than two
may be present,
of Darwins ideas are
however there is no supported by
evidence supporting evidence from
these claims.
experiments and
sources.
-Rationale of why
-Rationale is hardly
these ideas should be present. Beginning
accepted is
ideas show
nonexistent.
dissatisfaction with
old ideas.

M eets (3)

Exceeds (4)

-Three of Darwins
ideas are referenced
and explained.

- Four or more of
Darwins ideas are
referenced and
explained.

-Three of Darwins
ideas are supported by
evidence from
experiments and
sources.

-Four or more of
Darwins ideas are
supported by evidence
from experiments and
sources.

-Rationale for accepting

-Rationale for
accepting ideas is
present and compelling.

ideas is present, however

not compelling
-Shows some
dissatisfaction with old
ideas.

-Shows dissatisfaction
with old ideas.