Unit Plan Zachary Mccormic Scie 380 Natural Selection - 9 Grade Biology

Unit Plan
Zachary McCormic
SCIE 380
Natural Selection 9th Grade Biology
McCormic
Natural Selection - 2
Table of Contents
Section------------------------------------------------------------------------------------------------------Page
Topic and Learning Goals------------------------------------------------------------------------------------3
Objectives------------------------------------------------------------------------------------------------------4
Pre-Assessment Instrument----------------------------------------------------------------------------------5
Pre-Assessment Scoring Instrument------------------------------------------------------------------------8
Post-Assessment Instrument-------------------------------------------------------------------------------11
Post-Assessment Scoring Instrument---------------------------------------------------------------------14
Lesson 1: Introduction to Natural Selection-------------------------------------------------------------17
Lesson 2: You Cant See Me! ----------------------------------------------------------------------------20
Lesson 3: Ooh That Smell---------------------------------------------------------------------------------24
Lesson 4: Counting Your Ps and Qs--------------------------------------------------------------------27
Lesson 5: Everything You Wanted to Know About Charles Darwin but Were Afraid to Ask---30
Pre-Assessment Analysis-----------------------------------------------------------------------------------32
Formative Assessment Analysis---------------------------------------------------------------------------34
Pre- and Post-Assessment Analysis-----------------------------------------------------------------------36
Instructional Decisions Discussion------------------------------------------------------------------------39
McCormic
Topic and Learning Goals:

NGSS HS-LS.4-4 Construct an explanation based on evidence for how natural selection leads
to adaptation of populations.
MD State Standards, Goal 3, Biology 3.4.1 The student will explain how new traits may result
from new combinations of existing genes or from mutations of genes in reproductive cells within
a population (Assessment Limit 1 is natural selection).
Learning Goals:
Lesson 1: Student will be able to define natural selection, and will begin to see how it works in
the real world.
Lesson 2: Student will continue to shape their views of how natural selection impacts a species
through adaptations, and will be able to identify several different types of adaptation.
Lesson 3: Students will observe different examples that environmental pressures can have on a
population and how the environment drives the natural selection of that population.
Lesson 4: Students will learn the Hardy-Weinberg equation and the four concepts for a
population at equilibrium, and observe what happens to the allelic frequencies of a trait when the
population is not at equilibrium.
Lesson 5: Students will compile their understandings of natural selection and Charles Darwin
and the role Charles Darwin had in the development of the theory of natural selection.
McCormic
Objectives:
Lesson 1: The student will be able to define natural selection and describe how it an influence a
population.
Lesson 2: The student will be able to identify adaptations given a description of a plant or
animal, and give an example of an adaptation of a hypothetical plant or animal given a situation.
Lesson 3: The student will be able to differentiate and categorize three different environmental
pressures and how they could impact a population from a selection of potential environmental
pressures.
Lesson 4: The student will be able to demonstrate how the Hardy-Weinberg equation is
calculated by calculating the allele and phenotype frequencies from a case study.
Lesson 5: The student will be able to justify natural selection and Darwins role in the theory by
writing a mock letter to the editor.
McCormic
Pre-Assessment Instrument:
Initials: _______________
Class: ____________
Pre-Test
Part I Matching. Match the term with the definition.

_____1. Adaptation
A. The gradual process in which one trait

becomes more or less common
through selective breeding
_____2. Environmental Pressures
B. Physical and behavioral traits that enable

an organism to survive
_____3. Variation
C. Influence of the environment toward one

trait or another
_____4. Natural Selection
D. All of the different versions of a trait

within a species
Part II True or False. Determine if each statement is true or false in the area
provided.
_____5. Survival refers to passing on the genes from one generation to the next,
not outliving the competition.
_____6. The Galapagos Islands are just off the coast of England.
_____7. Natural selection and survival of the fittest are the same thing.
Part III Multiple Choice. Select the appropriate answer for each question.
_____8. When a farmer breeds only their best livestock, this is called:
A. Natural Selection
B. Artificial Variation
C. Selective Breeding
D. Survival of the Fittest
_____9. Which of the following could impact a population?
A. Unseasonal temperature changes
B. Geographic barriers
C. Introduction of a predator
D. All of the above
E. None of the above
McCormic
_____10. Penguins are white on the front and black on

the back. When they are swimming, they are at risk
from predators both above and below the water. Their
coloring helps them because their dark backs blend
into the water as seen from above. From below, they
are white and are difficult to see against the sky above
the surface of the sea. Which of these best describes
this characteristic?
A. recombination
B. homeostasis
C. mutation
D. adaptation
_____ 11. The difference in the fur color of individual rabbits is described as:
A.
speciation
B.
variation
C.
evolution
D.
succession
_____12. Darwins theory of evolution is based in the idea of:
A. Variation and natural selection
B. Use and disuse
C. Tendency toward perfect, unchanging species
D. Transmission of acquired characteristics
_____13. Darwin began to formulate his theory of evolution by natural selection
after:
A. Experimentation with animals
B. Observations of many species and their geographical locations
C. Reading the writings of religious figures of his time
D. Agreeing with leading scientists of his time about the driving force
behind evolution
McCormic
_____14. If the frequency of two alleles in a gene pool is 80% D and 20% d, what
is the frequency of individuals in the population with the genotype Dd?
A. 0.16
B. 0.32
C. 0.08
D. 0.50
McCormic
Pre-Assessment Scoring Instrument:
Initials: __KEY________
Class: ____________
Pre-Test

__B__1. Adaptation

_C___2. Environmental Pressures

_D___3. Variation

trait or another
_A___4. Natural Selection

within a species
provided.
_T___5. Survival refers to passing on the genes from one generation to the next,
_F___6. The Galapagos Islands are just off the coast of England.
_T___7. Natural selection and survival of the fittest are the same thing.
_C___8. When a farmer breeds only their best livestock, this is called:
_D___9. Which of the following could impact a population?
D. All of the above
McCormic
__D__10. Penguins are white on the front and black on

A. Recombination
B. Homeostasis
C. Mutation
D. Adaptation
_B___ 11. The difference in the fur color of individual rabbits is described as:
A.
speciation
B.
variation
C.
evolution
D.
succession
_A___12. Darwins theory of evolution is based in the idea of:
B. Use and disuse
__B__13. Darwin began to formulate his theory of evolution by natural selection
after:
behind evolution
McCormic
_B___14. If the frequency of two alleles in a gene pool is 80% D and 20% d, what
A. 0.16
B. 0.32
C. 0.08
D. 0.50
McCormic
Post-Assessment Instrument:
Initials: _______________
Class: ____________
Post-Test

_____1. Adaptation

_____2. Environmental Pressures

_____3. Variation

trait or another
_____4. Natural Selection

within a species
provided.
_____5. Survival refers to passing on the genes from one generation to the next,
_____6. The Galapagos Islands are just off the coast of England.
_____7. Natural selection and survival of the fittest are the same thing.
_____8. When a farmer breeds only their best livestock, this is called:
_____9. Which of the following could impact a population?
D. All of the above
McCormic
_____10. Penguins are white on the front and black on

A. recombination
B. homeostasis
C. mutation
D. adaptation
_____ 11. The difference in the fur color of individual rabbits is described as:
A.
speciation
B.
variation
C.
evolution
D.
succession
_____12. Darwins theory of evolution is based in the idea of:
B. Use and disuse
_____13. Darwin began to formulate his theory of evolution by natural selection
after:
behind evolution
McCormic
_____14. If the frequency of two alleles in a gene pool is 80% D and 20% d, what
A. 0.16
B. 0.32
C. 0.08
D. 0.50
McCormic
Post-Assessment Scoring Instrument:
Initials: __KEY________
Class: ____________
Post-Test

__B__1. Adaptation

_C___2. Environmental Pressures

_D___3. Variation

trait or another
_A___4. Natural Selection

within a species
provided.
_T___5. Survival refers to passing on the genes from one generation to the next,
_F___6. The Galapagos Islands are just off the coast of England.
_T___7. Natural selection and survival of the fittest are the same thing.
_C___8. When a farmer breeds only their best livestock, this is called:
_D___9. Which of the following could impact a population?
D. All of the above
McCormic
__D__10. Penguins are white on the front and black on

A. Recombination
B. Homeostasis
C. Mutation
D. Adaptation
_B___ 11. The difference in the fur color of individual rabbits is described as:
A.
speciation
B.
variation
C.
evolution
D.
succession
_A___12. Darwins theory of evolution is based in the idea of:
B. Use and disuse
__B__13. Darwin began to formulate his theory of evolution by natural selection
after:
behind evolution
McCormic
_B___14. If the frequency of two alleles in a gene pool is 80% D and 20% d, what
A. 0.16
B. 0.32
C. 0.08
D. 0.50
McCormic
Lesson 1: Introduction to Natural Selection:

Unit:
Natural Selection
Introduction to Natural Selection

Lesson
Title:
NGSS HS-LS.4-4 Construct an explanation based on evidence for how natural
Core Learning
selection leads to adaptation of populations. MD State Standards, Goal 3,
Biology 3.4.1 The student will explain how new traits may result from new
combinations of existing genes or from mutations of genes in reproductive cells
within a population (Assessment Limit 1 is natural selection).
The student will be able to define natural selection and describe how it can
influence a population.
Goal(s)
or VSC
Standard(s):
Objective:
Assessment Focus:
(Key Idea)
Student will be able to define natural selection, and will begin to see how it
works in the real world.
Materials Needed:
Computers with internet

ExploreLearning account
Handout A
Handout B
Powerpoint
Handouts:
Handout A (notes)
Handout B (worksheet)
Exit Ticket
Give instructions both orally and in writing
Repeat instructions
Allow extra time as needed
Pair with more proficient student(s)
Visually impaired: preferential seating provided; may use magnifying glass and/or large text.
Warmup: In your own words, define evolution, and
Level(s) of
III Application
Can you provide an example of evolution? (Warmup is
Blooms
on evolution, as the Natural Selection lessons are part of taxonomy:
the larger evolution unit)
After 2 minutes to complete warmup, students will
share with a partner what they had, then share out with
the class. Next, will go over objective and show picture
Evolution of a Unicyclist to introduce humor into the
topic. Will lead in to Nowhere to Hide simulation.
Adaptations and
Modifications:
Engageme
nt
TIME__5__
Exploratio
n
TIME__12_
Simulation scenario introduced, what the leaves look

like on the trees without pollution, what the leaves look
like with pollution, and the different colors of beetle
(Handout A). Students will be asked what they think
will happen to the beetles with no pollution, then the
simulation will be run. Students will be asked what they
think will happen to the beetles with pollution. Reset
and run simulation with pollution. Discuss with students
what they saw, and why the beetles were more likely to
be eaten if they did not match the leaves. At end of
discussion, ask students for what they think they were
seeing, the beetles of one color more likely to survive.
Get as many suggestions as possible before moving on
to next section (no bad ideas).
Level(s) of
Blooms
taxonomy:
I Knowledge
McCormic
Explanatio
n
TIME__22_
Extension
TIME__48_
Begin with note sheet (Handout A), and saying how
what they have just seen is called Natural Selection
and was first observed by a scientist named Charles
Darwin. Slides will cover who Darwin is, his trip to the
Galapagos Islands, some of the animals he saw
(including Galapagos tortoises and finches, and into a
formal definition of Natural Selection (a gradual process
where one trait becomes more or less common through
selective breeding. The individual that is best able to
adapt to its environment has the best chance of
reproducing and passing their genes to the next
generation. Also known as Survival of the Fittest). From
here, circle back to beetle example and discuss if the
definition fits what we saw. Ask students How could
what we saw with the beetles be considered survival of
the fittest? What does survival mean in this case?
Convey that survival does not mean outliving your
peers, but passing on your genes your genes are
survived to the next generation. After this, will begin
discussion of different terms associated with natural
selection (adaptation, variation, environmental
pressures). Students will be presented with a term, then
be asked to provide an example of each term
(discussion). Examples are available on slides for
students to include on their notes. After all examples are
done, will show Brain Pop on Natural Selection to
reinforce terms.
Level(s) of
Blooms
taxonomy:
I Knowledge
II Comprehension
Rainfall and Bird Beaks gizmo (on ExploreLearning).

Will introduce gizmo and go over pages one and 2 of
Handout B to show students how gizmo works with the
sliders and different graphs. Students will be given
directions for how to complete pages 3-6 of worksheet,
and given until the last 15 minutes of class to complete
(whatever is not done will be homework). With 15
minutes left in class, will regroup to discuss what they
observed during the drought and during the wet
conditions, and what reasons or solutions they have for
bird beak depth and overall population sizes changing.
Will refer back to objective and discuss if what they saw
with the bird beaks was natural selection or not and
why. After 10 minutes of discussion, will pass out exit
ticket. Students will have remainder of class to fill out
exit ticket.
Level(s) of
Blooms
taxonomy:
III Application
IV Analysis
V Synthesis
VI Evaluation
McCormic
Evaluation
TIME__5__
Students will clear their desks and fill out exit ticket: 1.
In your own words, what is natural selection? 2. There
are two types of grass. Jim grass, which has long roots
and grows in communities of 3-4 plants, and Dale grass,
which has shallow roots and grows in communities of
over 20 plants. The longer root systems allow for Jim
grass to draw water from lower in the soil, but takes 3-4
weeks to grow to maturity. The shallow roots of Dale
grass allow it to grow in large patches and reaches
maturity in 5 days, but cannot get water from deep in
the soil.
Which of the two grasses would be in a better position
to survive: (circle one)
A. during a drought? JIM DALE
B. if a horse moved in and began eating large amounts
of grass (both grasses taste very good and are
nutritious)? JIM DALE
References/Cre
dits:
Level(s) of
Blooms
taxonomy:
IV Analysis
V Synthesis
VI Evaluation
Nowhere to Hide:
http://sciencenetlinks.com/media/filer/2011/10/07/evolution.swf
Rainfall and Bird Beaks:
http://www.explorelearning.com/index.cfm?method=cResource.dspView&Resourc
eID=404&ClassID=0
Dimensions of
Learning:
Attitudes and Perceptions
Reflections:
Out of the _18_ students who turned in the __exit ticket____ activity,
12_ / _18 scored 90% or above (proficient)
_3_ / _18 scored between 80 89% (above average)
_3_ / _18 scored 70 79% (satisfactory)
_0_ / _18 60 70%
_0_ / _18 < 60%
Analysis of Lesson
Effectiveness:
Acquire/Integrate Knowledge
Meaningful Use of Knowledge
Extend/Refine Knowledge
Habits of Mind
Based upon my data and informal conversations with my students, I could improve student
understanding and the effectiveness of this lesson by
-focusing more on the definition of natural selection
-repetition, repetition, repetition
-clean exit ticket up a little, example was confusing for some
Areas for
Improvement:
-Less time on gizmo, more time on explanation. Maybe even more discussion at end of class to
continue to work on definition.
-Improve transitions between segments need to be smoother
McCormic
Lesson 2: You Cant See Me!

Unit:
Natural Selection
Lesson Title:
You Cant See Me!
Core Learning
Goal(s)
or VSC
Standard(s):
Objective:
NGSS HS-LS.4-4 Construct an explanation based on evidence for how

natural selection leads to adaptation of populations. MD State Standards, Goal
3, Biology 3.4.1 The student will explain how new traits may result from new
The student will be able to identify adaptations given a description of a plant or
animal, and give an example of an adaptation of a hypothetical plant or animal
given a situation
Assessment Focus:
(Key Idea)
Student will continue to shape their views of how natural selection impacts a
species through adaptations, and will be able to identify several different types
of adaptation.
Materials Needed:
Handout A
Computer with Internet
Handout B
Materials at different stations (mix of computers and handouts)
Handouts:
Handout A (moth handout)

Handout B (notes page)
Adaptations and
Modifications:

Repeat instructions
McCormic
Engagemen
t
TIME__7__
Exploration
TIME_23__
Warmup: There are two types of grass. Jim grass,
which has long roots and grows in communities of 3-4
plants, and Dale grass, which has shallow roots and
grows in communities of over 20 plants. The longer
root systems allow for Jim grass to draw water from
lower in the soil, but takes 3-4 weeks to grow to
maturity. The shallow roots of Dale grass allow it to
grow in large patches and reaches maturity in 5 days,
but cannot get water from deep in the soil.
Which of the two grasses would be in a better position
to survive:
During a drought?
If a horse moved in and began eating large amounts of
grass (both grasses taste very good and are nutritious)?
Discuss what happens to a plant in drought, and during
normal conditions. Extend to what makes Jim more
likely to survive a drought. Discuss what a predator
would do to the mix, and what makes Dale more likely
to survive a predator
Goal is to elicit answers and have class discuss briefly
why they thought what they thought. In doing so, lead
discussion into finding out correct answer from day
before. Explain how they are variations of the same
grass, but each has a different advantage, depending on
the environment.
Level(s) of
Blooms
taxonomy:
III Application
Divide class into boys and girls for Moth activity

(Handout A). Each group will send one representative
to the computer and run gizmo for the light and dark
trees (5 years for each). Students will fill in pages 1-3
for their group (cheering on their group member who is
running the simulation) during this part of class, page 4
is homework. Discuss the following: What was your
teams strategy for catching moths? What types of
moths were easiest to catch? Before/after the Industrial
Revolution? What term would you use to describe the
different colored moths? What would you call the
different versions of a trait? What term would you use
to define what we have been seeing?
Goal for this section is to see how adaptations and
natural selection are very closely related.
Level(s) of
Blooms
taxonomy:
I Knowledge
McCormic
Explanation
TIME_12__
Extension
TIME__35_
Powerpoint and notes page (Handout B) with
definition (adaptation heritable, be functional,
increases survival; types structural, behavioral, and a
definition and example of each). Discuss with class the
term and the examples and how definition is important
(heritable, function, increases survival/fitness). Refer
back to natural selection definition again, particularly
survival of the fittest (dont let students look at notes
from day before!). After re-touching on natural
selection, list examples of things that are not
adaptations and why (outdated, does not increase
survivability, etc.).
Level(s) of
Blooms
taxonomy:
I Knowledge
II Comprehension
Students will be given a handout (Handout B), which is

a packet of blank charts. Students will go around the
room to different stations with types of adaptations
(environmental, predator/prey based, plant-specific
adaptations, and animal-specific adaptations). Students
will go around to each different type of adaptation
taking notes on the species, the environment, the
variation in traits, and what the different adaptations
are and how they influence natural selection within that
population (final question will not be explicit at
station, but something they can fill out by reading and
analyzing the information at the stations. Students will
be advised that they should spend no more than 4
minutes per station (should spend at least 2 to get all
information and notes), and that they should go to at
least 6 stations.
Level(s) of
Blooms
taxonomy:
III Application
IV Analysis
V Synthesis
VI Evaluation
McCormic
Evaluation
TIME__10_
1. Page 4 of Handout A
2. After students have gone through all stations, they
will be given a handout with two stories (five different
stories in references section. Will randomly assign 2 of
the 5 to each student. One is about a plant and the
changing environment, and the second is about an
animal with a new predator introduced to the area.
Students will pull from the stories the traits/adaptations
present, and which are in the best and worst positions
to survive in that given scenario. Story one should be
turned in before class ends, and story two can be taken
home as homework (but could be finished in class).
Level(s) of
Blooms
taxonomy:
IV Analysis
V Synthesis
VI Evaluation
References/Credi
ts:
Background: http://evolution.berkeley.edu/evolibrary/article/evo_31
Moth gizmo:
http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&Resou
rceID=447
Stations:
http://www.mbgnet.net/bioplants/adapt.html
http://www.cotf.edu/ete/modules/msese/earthsysFlr/taigaA.html
http://www.bbc.co.uk/nature/adaptations
http://www.exploringnature.org/db/detail.php?dbID=5&detID=20
http://education.nationalgeographic.com/education/encyclopedia/adaptation/?ar_a
=1
http://www.exploringnature.org/db/detail_index.php?dbID=5&dbType=2t
http://www.animalplanet.com/wild-animals/animal-adaptations/
http://www.tburg.k12.ny.us/mcdonald/ANIMAL%20ADAPTATIONS/AAdapt.ht
m
http://www.nhptv.org/natureworks/nwep1.htm
Story links:
http://www.livescience.com/19464-butterflies-habitat-climate-change.html
http://www.livescience.com/17767-octopi-adapt-chilly-waters.html
http://www.livescience.com/28235-cavefish-hearing-loss.html
http://www.livescience.com/24649-urban-birds-adapt-cats.html
http://www.livescience.com/47009-nyc-squirrels-adapt-to-urbanenvironment.html
Dimensions of
Learning:
Reflections:
Out of the _18_ students who turned in the __Story_____ activity,

10_ / _18 scored 90% or above (proficient)
_0_ / _18 60 70%
_0_ / _18 < 60%
Analysis of Lesson
Effectiveness:
Habits of Mind
-Regrouping with discussion at end instead of just jumping into formative assessment
-Less work on examples during explain, and more during elaborate
Areas for
Improvement:
-More structure to stations section of lesson

-More than two students doing moth simulation opportunity to participate
McCormic
Lesson 3: Ooh That Smell

Unit:
Natural Selection
Lesson Title:
Ooh That Smell
Core Learning
Goal(s)
or VSC
Standard(s):
Objective:

The student will be able to differentiate and categorize three different
environmental pressures and how they could impact a population from a
selection of potential environmental pressures.
Assessment Focus:
(Key Idea)
Students will observe different examples that environmental pressures can have
on a population and explain how the environment drives the natural selection of
that population.
Materials Needed:
Handout A
Powerpoint
Pre-printed research packets
Textbook
Handout B
Handouts:
Handout A (worksheet/notes)
Handout B (quiz)
Repeat instructions
Warmup: Do you think humans have played a role in
Level(s) of
III Application
natural selection? Why or why not?
Blooms
After warmup has been entered on warmup sheet, will
taxonomy:
introduce video (human talk is later). After warmup,
will put this aside for now and watch The Making of
the Fittest video.
Adaptations and
Modifications:
Engagemen
t
TIME__15_
Exploratio
n
TIME__12_
Explanatio
n
TIME__10_
After watching video, teacher will hand out

worksheet/notes (Handout A), and students will work
in small groups/pairs to complete the worksheet portion
of the handout (based directly off what they saw on the
worksheet). Students will have 8 minutes to complete
worksheet (4 minutes per question), then the remaining
4 minutes will be to discuss what we have seen, and
refer back to natural selection again.
Beginning with example of the mice, will re-introduce
concept of environmental pressures and its role in
natural selection. After definition, will introduce
categories of environmental pressures (Global
Warming, Introduction of a new predator/removal of
prey, Environmental changes, Human-based). When
human-based is discussed, refer back to warm-up, and
refer back to their opinions for and against.
Level(s) of
Blooms
taxonomy:
I Knowledge
Level(s) of
Blooms
taxonomy:
I Knowledge
II Comprehension
McCormic
Extension
TIME__45_
Evaluation
TIME__5__
Students will be broken into 4 cooperative learning
groups and assigned one of the four categories. Groups
will be given a packet of information, including
powerpoints, articles and printed webpages regarding
one of the four categories. Textbooks can be used too.
Groups will be given Handout B which provides the
template of information to gather, and will have 25
minutes to gather and prepare to present to the class
what they have found about that particular
environmental pressure. Presentations should 7-10 min
per group, and do not need to have a visual involved.
One member will be picked at random, and their packet
will serve as the groups grade for their portion of the
lesson. Teacher should be ready to add or correct
anything from the presentations.
Level(s) of
Blooms
taxonomy:
III Application
IV Analysis
V Synthesis
VI Evaluation
Multiple choice quiz with 3 questions. On all 3,

students will have to state which type of environmental
pressure is being shown, and for one of the three, the
student will be asked to say which trait is favored, and
what they believe will happen to the plant/animal
without the trait and why. Needs to be handed in before
end of class. No homework.
Level(s) of
Blooms
taxonomy:
IV Analysis
V Synthesis
VI Evaluation
References/Cred
its:
Engagement video:
http://media.hhmi.org/biointeractive/films/natural_selection.html
Sample of articles for extension:
GW:
http://environment.nationalgeographic.com/environment/global-warming/gweffects/
http://e360.yale.edu/feature/first_comes_global_warming_then_an_evolutionary_e
xplosion/2178/
http://evolution.berkeley.edu/evolibrary/news/060701_warming
http://www.natureworldnews.com/articles/9059/20140916/climate-change-forcestropical-lizards-to-swiftly-adapt.htm
Predator/Prey:
http://eol.org/info/460
http://amphibiaweb.org/declines/IntroSp.html
http://thefishproject.weebly.com/effects-of-fishing-on-food-web-structure.html
http://www.arkive.org/education/teaching-resources-14-16
Env. Chg:
http://eschooltoday.com/pollution/air-pollution/effects-of-air-pollution.html
http://ecologyandevolution.cornell.edu/research/environment-sustainabilityconservation/environmental-change-biodiversity.cfm
http://www.epa.gov/climatestudents/impacts/effects/ecosystems.html
http://www.nature.com/news/pink-salmon-evolve-to-migrate-earlier-in-warmerwaters-1.10993
Human Driven:
http://www.science20.com/anthrophysis/effects_humans_plant_biodiversity86885
http://www.nature.com/scitable/topicpage/genetics-of-dog-breeding-434
http://www.livescience.com/27692-deforestation.html
http://www.seafriends.org.nz/issues/threats.htm
Slides from arkive.org will also be used, one set per topic.
McCormic
Dimensions of
Learning:
Reflections:
Out of the _18_ students who turned in the ____quiz________ activity,

9__ / _18 scored 90% or above (proficient)
6__ / _18 scored between 80 89% (above average)
2__ / _18 scored 70 79% (satisfactory)
1__ / _18 60 70%
___ / _18 < 60%
Analysis of Lesson
Effectiveness:
Habits of Mind
-Some kind of discussion after presentations to check to see where students are
-More focus on the mice and why, and not be so quick to get into group project
Areas for
Improvement:
-Extend presentations to another day, and give students time to make presentations better
-Transitioning back to human role in natural selection need to find different ways to discuss
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Lesson 4: Counting Your Ps and Qs

Unit:
Natural Selection
Lesson Title:
Counting Your Ps and Qs
Core Learning
Goal(s)
or VSC
Standard(s):
Objective:

The student will be able to demonstrate how the Hardy-Weinberg equation is
calculated by calculating the allele and phenotype frequencies from a case study.
Assessment Focus:
(Key Idea)
Students will learn the Hardy-Weinberg equation and the four concepts for a
population at equilibrium, and be able to describe what happens to the allelic
frequencies of a trait when the population is not at equilibrium.
Materials Needed:
Handout A
Powerpoint
Handout B
Practice Problem
Red and White beans for class
Coin
Jars
Handouts:
Handout A (Explore/notes)
Handout B (Extension activity)
Practice Problem
Repeat instructions
Warmup: How do scientists keep track of traits within Level(s) of
III Application
a population? How would you do this?
Blooms
After warmup, introduce topic as a combination of
taxonomy:
genetics and natural selection. Pass out NIH and CDC
articles on Sickle Cell Anemia and Sickle Cell Trait,
and have students read out-loud one paragraph each.
Interject with comments and to answer questions as
needed.
Adaptations and
Modifications:
Engagemen
t
TIME_8___
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Exploratio
n
TIME__22_
Explanatio
n
TIME_10__
Extension
TIME_30__
Introduce activity, as we will be studying sickle cell
anemia and sickle cell trait using beans (red and
white). Remember that homozygous recessive causes
sickle cell disease, and that heterozygous causes sickle
cell trait. Additionally, those with sickle cell trait do
not get malaria. You will be randomly pulling alleles
(the red and white beans) from the gene pool, and be
flipping a coin to determine if that patient has malaria
or not (heads=yes, tails=no). Instructions for
completing lab on overhead and lab sheet itself
(Handout A). Volunteers will read introduction,
materials, and procedure. We will do an example as a
class. Students will work in pairs and will record out
their allele frequencies for F1 and F2 generations on
board. As pairs complete assignment, students will
write class results on their handout from the board.
After everyone has recorded their results, hand out
Handout B, and will introduce concept of HardyWeinberg, and how it is used to calculate the
frequency of both heterozygous and homozygous
genotypes in a population. Will explain how equation
works, and use both the F1 and F2 generations from
the exploration as examples. Next, will introduce the
five conditions needed to meet HW equilibrium, and
what it means if a population is at equilibrium or not.
Khan Academy video will follow.
Level(s) of
Blooms
taxonomy:
I Knowledge
Level(s) of
Blooms
taxonomy:
I Knowledge
II Comprehension
Introduce activity, and leave directions on overhead.

Students (in pairs, but collecting their own data) will
complete both Activity 1 and Activity 2, and after all
pairs have completed tables, will regroup to discuss
what population was at equilibrium and which was
not. Will discuss conditions to meet equilibrium, and
if they think it is possible to obtain HW equilibrium in
a regular population. If not, what needs to be done to
make equilibrium possible?
Finally, will ask if the students can determine why
study HW with natural selection? HW gives those
studying a population a way to determine if a trait is
being favored or not. Does that sound familiar?
Level(s) of
Blooms
taxonomy:
III Application
IV Analysis
V Synthesis
VI Evaluation
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Evaluation
TIME__9__
For remainder of class, students will fill out one more
HW question on their own, with desks cleared:
2. You have sampled a population in which you know
that the percentage of the homozygous recessive
genotype (aa) is 36%. Using that 36%, calculate the
following:
A. What is the equation for Hardy-Weinberg?
B. The frequency of the "aa" genotype. .36
C. The frequency of the "a" allele. .6
D. The frequency of the "A" allele. .4
E. The frequencies of the genotypes "AA" and "Aa."
.16 and .48
F. The frequencies of the two possible phenotypes if
"A" is completely dominant over "a." .36 will show
recessive trait, .64 will show the dominant trait
Level(s) of
Blooms
taxonomy:
IV Analysis
V Synthesis
VI Evaluation
References/Cred
its:
Evaluation:
http://www.biologycorner.com/worksheets/hardy_weinberg_problemset_key.html
Explore: The Nuffield Foundation
Engagement: http://www.nhlbi.nih.gov/health/health-topics/topics/sca
http://www.cdc.gov/ncbddd/sicklecell/documents/SCD%20factsheet_Sickle%20C
ell%20Trait.pdf
http://www.cdc.gov/malaria/about/biology/sickle_cell.html
Extension: http://www.carolina.com/teacher-resources/Interactive/teachinghardy-weinberg-in-the-classroom/tr10630.tr
Explain: https://www.khanacademy.org/test-prep/mcat/biomolecules/mendeliangenetics/v/hardy-weinberg
Dimensions of
Learning:
Reflections:
Out of the _18_ students who turned in the __practice problem__ activity,
_7_ / _18 scored 90% or above (proficient)
_0_ / _18 60 70%
_0_ / _18 < 60%
Analysis of Lesson
Effectiveness:
Habits of Mind
-More time practicing with equations.
-Work on making reasons for studying this topic clearer at beginning of lesson.
Areas for
Improvement:
-Allow more time for explanation

-Be ready to provide real-life examples of HW
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Lesson 5: Everything You Wanted to Know About Charles Darwin but Were Afraid to Ask
Unit:
Natural Selection
Lesson Title:
Everything You Wanted to Know About Charles Darwin but Were Afraid to Ask
Core Learning Goal(s)

or VSC Standard(s):
Objective:
NGSS HS-LS.4-4 Construct an explanation based on evidence for how

natural selection leads to adaptation of populations. MD State Standards,
Goal 3, Biology 3.4.1 The student will explain how new traits may result
from new combinations of existing genes or from mutations of genes in
reproductive cells within a population (Assessment Limit 1 is natural
selection).
The student will be able to justify natural selection and Darwins role in the
theory by writing a mock letter to the editor.
Assessment Focus:
(Key Idea)
Students will compile and explain their understandings of natural selection

and Charles Darwin and the role Charles Darwin had in the development of
the theory of natural selection.
Materials Needed:
Powerpoint
Handout A
Printouts of various documents to assist in writing letter.
Handouts:
Handout A (worksheet and notes)

Repeat instructions
Visually impaired: preferential seating provided; may use magnifying glass and/or large
Warmup: Dotext.
you think natural selection was popular when Darwin
Level(s) of
III Application
first came up with his theory? Why or why not?
Blooms
After students have completed warmup, will introduce how we are
taxonomy:
discussing Darwin in detail this lesson. Will start with video Singing
Darwin:
http://www.nytimes.com/video/science/1231547271297/darwin-insong.html
Adaptations and
Modifications:
Engagement
TIME_6___
Exploration
TIME__15_
Explanation
TIME_10__
In the 4 groups, students will go to

http://www.sciencechannel.com/games-and-interactives/charlesdarwin-game/ site, and open Who Wants to Live a Million Years.
Students will key (Handout A) for different traits and their advantages
and disadvantages (another look at environmental pressures), then
will try and see if their species can live a million years without their
species dying out. Students will write down on Handout A three
attempts at what they thought would survive, if it did, and why it did
not.
After finishing up three attempts at survival, groups will take the
Darwin quiz and write down their final score on the handout (grade
for completion).
Level(s) of
Blooms
taxonomy:
I Knowledge
Regroup after game, saying how that is a fun little game showing
another example of natural selection. Now think back to your
warmup. Who thinks Darwins theory was popular after it came out?
Why? Who thinks it wasnt popular? Why? Well Darwins life was
not easy after he wrote his book On the Origin of Species. Slides
with information about his life after returning, and the different things
he went through while working on his natural selection theory.
General discussion and background knowledge.
Level(s) of
Blooms
taxonomy:
I Knowledge
II
Comprehension
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Extension
TIME_50__
Evaluation
TIME__2__
Now that I have provided you with information regarding Darwin, I
want to show you a letter to the editor written by a gentleman in
Delaware. Ask for volunteers to read it aloud one paragraph at a time.
What I want you to do is to write a letter to the editor to justify natural
selection and Darwins role in the theory. Please use examples and
feel free to use things we have discussed in class. I have a few copies
of exhibits and all of the handouts from the past few days you can
refer back to. The goal of this assignment is for you to explain to Joe
Newspaper Reader what natural selection is, the role Darwin played,
and to back up your opinion if natural selection is a legitimate theory
or not.
Students will turn in letters to the editor after the next class. Letters
should be 2 pages, double-spaced, complete sentences, and be factual
(with correct information to support claims.
References/Credits:
Dimensions of
Learning:
Reflections:
Analysis of Lesson
Effectiveness:
Level(s) of
Blooms
taxonomy:
III Application
IV Analysis
V Synthesis
VI Evaluation
Level(s) of
Blooms
taxonomy:
IV Analysis
V Synthesis
VI Evaluation
Darwin singing:
http://www.nytimes.com/video/science/1231547271297/darwin-insong.html
Live a million years game: http://www.sciencechannel.com/games-andinteractives/charles-darwin-game/
Darwin background/history:
http://www.bbc.co.uk/history/historic_figures/darwin_charles.shtml;
http://www.amnh.org/exhibitions/past-exhibitions/darwin;
http://ngm.nationalgeographic.com/2009/02/darwin/quammen-text
Darwin letter:
http://www.delawareonline.com/story/opinion/contributors/2015/02/09/letter
s-editor-celebrate-darwin-day-delaware/23137725/
Attitudes and Perceptions Acquire/Integrate Knowledge Extend/Refine
Knowledge
Meaningful Use of Knowledge Habits of Mind
Out of the _18_ students who turned in the _____letter_____ activity,
_6_ / _18 scored 90% or above (proficient)
_1_ / _18 60 70%
_0_ / _18 < 60%
-Spending more time on Live a million game was a good way to review.
-Find a better way to mix in the Darwin singer. He got a good reaction, but could have fit
better.
-This lesson was more independent than others, perhaps some regrouping halfway through or
more checks for progress.
Areas for Improvement:
-Comment more on the need to use correct grammar and syntax

-Incorporate more with Live a million game. Students really liked it.
-Work in examples in beginning of extension instead of just referring to them.
McCormic
Pre-Assessment Analysis:
Overall, results of the pre-assessment were very encouraging, as the average on all
questions was over 75%. Question 14 is not included in this analysis due to a clerical error. A
complete breakdown is provided on Table 1 (below). Thirty-four students took the preassessment.
Question
Correct
Pct Correct
28
82.5%
1
34
100%
2
33
97.1%
3
27
79.4%
4
12
39.3%
5
29
85.3%
6
11
32.4%
7
31
91.2%
8
33
97.1%
9
32
94.1%
10
27
79.4%
11
23
67.6%
12
22
64.7%
13
TOTAL
342
77.3%
Table 1: Pre-assessment questions and percent correct, natural selection unit 2015.
Two questions scored below 40%, numbers 7 (true/false: Natural selection and survival
of the fittest are the same thing; 32.4%) and 5 (true/false: Survival refers to passing on the genes
from one generation to the next, not outliving the competition; 39.3%), indicating a high risk of
pre-existing misconception. As a result of the pre-assessment, the interchangeability of terms
natural selection and survival of the fitness was addressed in four of the five lessons. The
concept of survival being passing down of genes was addressed head-on in both lesson one and
two, and indirectly in lessons three and four.
Students scored perfect on question two (matching: Influence of the environment toward
one trait or another), and scored above 95% on questions three (matching: All the different
versions of a trait within a species; 97.1%) and nine (multiple choice: Which of the following
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could impact a population; 97.1%), indicating in all three instances prior knowledge of the
concepts that can be built upon in this unit. Environmental pressures were scheduled to be
touched upon in lesson one, and discussed in deep detail in lesson three, and variation was
briefly described in lesson one and in further detail in lesson two. Despite the high scores on the
pre-assessment, these topics were still discussed in detail, though the activities and assessments
were made slightly more difficult and to a higher level of specifity to adjust for increased
knowledge prior to starting the unit.
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Formative Assessment Analysis:

Similar to the pre-assessment, student scores on the five formative assessments for were
fairly high; 81% of students scored a B or higher on all of the formative assessments combined.
Formative assessments from the first three lessons were all very closely related to the standard,
but the difficulty of the assessment increased as the lessons went along. Lesson four was derived
from the curriculum standard clarification statement, and lesson five was a cumulative lesson
from the previous four and directly tied to the standard. Since each assessment was more difficult
than the next, I was not surprised the grades dropped slightly after each lessons assessment,
though over 71% of students scored a B or higher on the lowest of the five assessments. The
complete breakdown of these formative assessments is listed on Table 2 (below).
Lesson
1
2
3
Activity
>90%
80-89%
70-79%
<69%
% over 80%
Exit Ticket
19
9
6
0
82%
Story
21
10
3
0
91%
Quiz
18
7
6
1
74%
Practice
4
15
15
4
0
88%
Problem
5
Letter
12
12
8
2
71%
Table 2: Number of students scoring by letter grade, natural selection unit 2015.
The increase between lesson one and lesson two is of interesting note, as the formative
assessment used at the end of lesson one, the exit ticket, was used in the warmup of lesson two
when the topic was discussed in further detail than it had been the day before. Over 91% of
students earned a B or higher on lesson two, showing a change in knowledge from one lesson to
the next. This was designed in the lesson after the lower than expected scores on the exit ticket
from lesson one. No other adjustments were made to other lessons after the previous lessons
formative assessments.
Going forward, I would like to change lesson three slightly. I would either shorten the
engage, explore and explain sections to allow for longer in the extension period, or have the
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extension segment go on to a second day. Assessments after this lesson were much lower than
the previous days lesson, which I believe was in part due to the shortened amount of time
groups were given to prepare and deliver a presentation with all the needed information to be
successful on the quiz. The mock letter to the editor scored lowest, but the responses students
gave both on the letter and through casual conversation were very positive and something the
students enjoyed. I would like to make a few adjustments to the practice problem after lesson
four, as the problem was simple and a near copy of what students had been doing in class. I
would prefer to make this question more story-based, where students have to grapple with a story
problem to identify the homozygous recessive alleles in the population then solve the six
questions instead of giving them the information they need in the beginning.
In conclusion, I believe all five formative assessments were effective in telling me what
the students had learned and in shaping lessons in this unit and for the coming years when this
unit is administered again. Despite the changes I either made or want to make going forward, I
would argue these assessments were effective.
McCormic
Pre- and Post-Assessment Analysis:

After the post-assessment, scores rose to 91.4% among the 34 students who took both the
pre and post-assessments. The largest percent changes were observed for questions five and
seven, the two that were identified as potential misconceptions in the pre-assessment. Three
questions, numbers one, two and eight had a decrease from pre- to post-assessment. All three had
pre-assessment scores over 80%, and none of the percent changes were over 10%. Question two
scored perfect on the pre-assessment, and the decrease was disappointing, but was not a total
surprise. Adjustments will need to be made to these concepts throughout the unit in order to
prevent decreases from happening in future units, such as continued review of the terms
throughout lesson five that had not been discussed in detail since lesson three. I do not believe
this was a decrease in knowledge as a result of the unit, but more of an artifact of successful
guessing on the pre-assessment. A breakdown of pre- and post-assessment data and percent
change by question is provided in Table 3 (below).
Question
Pre (%)
Post (%)
Pct Chg
28 (82.5%)
26 (76.5%)
-7.1%
1
34 (100%)
32 (94.1%)
-5.9%
2
33 (97.1%)
34 (100%)
3.0%
3
27 (79.4%)
28 (82.4%)
3.7%
4
12 (39.3%)
28 (82.4%)
133.3%
5
29
(85.3%)
29
(85.3%)
0.0%
6
11 (32.4%)
31 (91.2%)
181.8%
7
31 (91.2%)
30 (88.2%)
-3.2%
8
33 (97.1%)
34 (100%)
3.0%
9
32 (94.1%)
33 (97.1%)
3.1%
10
27 (79.4%)
33 (97.1%)
22.2%
11
23 (67.6%)
33 (97.1%)
43.5%
12
22 (64.7%)
33 (97.1%)
50.0%
13
TOTAL 342 (77.3%) 404 (91.4%)
18.2%
Table 3: Pre and post assessment results, natural selection unit 2015.
In addition to spending additional time on the concepts explained in questions one, two
and eight, there is still room for improvement on the concept of question five. This question dealt
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with survival referring to passing on of genes, not just outliving the competition. Despite having
the second-highest percent change of all questions, it was tied for second-lowest score after the
post-assessment. This misconception may have been rooted deeper than I had previously
anticipated, and needs to be addressed in further detail in future iterations of this unit plan.
Additional activities addressing this misconception, such as genetic marking and tracking could
prove particularly useful.
At the individual level, similar increases from pre- to post-assessment were observed.
Twenty-seven of the thirty-four students increased their scores from pre- to post-assessment
(79.4%). Four students showed no change from pre- to post-assessment (11.8%), and three had a
decrease from pre- to post-assessment (8.8%). The largest increase was observed in six different
students, who each had four more questions correct on the post-assessment than they did on the
pre-assessment. The largest decrease was seen in two individual students who each had two more
questions incorrect on the post-assessment than they did on the pre-assessment. Graph 1 (below)
shows the change observed by individual student.
Figure 1: Pre- and post-assessment change by student, natural selection unit 2015
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No students scored perfect on the pre-assessment, and just three missed just one question.
On the post-assessment, 17 students scored perfect and seven others missed just one question.
What this shows is a considerable increase in knowledge at the individual level.
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Instructional Decisions Discussion:

Lesson 1
-As a result of the lower than expected scores on the exit ticket, the engage section of lesson two
was adjusted to become a review of said exit ticket instead of a different adaptation-related warm
up. This was done to give students another chance to answer the question, explain the correct
answer, and use it as a jump-off point for the rest of the lesson.
-The concept of survival as passing on genes, not just outliving. While this scored much higher
on post-assessment than the pre-assessment, there is still plenty of room for improvement.
Would like to add this to the exit ticket in this lesson, or perhaps addressing it again in lesson
three with environmental pressures in that formative assessment.
Lesson 2
-More time on extension activity. This felt rushed, and since the assessment scores were high, a
few minutes could be taken from the evaluation so an additional station or two could be added to
the extension activity to provide more examples for students to see and make more connections
between the different adaptations.
Lesson 3
-Either shorten the engage, explore and explain sections or have lesson go two days so the
extension section could go longer. This would be done because the assessment scores were back
down to day one levels, and I believe that if groups were given more time to assemble their
materials and work on their presentations, they would have done better and have been more
confident in what they were presenting. These felt rushed, and I want to make sure students do
their best and really do a professional job presenting this information.
Lesson 4
-Adjustment to practice problem at the end of the lesson. This question was a near copy of what
they had been doing in class, and gave them the frequency of the recessive trait in the population
right up front. I would prefer to have them read a story problem to figure this out, making them
grapple with a more difficult text to improve their literacy skills, and to give students more
experience with essay questions.
Lesson 5
-Regroup and discuss and have students talk it out with each other while they are working
through the letter, or cut the in-class writing short so there is time to review terms before the unit
exam. Students were on-task and focused throughout, but this could be cut short to allow time for
reviewing terms and making sure students are completely understanding the different terms and
concepts. This could be a review activity at the end of the lesson where students can play a game
to go over terms and concepts one final time, then complete the letter at home.
All lessons
-Made formative assessments increasingly more difficult after scores on the pre-assessment were
high. This was done to challenge students more.
-Increased focus and discussion of adaptation, environmental pressures and selective breeding, as
these concepts scored lower on the post-assessment than they did on the pre-assessment. Adding
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a bit of review with lesson five would reinforce these terms they may not have seen directly
since lessons two and three.

Unit Plan Zachary Mccormic Scie 380 Natural Selection - 9 Grade Biology

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Unit Plan Zachary Mccormic Scie 380 Natural Selection - 9 Grade Biology

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Unit Plan

Topic and Learning Goals:

Part I Matching. Match the term with the definition.

A. The gradual process in which one trait

_____2. Environmental Pressures

B. Physical and behavioral traits that enable

C. Influence of the environment toward one

_____4. Natural Selection

D. All of the different versions of a trait

_____10. Penguins are white on the front and black on

Pre-Assessment Scoring Instrument:

Part I Matching. Match the term with the definition.

A. The gradual process in which one trait

_C___2. Environmental Pressures

B. Physical and behavioral traits that enable

C. Influence of the environment toward one

_A___4. Natural Selection

D. All of the different versions of a trait

__D__10. Penguins are white on the front and black on

Part I Matching. Match the term with the definition.

A. The gradual process in which one trait

_____2. Environmental Pressures

B. Physical and behavioral traits that enable

C. Influence of the environment toward one

_____4. Natural Selection

D. All of the different versions of a trait

_____10. Penguins are white on the front and black on

Post-Assessment Scoring Instrument:

Part I Matching. Match the term with the definition.

A. The gradual process in which one trait

_C___2. Environmental Pressures

B. Physical and behavioral traits that enable

C. Influence of the environment toward one

_A___4. Natural Selection

D. All of the different versions of a trait

__D__10. Penguins are white on the front and black on

Lesson 1: Introduction to Natural Selection:

Introduction to Natural Selection

Computers with internet

Simulation scenario introduced, what the leaves look

Rainfall and Bird Beaks gizmo (on ExploreLearning).

Attitudes and Perceptions

Meaningful Use of Knowledge

Lesson 2: You Cant See Me!

You Cant See Me!

NGSS HS-LS.4-4 Construct an explanation based on evidence for how

Handout A (moth handout)

Give instructions both orally and in writing

Divide class into boys and girls for Moth activity

Students will be given a handout (Handout B), which is

Attitudes and Perceptions

Out of the _18_ students who turned in the __Story_____ activity,

Meaningful Use of Knowledge

-More structure to stations section of lesson

Lesson 3: Ooh That Smell

Ooh That Smell

NGSS HS-LS.4-4 Construct an explanation based on evidence for how natural

After watching video, teacher will hand out

Multiple choice quiz with 3 questions. On all 3,

Attitudes and Perceptions

Out of the _18_ students who turned in the ____quiz________ activity,

Meaningful Use of Knowledge

Lesson 4: Counting Your Ps and Qs

D10. Penguins are white on the front and black on

D10. Penguins are white on the front and black on

Out of the _18_ students who turned in the Story___ activity,

Out of the _18_ students who turned in the quiz____ activity,