Discovering Evolution

Introduction:

 Discovering Evolution: examine how organisms have changed over time as evidenced by

homologies shared between existing and extinct species.

 Length of Lesson: 90 minutes

 VA Standards Of Learning:

-Bio.7 a-c: The student will investigate and understand bases for modern classification

systems. Key concepts include:

a) structural similarities among organisms;

b) fossil record interpretation;

c) comparison of developmental stages in different organisms;

d) examination of biochemical similarities and differences among

organisms

-Bio.8 a-d: The student will investigate and understand how populations change through

time. Key concepts include:

a) evidence found in fossil records;

b) how genetic variation, reproductive strategies, and environmental

pressures impact the survival of populations;

c) how natural selection leads to adaptations;

d) emergence of new species

Learning Objectives:

 The student will be able to define evolution as change over time

 The student will be able to compare and contrast biochemical, structural, developmental,

and fossil record properties of different organisms.

environment allow an organism to survive and pass on genetic information.

Teaching and Learning Sequence:

 Introduction / Anticipatory Set: (10 minutes) Class will begin with an exercise which

will activate students’ prior knowledge of how anything can change over time. The

student’s will be given a jot chart which will be used to compare and contrast 4 different

hip hop songs. The teacher will instruct the students to listen to each song carefully,

paying close attention to similarities and differences between the song clips. The teacher

will play, through itunes, a one minute clip of each of the following songs in order:

“Rappers Delight” Sugar Hill Gang ,“My Adidas” RUN DMC, “Jazz (We’ve Got It)” A

Tribe Called Quest, and “Empire State of Mind” Jay-Z featuring Alicia Keys. The

teacher will allow 5 minutes for students to think and complete the jot chart. After

students have completed the jot chart, the teacher will lead a class discussion about how

hip-hop has changed over time, noting the similarities and differences which the students

point out by recording all suggestions on the blackboard. The teacher will then explain

that evolution not only occurs in hip-hop, but in Biology as well. The teacher will then

lecture and encourage discussion for 10 minutes explaining the theory of evolution as it

pertains to organisms using a prepared power point presentation as an aid, making sure to

point out that evidence supporting this theory exists in close examination of

developmental similarities, fossil record similarities, biochemical similarities, and

structural similarities amongst related species. All of these similarities are known as

homologies.

 Lesson Development:

(30 minutes)
 - Teacher will assign each student a number, 1-4, and ask students with the number 1 to

group, 2 to group, 3 to group, and 4 to group. These groups will be used during the

lesson exercise. Students will be given a poster board. Students will be instructed to

create their own jot chart on poster board comparing and contrasting a human, a dog, and

an ape (slide 6). Students will be allowed to use the textbook, their computers, and any

other informational text found within the classroom in order to find appropriate

information to fill the chart. All jot charts must include a description of similarities and

differences in structure and embryonic development. Groups of students who need to be

challenged will be encouraged to include any information that can be found regarding

biochemical similarities or differences, and any evolutionary relationships that have been

established through examination of the fossil record. The teacher will walk around the

class during exercise to offer assistance and keep students on task.

(20 minutes)

-Student groups will be instructed to tape their poster board jot charts onto the

blackboard. Each group will present their findings with a brief explanation of where and

how they found the info used. Jot charts will be collected for a class participation grade.

 Closure

(15 minutes)

-In order to reflect on what the students have learned, the teacher will create a brain

storming exercise in which evolution will be written on the blackboard and circled.

Students will discuss important aspects of evolution that they have learned in the class

period, and the teacher will write each suggestion on the board, making a spider map.
 The teacher will then provide students with a graphic organizer made by the teacher

which makes the necessary connections that students should take from this lesson. This

graphic organizer can aid students during preparation for assessments. Lastly, the teacher

will assign homework, which will require students to create their own jot chart, as done

in class, on a regular sheet of paper, comparing a lizard, frog, and bird. Students who

need challenging will be instructed to make additional connections pertaining to

biochemistry and the fossil record. ESL and diverse students will be required to find a

skeletal picture of each organism using their computers and circle the similarities/cross

through the differences found in each organism. A copy of the chart or pictorial

assignment should be emailed to the teacher before the beginning of class.

Assessment

 Formative: Along with teacher inquiry throughout the lesson, the teacher will assess

student progress through jot chart poster boards as well as through the brainstorming

exercise.

 Summative: Jot chart poster board will be graded as a daily participation grade.

Homework jot chart will assess each students individual understanding of the concepts

presented in class as a homework grade.

References

Sugar Hill Gang, B. Edwards, and N. Rogers. 1979. Rapper’s Delight. New York, NY.:

Sugar Hill Studios. (1979)

J. Simmons and D. McDaniels. 1986. My Adidas. New York, NY.: Profile Records.

(1985)

A Tribe Called Quest. 1991. Jazz (We’ve Got). New York, NY.: JIVE Records. (1991).

J. Sewell, A. Hunte, S. Carter (Jay-Z), S. Robinson, B. Keyes, A. Keys, A. Schuckburg.

2009. Empire State of Mind. New York, NY.: Roc Nation, Atlantic Records.
(2009).