Inquiry (3E) Lesson Plan Template

Teacher: Topic & Title: Evolution Grade Level: 9

by Natural Selection
Alexis Vasquez

AZ Science Standard:

● HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from
four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of
individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4)
the proliferation of those organisms that are better able to survive and reproduce in the environment

Objective (Explicit & Measurable):

● Students will be able to discuss the effects of natural selection on a changing population by correctly
answering at least 80% of the worksheet questions.

Evidence of Mastery (Measurable):

◻ Lesson Assessment
◻ Provide exemplar student responses with the level of detail you expect to see.
◻ Assign value to each portion of the response.

Science Content Information:

There are four driving factors that propel evolution in all organisms. Without these factors evolution, the change in a species
over time, is not possible. Species have the potential to increase in number due to sexual reproduction and the availability of
resources. If resources are plentiful and there are not many predators, it’s possible for a species to reach its carrying capacity.
There will be variation throughout a species due to sexual reproduction and mutation. Genes will be crossed during sexual
reproduction because the organism will receive half of its DNA from each parent and the DNA will contain dominant and
recessive genes that express themselves differently, or not at all. There is also a chance for random mutations to occur which
have the potential to be passed down to offspring. All organisms in a species will compete for resources like food and shelter
and the organism most fit for its environment will win over the less fit organism. The organisms that are best fit for their
environment will survive better, have an easier time attracting a mate, and produce more offspring to pass its advantageous
genes off to.

Main Idea / Background Knowledge: In this activity, students will study the photo on the first sheet and note the
differences between each time period. They should be able to see that the gray mice blend in with the sand more
and have more protection from the hawk. The fact that the gray mice blend in with the sand makes them less
visible to the hawk and other predators. Since the gray mice are able to survive and reproduce more, they make up
most of the population of the last time period. This phenomenon makes the gray fur gene dominant and as long as
this gene is beneficial for survival it will stay that way.

Misconceptions (Possible misleading thoughts students might have):

1
 ● Evolution happens in a single organism

● Evolution happens in just one or two generations

● Evolution is bad

Science & Engineering Practices: (Identify practices and how students will be using them in your lesson)

● Analyzing and interpreting data - students will have to study the picture of the three time periods and
gather data about it
● Engaging in argument from evidence- students will have to explain their claims using evidence from the
data they gathered

Safety (Safety rules and procedures that need to be addressed): N/A

Inquiry Questions (Testable in the here and now):

1. Why do mice have different colored fur?

2. If one color of fur is better than others, then why do other colors exist in the first place?

Key vocabulary (List and define): Materials (All items and quantities):

● Evolution - the change in a species over time ● Worksheet

● Population - a group of the same species living ● Computer

together in the same area

● Fitness - the ability to survive and reproduce

● Heritable trait - a characteristic that a parent

passes down to their offspring

● Adaptation - a heritable trait that increases

fitness

● Natural selection - the process by which

adaptations become popular within a population

Engage

◻ How will you activate student interest?

◻ How will you hook student attention?
◻ What questions will you pose, based on your objective, that students will seek to answer in Explore?

Teacher Will: (Hook) Student Will:

Show a video natural selection simulator in which students will
be able to see how variation in a species leads to adaptations.
Asking students why certain organisms are getting preyed on
at a higher rate. What is significant or different about the
organisms getting eaten less/more often?
First, observe the simulation, then write down their
thoughts. Then they will share what they wrote with a
partner. After sharing, students will play with the
simulation on their own.

2
Explore

◻ How will model your performance expectations? Remember, you are not modeling what you want students to discover but
need to model expected behavior or required procedures.
◻ How will students take the lead and actively use materials to discover information that will help them answer the question
posed in Engage?
◻ What questions or prompts will you be prepared to use with students while they are “exploring?”

Teacher Will: (Pose IQ #1) Student Will:

Hand out the evolution worksheet that students will complete Work with their groups to complete the worksheet with
together in their groups. Start by asking why do mice have minimal offtopic discussion.
different colored fur? Allow students to analyze the time period
picture and collect their data.

Best Teaching Practice/Differentiation Strategy

◻ What best practices will you incorporate? Communicate expected behavior before we begin the assignment, presenting the
objective before the assignment so students what they are expected to learn
◻ What accommodations/modifications will you provide for specific students (SPED, ELL, gifted, etc.)? More time or shortened,
yet correct answers will be accepted for students who need accommodation
◻ How will you anticipate students that need an additional challenge? I would give them a scenario with a different species and
different habitat and have them work out advantageous traits for the new scenario

Explain

◻ How will all students have an opportunity to share what they discovered?
◻ How will you connect student discoveries to correct content terms/explanations?
◻ How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the
question from Engage before moving on?

Teacher Will: Student Will:

Review vocabulary terms, clarify misconceptions, Complete questions 9 and 11 individually to

reteaching any concepts students are struggling to demonstrate their understanding of evolution
grasp

Best Teaching Practice/Differentiation Strategy

◻ What best practices will you incorporate? Providing positive feedback for the work they’ve done so far
◻ What accommodations/modifications will you provide for specific students (SPED, ELL, gifted, etc.)? Students requiring
accommodation can work with a partner to complete the questions, but must verbally explain their answers to the teacher.
◻ How will you anticipate students that need an additional challenge? Ask student to reflect on how they think evolution has
shaped