Share my lesson logo
180 Downloads

Darwin and the Theory of Evolution

Lifeliqe
Lifeliqe
  • Preview of Darwin and the Theory of Evolution ShareMyLesson.pdf - page 1
Subject Science — Biology, Crosscutting Concepts, Science and Engineering Practices • Social Studies
Grade Level Grades 9-12, Professional Development
Resource Type Activity
Attributes
Good for Parents, Gifted and Talented
Standards Alignment
Common Core State Standards, Next Generation Science Standards
License

Attribution Non-commercial ShareAlike

CC (BY-NC-SA)

Share

Share On Facebook
Share On Twitter
Share On Pinterest
Share On LinkedIn
Share On Microsoft Teams
Email
Copy link

About
Resources
Standards
Reviews

This lesson contains 3D models. Some of them are available after a free registration to the Lifeliqe app.

 

NGSS and CCSS aligned. Integrated in crosscutting concepts. Aligned with principal science textbooks.

 

The lesson is dedicated to the explanation of evolution of species based on the theory of Charles Darwin.

 

Methodology:

• Discussion

• Reading

• Lecture

• Experiment

• Assessment

 

The principal learning objectives are:

• State Darwin’s theory of evolution by natural selection.

• Describe observations Darwin made on the voyage of the Beagle.

• Identify influences on Darwin’s development of evolutionary theory.

• Explain how a species can evolve through natural selection.

 

Science and Engineering Practices:

• Analyzing and Interpreting Data

• Constructing Explanations and Designing Solutions

• Engaging in Argument from Evidence

• Obtaining, Evaluating, and Communicating Information

 

Disciplinary Core Ideas:

• LS4.A: Evidence of Common Ancestry and Diversity

• LS4.B: Natural Selection

• LS4.C: Adaptation

 

Crosscutting Concepts:

• Patterns

• Cause and Effect

Assessment and Placement
Classroom Materials
Instructional Strategies
Working with Parents and Caregivers

Standards

Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
Read More About CCSS.ELA-Literacy.RST.11-12.1
Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
Read More About CCSS.ELA-Literacy.RST.11-12.8
Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Read More About CCSS.ELA-Literacy.WHST.9-10.2.a
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
Read More About CCSS.ELA-Literacy.WHST.9-10.2.b
Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
Read More About CCSS.ELA-Literacy.WHST.9-10.2.c
Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
Read More About CCSS.ELA-Literacy.WHST.9-10.2.d
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Read More About CCSS.ELA-Literacy.WHST.9-10.2.e
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Read More About CCSS.ELA-Literacy.WHST.9-10.2.f
Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Read More About CCSS.ELA-Literacy.WHST.11-12.2.a
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
Read More About CCSS.ELA-Literacy.WHST.11-12.2.b
Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
Read More About CCSS.ELA-Literacy.WHST.11-12.2.c
Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
Read More About CCSS.ELA-Literacy.WHST.11-12.2.d
Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
Read More About CCSS.ELA-Literacy.WHST.11-12.2.e
Draw evidence from informational texts to support analysis, reflection, and research.
Read More About CCSS.ELA-Literacy.WHST.9-10.9
Draw evidence from informational texts to support analysis, reflection, and research.
Read More About CCSS.ELA-Literacy.WHST.11-12.9
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Read More About CCSS.ELA-Literacy.SL.11-12.4
Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Read More About HS-LS4-1
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.
Read More About 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.
Read More About HS-LS4-2
Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Read More About HS-LS4-5
Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Read More About HS-LS4-5
Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
Read More About HS-LS4-3
Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
Read More About HS-LS4-3
Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
Read More About HS-LS4-4
Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
Read More About HS-LS4-4

Reviews

Write A Review!

Be the first to submit a review!