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Day 1:

Date:

Handout:

Embryotic Development Across Multiple Species and How It Relates to Evolution

Grade Level:

10

Subject:

Science

Topic:

Evidence of Common Ancestry and Diversity

Objective:

To understand the evidence of evolution through embryotic development between organism and relate homologies between physical attributes in utero.
3 Day Lesson (5 days with a PowerPoint presentation)
Lesson focused on:
*Ages 9-10 grade
*All genders
*Previous Knowledge in basic biology concepts learned from previous courses
ISTE Standard(s): Knowledge Constructor, Empowered Learner and Collaborator 2.4.b
Includes three different learning styles:
Based on ASSURED model:
1: Video instruction
2: Group work
3: Independent written report


(Simple Explanation) Look at pictures, videos, and drawings of different organisms in their embryotic stages and note the similarities. Draw conclusions on how certain organisms evolved from other organisms by the similarities in body parts and how they develop or disappear as the organism matures.

At the end of the lesson, students should be able to:
9-12.LS4.A.1
Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. (Clarification statement: Emphasis is on a conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution. Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of appearance of structures in embryological development. Communicate could mean written report, oral discussion, etc.)

9-12.LS4.A.2
Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. [Clarification Statement: Emphasis is on inferring general patterns of relatedness among embryos of different Organisms by comparing the macroscopic appearance of diagrams or pictures.

Show Me Standards:
9-10.W.2.A Follow a writing process to produce clear and coherent writing in which the development, organization, style, and voice are appropriate to the
task, purpose and audience; self-select and blend (when appropriate) previously learned narrative, expository, and argumentative writing techniques. (C.3)

9-10.W.3.A Review, revise, and edit writing with consideration for the task, purpose, and audience. (C.3)

9-10.RL.1.A Draw conclusions, inf
Google classroom link:
https://classroom.google.com/u/1/c/NDc5MTI5MTA3ODY5

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Prep:

Make sure that all students have internet access as well as a computer.
On the second day, depending on your class you may wish to move desks into groups of four for the group activity.
Headphones will also be needed for this lesson for independent video watching
The option of printing out the extra credit assignment is also availible.

Materials:

Headphones
Chrome book or Laptop
Stylist pen
Their own pen and paper for notes if needed

Standards Met:

IDs Only
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