Lesson Plan | Active Learning | Evolution: Introduction

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The objectives stage is crucial for clearly establishing what students should achieve by the end of the lesson. This allows both the educator and the students to have a shared and focused understanding of the learning expectations. Additionally, the objectives help guide the teaching process, ensuring that all proposed activities align with what needs to be understood and absorbed by the students.

Main Objectives:

1. Understand the concept of evolution and identify how species change over time through the process of natural selection.

2. Analyze and compare the theories of evolution proposed by Charles Darwin and Jean-Baptiste Lamarck, focusing on natural selection and the theory of use and disuse.

Side Objectives:

1. Develop critical thinking skills when evaluating different evolutionary theories.
2. Encourage debate and collaborative discussion among students to deepen understanding of the topic.

Introduction

Duration: (15 - 20 minutes)

The introduction serves to engage students with the theme of the lesson, using problem situations to review and apply prior knowledge in new and relevant contexts. Additionally, by contextualizing the importance of evolution with real-world examples, students can perceive the applicability and relevance of studying evolution in their lives and society. This phase prepares students for a deeper discussion and critical analysis of the evolutionary theories discussed later in the lesson.

Problem-Based Situations

1. Imagine you are a biologist on an isolated island discovering two populations of birds that feed on different types of seeds. One population has large, strong beaks, while the other has small, thin beaks. How would the theory of evolution explain these differences?

2. Consider a species of lizards living in an area with very light rocks and another population of the same species in an area with dark rocks. The lizards in each region have colors corresponding to the environment they live in. What evolutionary processes may have led to these adaptations?

Contextualization

Evolution is a fundamental concept for understanding the diversity of life on Earth and how species adapt to different environments over time. This understanding not only enriches our knowledge of nature but also has practical implications in areas such as agriculture, medicine, and environmental conservation. For example, by studying how viruses evolve, scientists can develop better strategies to combat diseases. Therefore, understanding evolution helps to appreciate the complexity of life and to develop solutions for global challenges.

Development

Duration: (75 - 80 minutes)

The development stage in the lesson plan is designed to deepen students' understanding of the theory of evolution and the mechanisms of natural selection and use and disuse through practical activities that stimulate knowledge application in real and imaginative scenarios. This hands-on approach aims to solidify the theoretical understanding previously acquired while also promoting critical thinking skills and teamwork.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - Live Evolution!

> Duration: (60 - 70 minutes)

- Objective: Understand the process of natural selection and how different characteristics can be advantageous depending on the environment.

- Description: In this activity, students will be divided into groups and will receive cards representing different characteristics of an animal species in a specific environment. Each group will have to decide which characteristics would be more advantageous for survival and reproduction in different environmental scenarios presented by the teacher. With each round, environmental scenarios change, forcing the groups to rethink their natural selection strategies.

- Instructions:

• Divide the class into groups of up to 5 students.

• Distribute the characteristic cards to each group.

• Explain the different environmental scenarios that will be presented.

• Ask each group to select the most advantageous characteristics for the presented scenario.

• Discuss each group's choices after each round, highlighting how natural selection could favor those characteristics.

• Repeat the process for different scenarios.

Activity 2 - Lamarck's Laboratory

> Duration: (60 - 70 minutes)

- Objective: Explore Lamarck's theory of use and disuse and discuss its limitations and differences compared to Darwin's natural selection.

- Description: Students will simulate Lamarck's theory using rubber bands to represent the use and disuse of muscles. Each group will receive rubber bands and a series of physical tasks. They will predict and then test how the frequent use of certain muscles (rubber bands) can lead to their strengthening, while the lack of use can lead to weakening, reflecting Lamarck's idea about evolution.

- Instructions:

• Form groups of up to 5 students.

• Distribute rubber bands and describe how they represent different muscles.

• Present physical tasks that the groups must perform using the rubber bands.

• Ask the groups to discuss and record their predictions about the use and disuse of the muscles.

• Perform the tasks and observe the changes in the rubber bands.

• Debate how this simulation relates to Lamarck's theory.

Activity 3 - Evolutionary Treasure Hunt

> Duration: (60 - 70 minutes)

- Objective: Identify and analyze evidence of evolution in different contexts and forms, reinforcing the understanding of the concept of evolution and natural selection.

- Description: In this interactive activity, students will participate in a treasure hunt within the school, where each treasure found represents evidence of evolution. Each clue will lead to different examples of evolutionary adaptations, fossils, and comparisons between species, illustrating concepts of evolution and natural selection in a practical and fun way.

- Instructions:

• Prepare clues that guide students through different parts of the school where evidence of evolution is hidden.

• Divide students into small groups.

• Give each group a map and the first clue.

• Ask groups to solve puzzles and seek subsequent clues.

• Each treasure found should be briefly discussed before moving to the next.

• Conclude with a general discussion about all the evidence found and how they relate to the concepts of evolution.

Feedback

Duration: (10 - 15 minutes)

The feedback stage is essential for consolidating students' learning, allowing them to reflect on practical activities and discuss their conclusions in a collaborative environment. This discussion helps verify the understanding of evolution and natural selection concepts, as well as promoting argumentative skills and critical understanding of the theories studied. By sharing their experiences, students develop a deeper and more applicable understanding of the topic, which is crucial for meaningful learning.

Group Discussion

After the activities are completed, gather all students for a group discussion. Start the discussion by briefly reminding them of the main concepts addressed in the activities, such as natural selection and the theory of use and disuse. Ask how each group interpreted and applied these concepts in their activities. Encourage students to share their discoveries and reflections on the simulations and challenges faced. Stimulate the exchange of ideas on how evolution can be observed in different contexts and the importance of these concepts in understanding the natural world.

Key Questions

1. How did today's activities help you better understand the process of natural selection?

2. What are the main differences you observed between Darwin's and Lamarck's theories based on the activities carried out?

3. How would you apply the knowledge of evolution to explain natural phenomena or to solve practical problems?

Conclusion

Duration: (5 - 10 minutes)

The conclusion stage is designed to solidify the acquired knowledge, linking theory and practice in an integrated manner and highlighting the applicability of the concepts. This moment allows students to reflect on what they have learned and understand the importance of studying evolution in their lives and society. Through this recap and final discussion, students are encouraged to carry forward the knowledge acquired to new learning situations and practical applications.

Summary

In conclusion, the teacher should summarize and recapitulate the main concepts addressed during the lesson, emphasizing the understanding of evolution, natural selection, and the differences between Darwin's and Lamarck's theories. This includes revisiting practical examples used in the activities such as the simulation of advantageous characteristics and the adaptation to the use and disuse of resources, consolidating learning.

Theory Connection

Furthermore, it is crucial to explain how the lesson connected theory and practice, highlighting how the simulated activities allowed for a direct application of the theoretical concepts of evolution and natural selection. This helps students visualize how evolutionary theories apply in real and imaginative contexts, reinforcing the relevance of the learning.

Closing

Finally, the teacher should reinforce the importance of studying evolution, not only as a biological concept but as an essential tool for understanding and responding to practical challenges in the real world, such as species conservation and the development of new medical technologies. This connection with practical applications helps solidify the relevance of the topic for students.