Back to the lesson plan builder
Lesson length30 min45 min60 min
Questions🔀 New questions

Print the plan for yourself; the student sheet prints on its own page after it.

Science lesson plan · 10th grade (Year 11 in England) · 45 minutes

Evidence for evolution and how new species form

Cells, genetics and evolution

CCSS NGSS.HS-LS4-1CCSS NGSS.SEP 7England: GCSE Combined Science: Inheritance, variation and evolution

Objective and success criteria

Students will: Evidence for evolution and how new species form.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Natural selection and resistance

Leads to: Read cladograms and shared derived traits

Materials: Microscope images or slides, Cell diagrams, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 5 min

  • Quick retrieval from earlier learning (Natural selection and resistance). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. What is selective breeding? (feeding animals more food / humans choosing parents with useful characteristics to breed / cloning one plant / animals choosing their own mates in the wild) → humans choosing parents with useful characteristics to breedPrompt: Farmers have done this for thousands of years.
  2. A population of 1000 bacteria contains 1% that are resistant to an antibiotic. The antibiotic kills all the others. How many bacteria survive? → 10Prompt: Only the resistant ones survive.
  3. What is the original source of new variation in a population? (learning new skills / mutations in DNA / injuries / exercise) → mutations in DNAPrompt: It is a change in the genetic code.

Hook · 5 min

  • Show a microscope image of cells and ask what students think they are looking at.
  • Share the objective: Evidence for evolution and how new species form. Read the success criteria together.

I do: model it · 10 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Approximate % difference between human DNA and other primates: chimpanzee 1.2 %, orangutan 3.1 %, rhesus macaque 7 %. Which primate shares the most recent common ancestor with humans?
  • Step 1: The smallest difference is 1.2 %.
  • Step 2: So the answer is: chimpanzee
  • Answer: chimpanzee
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 10 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Approximate % difference between human DNA and other primates: chimpanzee 1.2 %, gorilla 1.6 %, rhesus macaque 7 %. Which primate shares the most recent common ancestor with humans? (chimpanzee / gorilla / rhesus macaque) → chimpanzeePrompt: Fewer DNA differences means less time since the two lines split.
  2. The arm of a human, the wing of a bat and the flipper of a whale have the same arrangement of bones. What does this suggest? (Bats evolved from whales / It is a coincidence / They evolved from a common ancestor / They were designed for the same job) → They evolved from a common ancestorPrompt: The limbs do different jobs but share a pattern.

You do: independent practice · 10 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 5 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Approximate % difference between human DNA and other primates: orangutan 3.1 %, chimpanzee 1.2 %, rhesus macaque 7 %. Which primate shares the most recent common ancestor with humans? (rhesus macaque / chimpanzee / orangutan) → chimpanzeePrompt: Fewer DNA differences means less time since the two lines split.
  2. Why are fossils good evidence for evolution? (Fossils show that species never change / Every organism that ever lived became a fossil / Deeper (older) rock layers show simpler organisms that changed gradually over time / Fossils are all the same age) → Deeper (older) rock layers show simpler organisms that changed gradually over timePrompt: The fossil record is incomplete but shows patterns.

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Natural selection and resistance.
  • Use concrete materials: microscope images or slides.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Read cladograms and shared derived traits.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-10.

Free lesson plan from eurekami.com/lesson-plan-builder

eurekami

Evidence for evolution and how new species form

Name

Date

Score/ 8

  1. Question 1

    The arm of a human, the wing of a bat and the flipper of a whale have the same arrangement of bones. What does this suggest?

    • A. It is a coincidence
    • B. They were designed for the same job
    • C. Bats evolved from whales
    • D. They evolved from a common ancestor

  2. Question 2

    Approximate % difference between human DNA and other primates: gorilla 1.6 %, rhesus macaque 7 %, chimpanzee 1.2 %. Which primate shares the most recent common ancestor with humans?

    • A. gorilla
    • B. rhesus macaque
    • C. chimpanzee

  3. Question 3

    Approximate % difference between human DNA and other primates: gorilla 1.6 %, rhesus macaque 7 %, orangutan 3.1 %. Which primate shares the most recent common ancestor with humans?

    • A. rhesus macaque
    • B. gorilla
    • C. orangutan

  4. Question 4

    Approximate % difference between human DNA and other primates: rhesus macaque 7 %, orangutan 3.1 %, chimpanzee 1.2 %. Which primate shares the most recent common ancestor with humans?

    • A. rhesus macaque
    • B. chimpanzee
    • C. orangutan

  5. Question 5

    Bacteria that resist the antibiotic used against them appear within years. Why is this evidence for evolution?

    • A. It shows bacteria never mutate
    • B. Antibiotics create the resistance gene on purpose
    • C. We can watch natural selection change a population in real time
    • D. Bacteria choose to become resistant

  6. Question 6

    Approximate % difference between human DNA and other primates: chimpanzee 1.2 %, gorilla 1.6 %, orangutan 3.1 %. Which primate shares the most recent common ancestor with humans?

    • A. orangutan
    • B. chimpanzee
    • C. gorilla

  7. Question 7

    Which scientist developed the theory of evolution by natural selection at the same time as Darwin?

    • A. Isaac Newton
    • B. Gregor Mendel
    • C. Jean-Baptiste Lamarck
    • D. Alfred Russel Wallace

  8. Question 8

    Approximate % difference between human DNA and other primates: chimpanzee 1.2 %, rhesus macaque 7 %, gorilla 1.6 %. Which primate shares the most recent common ancestor with humans?

    • A. gorilla
    • B. rhesus macaque
    • C. chimpanzee

Free from eurekami.com

for the adult only

Answer key: Evidence for evolution and how new species form

  1. 1. D. They evolved from a common ancestor

  2. 2. C. chimpanzee

  3. 3. B. gorilla

  4. 4. B. chimpanzee

  5. 5. C. We can watch natural selection change a population in real time

  6. 6. B. chimpanzee

  7. 7. D. Alfred Russel Wallace

  8. 8. C. chimpanzee