1. I. Overview of the text
Title of Textbook: Biology
Year of Publicaiton: 2008
Publisher: Glencoe/McGraw-Hill
Grade Level: 11
Chapter #: 15
Chapter title: Evolution
A. Chapter Information
The theme of this chapter will broadly focus on Darwin’s Theory of
Natural Selection and the various categories of evidence relating to
Evolutionary Theory in Biology.
B. Theme
Change
Diversity
Scientific Inquiry
C. State Standards1
1. “Communicate scientific information that common ancestry and
biological evolution are supported by multiple lines of empirical
evidence.”
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.”
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.”
4. “Construct an explanation based on evidence for how natural
selection leads to adaptation of populations.”
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.”
6. “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.”
7. “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.”
8. “Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or technical
processes”

2. 9. “Determine the meaning of words and phrases as they are used in a
text, including figurative, connotative, and technical meanings;
analyze how an author uses and refines the meaning of a key term
or terms over the course of a text.”2
10. “Analyze and evaluate the effectiveness of the structure an author
uses in his or her exposition or argument, including whether the
structure makes points clear, convincing, and engaging.”3
D. Summary of Strengths and Weaknesses
Understandability- This textbook is very understandable in its use of
vocabulary, sentence length, and its presentation of main ideas. In
terms of vocabulary, the textbook uses simple yet precise definitions,
and follows with examples to illustrate the definition or concept. The
sentence length varies, but flows naturally and remains fairly short in
most cases making it very easy to comprehend. Lastly, the book
always presents the main ideas through the use of subtitles, which help
a great deal with
Learnability- The textbook has a high degree of learnability because of
its organizational structure, supplementary resources, and its additional
questions and activities. The organizational structure is set up in broad
units with subsequent chapters, which help to support and elaborate on
the essential concepts of that unit. Also, the beginning of each unit lists
the main ideas of that unit which help focus students’ on the most
important information in the following The supplementary resources
are also useful with a very well organized table of contents outlining
each unit, chapter, and sections. The additional questions and activities
are also useful because they include a practice quiz at the end of each
chapter and a practice test at the end of each unit that can help
students’ test their knowledge of the material. There are also short lab
experiments that students’ can do as an additional activity.
Reinforcement- This textbook is very effective in its reinforcement
through the use of graphics, section summaries, and encouragement of
creative and scientific thinking. The textbook uses many clear graphics
that illustrate processes in something as small as the cell and as large
as an entire ecosystem. The end of each section of a chapter also
includes a bullet point list that emphasizes the most important concepts
that must be reinforced. Also, the end of each section includes
questions that require students’ to “Think Scientifically” using math
and writing in Biology.
Motivation- The textbook is motivating in its appealing visuals,
introductory activities, and suggestion of future careers. Throughout
the book, as well as the front cover, the visual display of a vast array
of plants and animals catches the readers’ attention. The introductory
activities to each unit is included in the teachers manual, and these

3. activities are very pro-active. Lastly, the most motivating aspect of the
textbook is the suggestion of future careers based on the topics
covered in each chapter. Potential areas of further research are even
proposed, helping to encourage students’ to consider researching in
that field of study.
E. Readability Findings
a. Fry Readability- Three passages of 100 words in length
selected from the textbook. One passage was chosen from the
beginning of the book, one from the middle, and one from the
end of the book. The average number of syllables of the three
passages was 176. The average number of sentences was 4.4.
When using these numbers with the Fry Readability Graph, the
readability level was 16.
b. Lexile Level- A random passage was selected from the
textbook. 300 words were used from the passage in the Lexile
Analyzer. The Lexile Report showed a Current Lexile Band of
1090L. This Lexile Measure corresponds to a Grade Band of
11-CCR. Therefore this textbook is appropriate for end of high
school students’ that are preparing to enter college.
F. Cloze Passage
a. “What do a cold and athlete’s foot have in common? They are
both _______________ of an infectious disease.
_______________ infectious disease is a _______________
that is caused when _______________ pathogen is passed
from _______________ organism to another, disrupting
_______________ in the organism’s body. _______________
called pathogens are the _______________ of the infectious
disease. _______________ but not all types _______________
bacteria, viruses, protozoans, fungi, _______________
parasites are included in _______________ group. Recall from
Chapter _______________ that many types of
_______________ organisms are present in the
_______________ around us without causing
_______________ diseases. Your body benefits
_______________ organisms, such as certain
_______________ of bacteria and protozoans,
_______________ normally live in your _______________
and reproductive tracts. Other _______________ live on your
skin, _______________ in the shafts of _______________ hair
follicles. These organisms _______________ pathogens from
thriving and _______________ on your body. Before
_______________ invention of the microscope,
_______________ thought “something” passed from
_______________ sick person to a _______________ person
to cause an_______________. Then, scientists discovered
microorganisms _______________ Louis Pasteur

4. demonstrated that microorganisms from the air are able to
grow in nutrient solutions, as discussed in Chapter 14. With the
knowledge gained from these and other discoveries, doctors
and scientists began to develop the germ theory. The germ
theory states that some microorganisms are pathogens.
However, scientists were not able to prove this theory until
Robert Koch developed his postulates. In the late 1800s Robert
Koch, a German physician, was studying anthrax- a deadly
disease that affects cattle and sheep and can also affect people.
Koch isolate bacteria, like those in Figure 37.1, from the blood
of cattle that had died from anthrax.”4
b. “What do a cold and athlete’s foot have in common? They are
both examples of an infectious disease. An infectious disease is
a disease that is caused when a pathogen is passed from one
organism to another, disrupting homeostasis in the organism’s
body. Agents called pathogens are the cause of the infectious
disease. Some but not all types of bacteria, viruses, protozoans,
fungi, and parasites are included in this group. Recall from
Chapter 18 that many types of these organisms are present in
the world around us without causing infectious diseases. Your
body benefits from organisms, such as certain types of bacteria
and protozoans, that normally live in your intestinal and
reproductive tracts. Other bacteria live on your skin, especially
in the shafts of your hair follicles. These organisms keep
pathogens from thriving and multiplying on your body. Before
the invention of the microscope, people thought “something”
passed from a sick person to a well person to cause an illness.
Then, scientists discovered microorganisms and Louis Pasteur
demonstrated that microorganisms from the air are able to
grow in nutrient solutions, as discussed in Chapter 14. With the
knowledge gained from these and other discoveries, doctors
and scientists began to develop the germ theory. The germ
theory states that some microorganisms are pathogens.
However, scientists were not able to prove this theory until
Robert Koch developed his postulates. In the late 1800s Robert
Koch, a German physician, was studying anthrax- a deadly
disease that affects cattle and sheep and can also affect people.
Koch isolate bacteria, like those in Figure 37.1, from the blood
of cattle that had died from anthrax.”

5. II. Instructional Strategies
A. Vocabular𝒚 𝟓
1.
Nice To Know Important Essential/Central
1) Derived Traits
2) Ancestral Traits
3) Comparative
Biochemistry
4) Biogeography
5) Camouflage
6) Mimicry
7) Founder Effect
8) Allopatric Speciation
9) Sympatric Speciation
10) Stabilizing Selection
11) Disruptive Selection
12) Sexual Selection
1) Homologous Structures
2) Vestigial Structures
3) Fossil Record
4) Embryo
5) Fitness
6) Genetic Drift
7) Bottleneck
8) Speciation
9) Adaptive Radiation
10) Convergent evolution
11) Gradualism
12) Punctuated Equilibrium
1) Artificial Selection
2) Natural Selection
3) Evolution
4) Hardy-Weinberg
Principle
2. A strategy that would be useful for aiding understanding of the terms
above would be the “Vocabulary Self-Collection Strategy.6
” Students would be divided
into groups of three to five, depending on the size of the class. Each group would then
choose one of the vocabulary words from the “Important List” that they feel should be
emphasized. The group would then have to present that word to the class. The group
would first read a short passage from the textbook containing that vocabulary word.
Second, they would explain the context of the passage and how the word is defined based
on its context. Third, they would explain how that vocabulary word relates to the one or
more of the “Essential/Central” vocabulary words. And fourth, the students would
explain to the class why they chose to present that particular vocabulary word. As a group
is presenting, the rest of the students should be recording these words and their meanings
in their vocabulary notebooks. A very simple format for a student vocabulary notebook
can be seen below:
Word Textbook Definition My Definition How I will
remember the word
(Spelled correctly) (From text glossary) (In student’s own
words)
(Picture or visual
representation)
This strategy is useful because it in itself accomplishes steps 2, 3, and 5 of the “6-
Step Process for Vocabulary Instruction.”7
Step 2 of this model of instruction focuses on
having students describe the vocabulary word in their own words, which is accomplished
in the presentation as well as the vocabulary notebooks. Step 3 of this model of
instruction asks students to sketch a picture to represent the term. This is accomplished as
well in the vocabulary notebook. Step 5 of this model is also accomplished because

6. students discuss the terms with one another in their groups, and the other students in the
class, which involves paired thinking. So overall, the Vocabulary Self-Collection
Strategy would be very effective in its usefulness for vocabulary instruction.
B. Before Reading Strategy
One “before reading strategy” I would like to use would be the PreP
Procedure.8
It is called PreP because it is a pre-reading plan. This
procedure is useful because it helps students activate their background
knowledge of the topic of discussion, and it helps me as a teacher
identify the level of background knowledge, schema, and associations
students have about the topic of the lesson. Essentially, the strategy
has three steps. Step one is “Initial associations with the concept.”
Students write or say a word or phrase that comes to mind when they
hear [blank], a word that is relevant to the topic you are discussing.
This first step reveals associations and schema students have regarding
that word. Step two is “Reflections on initial associations.” Students
are asked, “What made you think of [the response given by the
student]?” This step is important because it makes students aware of
their own “network of associations,” and it also allows other students
to gain a variety of differing views and perspectives. The third and
final step is “Reformulation of knowledge.” When the class has
discussed relevant topics and associations have in more depth, students
are asked if they have any new ideas, changed or elaborated on during
the discussion. This strategy can help prepare students before reading
by clearing up misconceptions they may have, while also getting them
to think creatively before engaging with the text.
This strategy would be especially useful when discussing some of the
vocabulary words in the list above. For example, if I chose to discuss
the word “Natural Selection” then this would allow me to hear
students’ thoughts on the various examples of natural selection they
have heard of, and perhaps lead to a discussion of how this selection
works more precisely, and how this relates to evolution. This activity
could also be turned into an “Admit Slip” where students’ participate
by writing their associations on an index card and handing them to me.
We could then go through each card and move through steps two and
three of the PreP procedure.
C. During Reading Strategy
One “during reading strategy” I would like to use would be the
Reading for Meaning Organizer.9
In essence, this organizer contains
four to five important statements from an assigned reading. Students
then read the text, looking for positive and negative evidence
regarding those claims. If the student finds positive evidence, then a
quote or paraphrase should be written in the “Proof For” column next
to the statement, and the page number should be given as well. If the

7. student finds negative evidence then the quote or paraphrase should be
listed in the “Proof Against” column, along with the page number.
When both categories of evidence are provided in the text, then both
should be recorded in the organizer. After all the evidence is listed, the
student should checkmark the “Agree” or “Disagree” box. By
incorporating this strategy, students not only read the text in a more
engaging way, actively searching for the author’s arguments, and flow
of thought, but also evaluating the evidence in support of Evolution,
the first state standard listed above in Section I.C. A sample table is
provided below.
Proof For Agree Statement: Dis-
Agree
Proof Against
Statement 1:
Statement 2:
Statement 3:
Statement 4:
In context of a unit covering Evolution and Darwin’s Theory of Natural Selection,
statements could be a category of evidence, and then the student must find the specific
data about that category of evidence in the textbook, and restate it in the “Proof For” or
“Proof Against” columns. So for example, Statement 1 could say, “the fossil record

8. supports common ancestry.” In the “Proof For” column, students could give specific
evidence by stating, “transitional fossils from mammals to whales are suggestive of
common ancestry.” In the “Proof Against” column, students might give specific evidence
by stating, “the Cambrian explosion suggests that all the major animal Phyla appeared
abruptly and without precursors.” Statements 2, 3, and 4 might regard, Molecular
Homology, Anatomical Homology, Embryology, etc. Again, by using such a strategy,
students are accomplishing state standards 1, 2, 5, 6, and 7 listed above in section I.C.
D. After Reading Strategy
The broad purpose of an “After Reading Strategy” is to help students
retain important concepts and details from the reading, while also
helping them to independently reflect on those concepts and how they
can apply them. One strategy that seems to accomplish this very well
is the “What? So What? Now What? Strategy. Essentially this strategy
asks students to first summarize what they have learned. It then asks
students to reflect on why it is important in the “real world.” And
finally it asks students how they can apply that knowledge. The
generic form of this strategy can be seen below. By incorporating this
strategy, students are required to engage the material being covered in
a deeper way that will require creative thinking, and encourage further
application.
What? So What? Now What?
What?
What have you learned from
the reading(s)? Summarize the
key ideas.
So What?
Why is this information
important for you to know?
How does it connect to the “real
world?”
Now What?
What should you do with this
information next? How will you
apply this knowledge? What do
you still have questions about?
What else do you want or need
to know?
In the context of a unit covering Evolution and Darwin’s Theory of
Natural Selection, this strategy could be applied at an individual level,

9. with each individual student answering the questions, or at the group
level, with certain groups answering the questions and presenting their
answers to the entire class. If groups were used, then one group of 5-6
students would be used to answer the “what?” question, another group,
the “so what?” question, and another group the “now what?” question.
Each group would then present their answers to the entire class,
helping every individual student to consider other perspectives,
enhancing their own connections and applications as well.
Each question could be modified to fit this instructional unit as well.
So for example, the first question could be “what have you learned
about Darwin’s Theory of Natural Selection, and how it relates to
Evolution?” The second question could be “Why is Darwin’s Theory
of Natural Selection important for you to know? How does his theory
apply to other aspects of people’s lives?” The last question could be
“How will you apply your knowledge of the theory of Natural
Selection to your own life? What else would you like to know about
it? Do you still have questions about it?” Though many examples of
potential responses could be given, one answer to the “so what?”
question could be related to prescription antibiotics and how drug
resistance is becoming a problem due to natural selection selecting the
most drug resistant bacteria or virus to survive and propagate. Another
group could answer the “now what?” question by saying they intend to
take the full dose of their medication to prevent further drug resistance.
E. Differentiated Instruction
It is important to recognize that students are diverse and therefore the
strategies mentioned above may need to be modified to meet the
unique needs of some students. One way I plan to differentiate
instruction in my Reading For Meaning Organizer, which is my
During Reading Strategy, is to assign only two statements for my
struggling readers, and four for the all of my other students. In doing
this, students that are struggling will still learn very important
evidences for evolution, but will also meet their individual needs. This
is just one example of a way I would differentiate instruction. Other
methods may include temporary grouping of students with
homogenous abilities to meet the learning need of a small group, or
even finding students a private literacy coach.10
F. Technology Tools
Though there are many online tools I could use during this
instructional unit, I would like to incorporate an activity using the
classroom smart board and the online game found at this link
(http://www.sciencechannel.com/games-and-interactives/charles-
darwin-game/). This is an interactive game that helps students
understand the theory of Natural Selection by allowing them to pick

10. various mutations that they think will help a cartoon bird survive in a
dry desert environment. The game has various levels with changes to
the environment including heat, food, and predators and the goal is for
the species of birds to survive for 1 million years. This is a very useful
game because it helps students apply their knowledge to a video game
scenario that they find fun and interactive, while also reinforcing the
evolutionary mechanism of Natural Selection. I would play the game
on the smart board and allow the class as a whole to work together to
choose the best traits, which I would then select on the smart board.
Bibliography
1. Kentucky Academic Standards 2015- High School- Science- pgs 679-80.
2. Common Core Standards for English Language Arts & Literacy in History/Social
Studies, Science, and Technical Subjects. Reading Standards for Informational Text 6-12.
Grades 11-12 students. pg 40.
3. Ibid., pg 40.
4. Biology. Kentucky ed. Columbus: McGraw-Hill, 2008. 1076. Print.
5. The vocabulary words used here can be found in (Biology. Kentucky ed. Columbus:
McGraw-Hill, 2008. pgs 418-441. Print.
6. Vacca, Richard T., Jo Anne L. Vacca, and Maryann Mraz. Content Area
Reading:Literacy and Learning across the Curriculum. 11th ed. New York City: Pearson,
2014. pgs 257-258. Print.
7. Marzano, R.J. & Simms, J.A. (2013). Vocabulary for the Common Core. Marzano
Research Laboratory. ISBN: 978-0-9858902-2-3
8. Vacca, Richard T., Jo Anne L. Vacca, and Maryann Mraz. Content Area
Reading:Literacy and Learning across the Curriculum. 11th ed. New York City: Pearson,
2014. pgs 186-187. Print.
9. Ibid., pgs 280-308.
10. Ibid., pg 136.