Basic Productivity Tools (BPT)

Lesson Idea Name: Comparative Morphology – Analogous v Homologous Structures

Content Area: Biology
Grade Level(s): 9-12
Content Standard Addressed: GSE SB6. Obtain, evaluate, and communicate information to assess the theory
of evolution.
c. Construct an argument using valid and reliable sources to support the claim that evidence from
comparative morphology (analogous vs. homologous structures), embryology, biochemistry (protein
sequence) and genetics support the theory that all living organisms are related by way of common
descent.

Technology Standard Addressed: ISTE 3. Research and information fluency. Students apply digital tools to
gather, evaluate, and use information.

Selected Technology Tool: Microsoft Office PowerPoint 2016

URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4: Integration
☒ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

In this lesson plan, Microsoft Office PowerPoint is used to provide variety in content representation, as well as
opportunity for engagement and expression.

Lesson idea implementation:

This lesson plan begins with a warm-up asking students to hypothesize how closely related specific organisms
are, evolutionarily. Students will then discuss why they made the specific estimations they made and how
they deduced evolutionary relationship. This discussion will segue into the concept of comparative
morphology. I will present the e-book I created in PowerPoint and then discuss another method of
determining evolutionary relationship using embryology. Students will then be asked to create their own e-
book in PowerPoint of embryology and how it affects analysis of evolutionary relationships between
organisms. By creating their own e-book, they are more likely to retain their learning and have a deeper
understanding. This lesson will be concluded by students sharing their e-books with their peers in their e-class
(D2L) course shell. I will give direct feedback through their e-class sharing.

Reflective Practice:
I believe that presenting an e-book will increase engagement and understanding and that by allowing
students to create their own e-books, they will be more motivated and focused on the embryology content
and will be more likely to retain the information. This lesson is an introduction to how phylogenetic
relationships are derived. In subsequent lessons, the role of biochemistry and genetics in phylogeny will be
discussed.

Spring 2018_SJB
 Basic Productivity Tools (BPT)

Spring 2018_SJB