Lesson Plan

• Describe the definition of evolution and the concept of a gene pool.
• Explain how natural selection, genetic drift, mutation, and gene flow alter allele frequencies.
• Apply the Hardy–Weinberg principle to determine if a population is evolving.
• Identify different modes of speciation and the evidence that supports evolution.

• Projector and screen
• PowerPoint slides with diagrams
• Handout summarizing mechanisms and Hardy–Weinberg equation
• Whiteboard and markers
• Clicker or polling software for quick checks
• Sample data sets for allele frequency calculations

Begin with a striking image of a finch population on the Galápagos islands to spark curiosity about how species change. Review prior knowledge of DNA, alleles, and basic natural selection concepts. Outline today’s success criteria: students will be able to explain the mechanisms that shift gene‑pool composition and predict evolutionary outcomes using Hardy–Weinberg.

1. Do‑Now (5') – Students answer a quick poll: “What does ‘gene pool’ mean?” Discuss answers.
2. Mini‑lecture (15') – Define evolution, gene pool, allele frequency; introduce natural selection, genetic drift, mutation, gene flow with slide visuals.
3. Interactive activity (15') – In groups, calculate allele frequencies from a provided dataset and apply Hardy–Weinberg to test for evolution.
4. Case‑study discussion (10') – Examine a real‑world example of speciation (e.g., cichlid fish) and identify the mechanism.
5. Guided practice (10') – Fill in a flowchart linking mechanisms to changes in allele frequencies and speciation.
6. Formative check (5') – Exit ticket: one sentence describing which mechanism most likely drove a given scenario.

Summarize how the four mechanisms collectively reshape gene pools and can lead to new species. Collect exit tickets and clarify any lingering misconceptions. Assign homework: read a short article on antibiotic resistance as microevolution and prepare a one‑page reflection.