Topic: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence (HS-LS4-1). Adjust the settings, then copy the prompt.
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Planning notes for this lesson
Prerequisite skills to check: natural selection and adaptation (HS-LS4-4 or MS-LS4-4); DNA and proteins (HS-LS1-1); fossils and rock layers from middle school (MS-LS4-1).
Key vocabulary: common ancestry, biological evolution, empirical evidence, DNA sequence, amino acid sequence, homologous structure, fossil record, embryological development, line of descent, scientific theory.
Warm-up idea: Show forelimb outlines of a human arm, a bat wing, a whale flipper and a cat leg side by side. Ask: these limbs do different jobs, so why do they share the same bone pattern?
Exit ticket idea: Students make a one-page brief or poster in at least two formats (for example a short paragraph plus a table or diagram) explaining how two lines of evidence, such as DNA sequence similarities and anatomical structures, each support common ancestry, and cite where their information came from.
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