Objectives (5 - 7 minutes)

1. Understand Lamarck and Darwin's theories: The teacher must ensure that students clearly understand Lamarck and Darwin's theories, their main ideas, and how they differ. This objective is fundamental for the development of students' critical thinking and for understanding species evolution.

2. Analyze the contributions of each theory to Biology: After understanding the theories, it is important for students to be able to identify and analyze Lamarck and Darwin's contributions to Biology. This includes understanding how their ideas influenced biological thinking and scientific practice.

3. Reflect on the application of the theories in modern science: Finally, students should be encouraged to reflect on the relevance of Lamarck and Darwin's theories in modern science. This involves understanding how these theories have been modified or complemented over time and how they continue to influence our understanding of biological evolution.

   Secondary Objectives:

   • Develop research and analysis skills: When working with Lamarck and Darwin's theories, students will be encouraged to seek additional information, evaluate different viewpoints, and develop their critical analysis skills.

   • Improve oral and written expression skills: During classroom discussions and when completing any writing tasks, students will have the opportunity to improve their communication skills. The teacher should encourage active participation and provide constructive feedback to support the development of these skills.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should start the lesson by briefly reviewing the concepts of biological evolution and natural selection. This can be done through a quick classroom discussion or a review quiz. (3 - 5 minutes)

2. Problem situation: Next, the teacher can present two problem situations to engage students:

   • The first situation may involve a bird species living in an area with different types of food. The teacher can ask students how they believe these birds evolved to develop different beak shapes, each adapted to collect a specific type of food. (2 - 3 minutes)
   • The second situation could be about a person who loses the use of a limb for a long period of time, and as a result, the limb atrophies. The teacher can ask students if they think this physical change could be passed on to the next generation. (2 - 3 minutes)

3. Contextualization: The teacher should then explain how these situations relate to Lamarck and Darwin's theories. They should highlight that the first situation illustrates natural selection, a central concept in Darwin's theory, while the second situation reflects the idea that acquired characteristics can be passed on to future generations, an idea advocated by Lamarck. (2 - 3 minutes)

4. Capturing students' attention: To capture students' attention, the teacher can share two curiosities:

   • The first curiosity is that, although Lamarck's theory has been widely rejected by the scientific community, there is recent evidence that some acquired characteristics can indeed be passed on to descendants. An example of this is the study suggesting that exposure to certain chemicals can affect the health of several generations. (2 - 3 minutes)
   • The second curiosity is that, although Darwin's ideas are widely accepted, the theory of evolution is constantly evolving. New discoveries and technological advances are continually expanding our understanding of biological evolution. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Presentation of Lamarck's Theory (7 - 10 minutes):

   • Introduction to Lamarckism: The teacher should start by explaining who Jean-Baptiste Lamarck was, his contributions to Biology, and the time he lived. It should be emphasized that Lamarck was one of the first to propose a theory of evolution, before Charles Darwin.
   • Law of Use and Disuse: The teacher should then introduce the 'law of use and disuse,' one of the main concepts of Lamarckism. It should be explained that according to this law, body parts that are more used develop, while those that are not used atrophy. The example of the atrophied limb from the Introduction can be used here.
   • Transmission of Acquired Characteristics: The teacher should then explain the idea that characteristics acquired during an organism's life can be transmitted to its descendants. It should be emphasized that this idea is one of the main differences between Lamarck and Darwin's theories.
   • Critiques and Rejection: Finally, the teacher should present the criticisms of Lamarck's theory, including the fact that acquired characteristics are not truly hereditary. It should be explained that although Lamarck's theory has been rejected by most biologists, some of his ideas, such as the idea that the environment can influence evolution, are still considered relevant.

2. Presentation of Darwin's Theory (7 - 10 minutes):

   • Introduction to Darwinism: The teacher should start by explaining who Charles Darwin was, his contributions to Biology, and the time he lived. It should be highlighted that Darwin is widely considered the father of the theory of evolution.
   • Natural Selection: The teacher should then introduce the concept of natural selection, the idea that organisms with characteristics more adapted to a specific environment are more likely to survive and reproduce. It should be explained that over time, this leads to changes in the population and eventually the formation of new species.
   • Variability and Heredity: The teacher should then explain that natural selection can only occur if there is variability in a population, that is, if there are hereditary differences among individuals. It should be emphasized that although Darwin did not know genetics, he was essentially describing the idea of genes and heredity.
   • Critiques and Further Developments: Finally, the teacher should present the criticisms and further developments of Darwin's theory, including the discovery of genetics and the modern synthesis of evolution, which combines Darwin's ideas with modern genetics.

3. Comparison of Theories (3 - 5 minutes):

   • Differences and Similarities: The teacher should then guide students to compare Lamarck and Darwin's theories, highlighting their main differences and similarities. Students should be encouraged to think critically and express their own opinions.
   • Classroom Discussion: Finally, the teacher should open the discussion to the classroom, allowing students to share their opinions and questions about Lamarck and Darwin's theories. It should be ensured that all viewpoints are respected and that the discussion is held in a respectful and constructive manner.

Return (8 - 10 minutes)

1. Connection to the Real World (3 - 4 minutes):

   • The teacher should recall the problem situations presented in the Introduction of the lesson. They should ask students to reflect on how Lamarck and Darwin's theories can be applied to explain these scenarios.
   • For the bird situation with different beak types, the teacher should reinforce that Darwin's theory of natural selection and adaptation can explain why these different beak shapes evolved.
   • For the atrophied limb situation, the teacher should remind that Lamarck's idea that acquired characteristics can be passed on to future generations is not widely accepted. However, they can discuss how exposure to certain chemicals can affect the health of several generations, suggesting that there are certain circumstances where acquired characteristics can be transmitted.
   • The teacher should encourage students to think of other real-world examples that can be explained by Lamarck and Darwin's theories.

2. Concepts Review (2 - 3 minutes):

   • The teacher should then ask students to summarize the main ideas of Lamarck and Darwin's theories. This can be done through a classroom discussion or, if time allows, students can be asked to write a brief paragraph about each theory.
   • The teacher should provide feedback on students' responses, correcting any misunderstandings and reinforcing key concepts.

3. Individual Reflection (2 - 3 minutes):

   • The teacher should ask students to individually reflect on what they learned in today's lesson. Reflection questions may include: 'What was the most important concept you learned today?', 'What questions do you still have?' and 'How do Lamarck and Darwin's theories apply to the world around you?'
   • Students should have a minute to think about these questions. They can then be invited to share their answers with the class if they feel comfortable.

4. Feedback and Closure (1 minute):

   • The teacher should thank students for their participation and ask if they have any final questions. They should also reinforce the main points of the lesson and remind students of the learning objectives for the next lesson.
   • The teacher should encourage students to continue exploring the topic on their own, whether through additional readings, internet research, or watching educational videos.

Conclusion (5 - 7 minutes)

1. Content Summary (2 - 3 minutes):

   • The teacher should start the Conclusion by summarizing the main points discussed during the lesson. This includes the presentation of Lamarck and Darwin's theories, the explanation of their key concepts, and the discussion of their differences and similarities.
   • It should be emphasized that although Lamarck's theory has been rejected by the scientific community, his ideas about the influence of the environment on evolution are still considered relevant.
   • Similarly, it should be reinforced that Darwin's ideas about natural selection and adaptation are widely accepted and form the basis of modern evolutionary theory.

2. Connection between Theory and Practice (1 - 2 minutes):

   • The teacher should then explain how the lesson connected theory, practice, and the real world.
   • It should be highlighted how the problem situations presented at the beginning of the lesson illustrate Lamarck and Darwin's theories in action.
   • The teacher should also recall the classroom discussions, where students had the opportunity to apply theoretical concepts to real-world examples and express their own opinions and ideas.

3. Extra Materials (1 minute):

   • The teacher should suggest some extra materials for students who wish to deepen their understanding of Lamarck and Darwin's theories. This may include books, articles, documentaries, and reliable websites.
   • Students should be encouraged to explore these materials at their own pace and to discuss any new information or ideas they discover in the next lesson.

4. Importance of the Topic (1 - 2 minutes):

   • Finally, the teacher should explain the importance of the lesson's topic for students' daily lives.
   • It should be emphasized that understanding Lamarck and Darwin's theories is fundamental to understanding how species have evolved and continue to evolve.
   • The teacher can also highlight the relevance of these theories to other areas of science, such as medicine, agriculture, and environmental conservation.

5. Closure (1 minute):

   • The teacher should end the lesson by reinforcing the main points of the topic and thanking students for their participation and effort.
   • They should remind students of the learning objectives for the next lesson and encourage continued study and reflection on the topic.