Understanding biological evolution – video-based ESL lesson

This ESL lesson plan, designed for intermediate to advanced learners (B1–C1), introduces the fascinating topic of biological evolution in a clear and engaging way. Over 60–75 minutes, students will explore the scientific concept of evolution, its key mechanisms like natural selection and genetic drift, and supporting evidence such as fossils and homologies.

By integrating listening, speaking, reading, and writing activities, the lesson builds language skills while fostering critical thinking and curiosity about science. Using an accessible video from the Amoeba Sisters and interactive tasks, students will clarify misconceptions, expand their vocabulary, and connect evolution to real-world examples like antibiotic resistance or animal adaptations.

The plan is flexible, culturally sensitive, and designed to spark interest in a complex topic while supporting language development. A student handout is available here.

ESL lesson plan: Understanding biological evolution

Level: Intermediate to Advanced (B1–C1)
Duration: 60–75 minutes
Objective: Students will understand the concept of biological evolution, key mechanisms, and evidence, while practicing listening, speaking, reading, and vocabulary skills.
Materials: Audio/video (Evolution by the Amoeba Sisters), whiteboard, handouts with vocabulary and exercises, projector (optional).

Lesson plan

Warm-up activity (10 minutes): Brainstorm and discuss

1. Write the word “evolution” on the board. Ask:
   • What does “evolution” mean to you?
   • Where have you heard this word before (e.g., games, movies, science)?
2. Elicit responses and note misconceptions (e.g., individuals evolving, evolution meaning “better” or “stronger”).
3. Briefly introduce the lesson: “Today, we’ll learn what evolution really means in biology and clear up some misunderstandings.”

Vocabulary introduction activity (10 minutes): Pre-teach key vocabulary

Introduce the following 10 words from the transcript, providing definitions and examples. Write them on the board and provide a handout.

1. Evolution (n): Change in a population’s inherited traits over generations.
   • Example: The evolution of birds from dinosaurs took millions of years.
2. Population (n): A group of organisms of the same species living in the same area.
   • Example: A population of fish in a lake may have different colors.
3. Trait (n): A characteristic or feature of an organism, often inherited.
   • Example: Having blue eyes is a trait in humans.
4. Gene (n): A unit of heredity that codes for a trait.
   • Example: Genes determine your hair color.
5. Fitness (n): In biology, the ability to produce offspring and pass on genes.
   • Example: A plant with more seeds has higher fitness.
6. Natural selection (n): A process where organisms with favorable traits survive and reproduce more.
   • Example: Green grasshoppers survive better in grass due to natural selection.
7. Genetic drift (n): Random changes in a population’s gene pool.
   • Example: A storm might reduce a population, causing genetic drift.
8. Mutation (n): A change in an organism’s DNA, which may be harmful, beneficial, or neutral.
   • Example: A mutation might make a bacterium resistant to medicine. Note: bacterium (singular), bacteria (plural)
9. Homology (n): Similarity in organisms due to shared ancestry.
   • Example: The human arm and dog forelimb show homology.
10. Fossil (n): Remains or traces of an organism from the past.
    • Example: Dinosaur bones are fossils that show ancient life.

Task: Students match words to definitions on a handout or repeat after the teacher for pronunciation.

Listening/reading activity (15 minutes): Guided listening or reading

1. Play the audio/video of the transcript (if available) or have students read the transcript aloud in pairs.
2. Provide a handout with comprehension questions:
   • What is the main difference between evolution in biology and in games/cartoons?
   • What does “fitness” mean in biology?
   • Name two mechanisms of evolution mentioned in the transcript.
   • What is an example of a vestigial structure?
   • How does the fossil record support evolution?
3. Students answer questions individually, then discuss in pairs.
4. Check answers as a class, clarifying any difficult concepts (e.g., populations vs. individuals evolving).

Speaking activity (15 minutes): Group discussion

1. Divide students into small groups. Assign each group one of the following topics from the transcript:
   • Natural selection (e.g., green grasshoppers)
   • Genetic drift (e.g., lawn mower example)
   • Homologies (e.g., molecular or anatomical)
   • Fossil record or biogeography
2. Task: Explain your topic to the group using examples from the transcript. Use at least 3 vocabulary words.
3. Groups present a 1–2 minute summary to the class.
4. Teacher provides feedback on pronunciation and vocabulary use.

Writing activity (10 minutes): Short paragraph

1. Students write a 5–7 sentence paragraph answering one of these prompts:
   • Explain why populations, not individuals, evolve.
   • Describe one piece of evidence for evolution (e.g., fossils, homologies).
   • Why is evolution still happening today? Give an example.
2. Encourage use of at least 3 vocabulary words from the lesson.
3. Collect paragraphs for feedback or have students peer-review.

Wrap-up (5–10 minutes)Activity: Review and reflect

1. Quiz: Ask quick review questions (e.g., “What is genetic drift?” or “What is a fossil?”).
2. Discuss: “What was the most interesting thing you learned about evolution today?”
3. Homework: Find a news article or video about evolution (e.g., antibiotic resistance, new fossil discoveries) and write a 3-sentence summary.

Extension vocabulary

For advanced students or homework, introduce these additional words from or related to the transcript. Provide definitions and example sentences.

1. Gene pool (n): All the genes in a population.
   • Example: A large gene pool helps a population survive changes.
2. Camouflage (n/v): Coloring or patterns that help an organism blend into its environment.
   • Example: The tiger’s stripes provide camouflage in the forest.
3. Predator (n): An animal that hunts and eats other animals.
   • Example: Hawks are predators that eat small rodents.
4. Offspring (n): The children or young of an organism.
   • Example: The bird’s offspring inherited its bright feathers.
5. Ancestry (n): The origin or lineage of an organism or person.
   • Example: Humans and apes share a common ancestry.
6. Vestigial (adj): A structure that has lost most or all of its original function.
   • Example: The human appendix is a vestigial organ.
7. Embryology (n): The study of how organisms develop before birth.
   • Example: Embryology shows similarities between fish and human embryos.
8. Biogeography (n): The study of how organisms are distributed across the planet.
   • Example: Biogeography explains why marsupials are found in Australia.
9. Radiometric dating (n): A method to determine the age of fossils using radioactive isotopes.
   • Example: Radiometric dating showed the fossil was 65 million years old.
10. Speciation (n): The process by which new species form.
    • Example: Speciation occurred when two populations of fish became different species.

Notes for the teacher

• Adjust the difficulty of activities based on students’ levels (e.g., simplify questions for B1 or add more writing for C1).
• Use visuals (e.g., pictures of fossils, homologous structures) to support understanding.
• Encourage curiosity by connecting evolution to real-world examples (e.g., antibiotic resistance, dog breeding).
• Be sensitive to cultural or personal beliefs about evolution; focus on scientific explanations and avoid debates.