Schechter

Sara Schechter Biology *I know the assignment was for a week, but I think this will required a few more days than 5…sorry! Students will understand that: sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time. || Estimate how closely related species are, based on scientific evidence (e.g., anatomical similarities, similarities of DNA base and/or amino acid sequence.) Provide a scientific explanation for the history of life on Earth using scientific evidence (e.g., fossil record, DNA, protein structures, etc.)
 * ** Stage 1-Desired Results **
 * ** Established Goals **
 * Students will: **

Account for the evolution of species by citing specific evidence of biological mechanisms. || New traits may result from new combinations of existing genes or from mutations of genes in reproductive cells within a population.
 * ** Understandings **
 * Students will understand that: **

Molecular evidence (e.g., DNA, protein structures, etc.) substantiates the anatomical evidence for evolution and provides additional detail about the sequence in which various lines of descent branched.

The principles of evolution (including natural selection and common descent) provide a scientific explanation for the history of life on Earth as evidenced in the fossil record and in the similarities that exist within the diversity of existing organisms.

Evolution occurs as a result of a combination of the following factors: · Ability of a species to reproduce · Genetic variability of offspring due to mutation and recombination of genes · Finite supply of the resources required for life Natural selection, due to environmental pressure, of those organisms better able to survive and leave offspring.

OVERARCHING Question: WHY DOES EVOLUTION MATTER NOW?
 * Related MISCONCEPTIONS**: "Evolution is //JUST// a theory." Students may misunderstand the scientific definition of "THEORY." || ** Essential Questions **

For this Week: How do we know evolution happens? || Estimate how closely related species are, based on scientific evidence (e.g., anatomical similarities, similarities of DNA base and/or amino acid sequence.) Provide a scientific explanation for the history of life on Earth using scientific evidence (e.g., fossil record, DNA, protein structures, etc.)
 * ** Students will know… Students will be able to… **

Account for the evolution of species by citing specific evidence of biological mechanisms. ||
 * ** Stage 2 – Assessment Evidence ** ||
 * ** Performance Tasks ** :
 * Task 1 ** : Teach a lesson to the class: each group will read an article that covers a different example of evolution occurring in nature (Staph, crickets, arthropods, whales, HIV, Fire Ants, Pesticide-resistant bugs) The group will then present the material to the class in the form of a story, comic, song, rap, poem, or skit. Each group will be responsible for showing the class HOW these different populations have changed over time. (Assessment Criteria: Could students accurately illustrate the change over time that occurred in these populations?)


 * Task 2 ** : After performing the BIRD BEAK (an evolution simulation) lab, 2 students will each be assigned one species of wading bird . They will then work independently to create a scenario to explain how each bird evolved from a single common ancestor. They must use their knowledge of genetics and mutations to explain how the present day population evolved from the ancestral beak. Their explanations should be accompanied by drawings of transitional birds that preceded their wading bird. (Does the student understand types of genetic mutations that could result in amino acid changes that could possibly provide beneficial mutations? Are these concepts discussed in their descriptions and drawings?)


 * Task 3 ** : Letter: students will choose an audience and write a letter arguing the importance of understanding evolution. They will use information from one of the articles as a spring board for their essay. (Examples: letter to a teacher that is addicted to hand sanitizer.) || ** Other Evidence: **
 * Tests ** : Evolution test will cover vocabulary and concepts from Chapter 15.


 * Lab Analysis Questions ** : Analysis questions will accompany the bird beak lab, origami bird lab, and each group will be responsible for creating questions to accompany their presentations. ||
 * ** Stage 3 – Learning Plan ** ||
 * ** Learning Activities **
 * W ** here is the unit going: Students will be able to make more informed decisions about their health based on knowledge acquired from this unit. (Bacterial resistance, pesticide resistance, use of hand sanitizer and antibacterial products)


 * W ** here are the students coming from? During the week prior to this one, students will have performed several experiments and activities related to Radiometric dating, age of Earth, etc. that will give them a basic understanding of how old Earth is, and when during the geologic time scale different organisms evolved.


 * H ** ook: Do Nows/Warm-ups: For the beginning of the each lesson of this unit, hand out mini bottles of hand sanitizer; have students read the statement “kills 99.9% of germs.” Have students discuss what this actually means for a person using the hand sanitizer. Is this a good thing? What happens to the 0.1% that survive? Begin each class with a classic example of evolution, and have students examine and discuss the scenario with a partner, and then with the class.


 * E ** quip: Students will explore the process of evolution through several lab experiments that will simulate the process of evolution.


 * R ** ethink/**R**evise: Students will discuss their wading BIRD BEAK scenarios with the classmate. Students that had the same wading bird will compare their scenarios and critique each others’ work.


 * E ** valuate: Class discussions about letters. What was their audience? Why did they pick this audience?


 * T ** ailored: Group presentations: give students an opportunity to present material in a variety of ways. Labs are hands-on, and allow students to explore concepts visual and kinesthetically.


 * O ** rganized: I will circulate the room and conference with students about their ideas during group activities and individual assignments. ||

==How was it creating this lesson? Creating this lesson was challenging, but it really made me think about my planning in a new way. What difficulties did you encounter? I encountered difficulties when trying to think of assessments for students. I am not sure I did a good job of creating assessments that would accurately gauge understanding. I also had a hard time condensing the unit into one week of time. Did you like the format? I liked the format. I felt it was a good way to organize my thoughts.== === Sara: Commendation: Nice job. The BIRD BEAK sounds like a great learning experience, and the origami bird lab is just brilliant. I also liked how you used infused literacy into science in the form letters. Schmoeker would be proud! Suggestion: I would have liked to see the grade level at the beginning. Perhaps I don't teach middle/high school, but it seems that the HIV article could be a delicate issue. -Peter Ianacone ===