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STAGE ONE – IDENTIFY DESIRED RESULTS
FESSIONAL CONTENT STANDARDS:
-11) FAF+ POC -2 n or justify with evidence how the alteration of the DNA sequence may produce new gene combinations that make little differenc e capabilities, or can be harmful to the organism (e.g., selective breeding, genetic engineering, mutations).
-11) INQ POC-7 a scenario, provide evidence that demonstrates how sexual reproduction results in a great variety of possible gene combinations utes to natural selection (e.g., Darwin’s finches, isolation of a species, Tay Sach’s disease).
-11) INQ FAF+POC -8 nformation about living or extinct organisms, cite evidence to explain the frequency of inherited teristics of organisms in a population, OR explain the evolution of varied structures (with defined functions) that affected the org l in a specific environment (e.g., giraffe, wind pollination of flowers).
-11) NOS+INQ -9 idence to make and support conclusions about the ways that humans or other organisms are affected by environmental factors o y (e.g., ens, diseases, medical advances, pollution, mutations).
NTIAL QUESTIONS : ESSENTIAL UNDERSTANDINGS: are the big, overarching questions that are central to What central concepts or ideas will students understa discipline and to the content you are going to teach? ● How Darwin developed his theory How do species adapt, differentiate, and survive selective ● Key components of Darwin’s theory pressures? ● Evolution takes a really long time How do selective pressures drive evolution and change allelic ● Selective pressures are the driving force behind evolutio frequencies in a population? ● Different types of selection ● Various ways different species can be created
Evolution Unit Plan
DENT KNOWLEDGE: nts will know… Scientific definition of theory What is a species? Charles Darwin’s trip on the HMS Beagle Lamarck’s theory of evolution and why he was wrong Darwin’s four principles on how evolution can occur How traits spread across a population How sexual reproduction increases variation in a species How selective pressures affect evolution and the traits in a population/ how selection can change allelic frequencies Fitness/ survival of the fittest “Fitness” is a relative term Scientific evidence for evolution Misconceptions of evolution Different types of selection (artificial, disruptive, directional, stabilizing) Mechanisms of speciation
STUDENT SKILLS: Students will be able to…
● Read figures and graphs and make conclusions and infer ● Use evidence based reasoning to support ideas ● Observe species and make predictions based on physical characteristics ● Make connections between terms, ideas, and concepts ● Apply Darwin’s four theories of how evolution can occu hypothetical species ● Defend a scientific theory using research ● Analyze data collected through research and draw conclusions ● Predict timing of changes in allelic frequencies given va strengths of selective pressures
Evolution Unit Plan STAGE TWO – ASSESSMENT EVIDENCE
summative performance tasks will students produce? Evolution of E. coli lab report Test
other assessments will you use to help students demonstrate their understanding (diagnostic, formative and m) ? Entrance and exit tickets Evolution concept map Misconceptions worksheet Evidence for evolution activity Lab report draft sections E. coli inquiry worksheet Investigating Acquired Bacterial Traits inquiry worksheet STAGE THREE – PLAN LEARNING EXPERIENCES
instructional methods will you use to teach the identified learning objectives?(See WHERETO and Teaching niques to Try for ideas)? Direct Teacher Presentations Hands-on inquiry-based activities Laboratory activity Cooperative learning Class discussions Small group discussions Brainstorming Group work Modeling & Demonstrations