Download Unit Plan Template for Evolution Everywhere

Unit Plan Template
Note: Type in the gray areas. Click on any descriptive text, then type your own.
Unit Authors
First and Last Names
Carrie Bilodeau and Ashley Chin-Baarstad
Authors’ E-mail Addresses
[email protected]; [email protected]
Target Course
Biology 1
Student characteristics
Ninth grade; required of all students for graduation
School(s) Name(s)
Typical Indiana High School
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• Stage 1 Unit Overview: Identify desired outcomes and results.
Students will know… (understand)
Unit Plan Title
Evolution Everywhere: Weaving Evolution Through
Required Indiana High School Biology Units.
Curriculum-Framing Questions
Unit 1 (Nature of Life): How does the study of evolution illustrate
Essential Question
the principles of science, including science’s possibilities and
limits?
Unit 2 (Ecology): How do Earth’s living and nonliving parts interact
and affect the survival and reproduction of organisms?
Unit 3 (Cells): What are the evolutionary origins of cells and
organelles?
Unit 4 (Genetics): How do new adaptations appear and
persist in a population?
Unit 1: How do scientists study processes they can’t see
happening? What is a theory? Is evolution a well-supported
theory? Are certain aspects better-supported than others?
Unit 2: What is population growth? What factors that affect
Unit Questions
population growth? What are limited resources, competition, and
predation? How does this relate to invasive species, natural
variation, differential survival, and reproduction?
Unit 3: How well supported is the endosymbiotic theory of
organelles? What did the first cells look like and what could they
do?
Unit 4: How does natural selection preserves favorable traits? How
does variation, selection, and time fuel the process of evolution?
How are new genes are formed and old genes are eliminated?
Why do some organisms evolve so as to be able to survive in
extreme environments and others not?
Unit Summary
Evolution Everywhere is not a discrete unit, but rather a series of lesson plans tailored for preexisting, state-mandated biology units intended to show that evolution is a unifying theory of
biology. Indiana’s current biology textbook places Evolution (Unit 5) as the last section to be
studied implying not only that the topic is separate from the rest of biology, but that it is the
least important. Practically speaking, its placement at the end of the school year also means
it is most likely to be rushed by teachers aiming to “cover” everything before final exams.
Evolution Everywhere will ensure that basic evolutionary concepts, such as natural selection,
developing theories and supporting them with evidence (possibly also a “history of science”
section), origins of life, and genetic evidence, are key parts of the curriculum. Students
should see evolution as an integral piece of biology throughout the school year, and should
make cross-connections between units, thus enhancing conceptual knowledge building.
Topics to be addressed vary by unit.
Unit 1 deals with the nature of science, specifically life sciences, and the processes by which
scientists build knowledge. Students will apply the principles of “good” science to Darwin’s
theory of evolution. They will determine for themselves whether this theory is well supported
by the standards of the field of biology, and will explore the possibilities and limits of biology
as a way of understanding the world.
Unit 2 concerns the study of ecology. Evolution Everywhere will most likely highlight natural
selection among interacting populations during this unit.
Unit 3 is about cells. Students will consider the theory of endosymbiosis as it applies to
the evolutionary beginnings of
2
eukaryotic and prokaryotic cells.
IN
T E L ® T E Aand
C H chloroplasts.
TO THE FU
T U Rwill
E also consider
mitochondria
They
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Unit 4 is the genetics unit. Students will think about genetics and its implications as evidence
Subject Area(s) (List all subjects that apply)
Evolution Everywhere is meant to target ALL subjects in biology.
Grade Level [Click box(es) of all grade level(s) that your Unit targets]
K-2
6-8
ESL
Gifted and Talented
3-5
9-12
Resource
Other:
Targeted State Frameworks/Content Standards/Benchmarks
9-10.RS.8 Assess the extent to which the reasoning and evidence in a text support the author’s
claim or a recommendation for solving a scientific problem.
9-10.WS.1 Write arguments focused on discipline-specific content.
9-10.WS.4 Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
9-10.WS.8 Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the research
question; integrate information into the text selectivity to maintain the flow of ideas, avoiding
plagiarism and following a standard format for citation.
NoS. 1 Develop explanations based on reproducible data and observations gathered during
laboratory investigations.
NoS. 2 Recognize that their explanations must be based both on their data and other known
information from investigations of others.
NoS.3 Clearly communicate their ideas and results of investigations verbally and in written form
using tables, graphs, diagrams, and photographs.
NoS. 8 Explain that the body of scientific knowledge is organized into major theories, which are
derived from and supported by the results of many experiments, and allow us to make testable
predictions.
B.1.3 Explain and give examples of how the function and differentiation of cells is influenced by
their external environment (e.g., temperature, acidity and the concentration of certain molecules)
and changes in these conditions may affect how a cell functions.
B.2.1 Describe features common to all cells that are essential for growth and survival. Explain
their function.
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B.2.3 Explain that most cells contain mitochondria (the key sites of cellular respiration), where
stored chemical energy is converted into useable energy for the cell. Explain that some cells,
including many plant cells, contain chloroplasts (the key sites of photosynthesis) where the energy
of light is captured for use in chemical work.
B.2.4 Explain that all cells contain ribosomes (the key sites for protein synthesis), where genetic
material is decoded in order to form unique proteins.
B.2.5 Explain that cells use proteins to form structures (e.g., cilia, flagella), which allow them to
carry out specific functions (e.g., movement, adhesion and absorption).
B.2.6 Investigate a variety of different cell types and relate the proportion of different organelles
within these cells to their functions.
B.4.3 Describe the consequences of introducing non-native species into an ecosystem and identify
the impact it may have on that ecosystem.
B.4.4 Describe how climate, the pattern of matter and energy flow, the birth and death of new
organisms, and the interaction between those organisms contribute to the long-term stability of an
ecosystem.
B.5.2 Describe how hereditary information passed from parents to offspring is encoded in the
regions of DNA molecules called genes.
B.5.5 Understand that proteins are responsible for the observable traits of an organism and for
most of the functions within an organism.
B.5.6 Recognize that traits can be structural, physiological or behavioral and can include readily
observable characteristics at the organismal level or less recognizable features at the molecular and
cellular level.
B.6.5 Explain how in sexual reproduction that crossing over, independent assortment and random
fertilization result in offspring that are genetically different from the parents.
B.7.1 Distinguish between dominant and recessive alleles and determine the phenotype that would
result from the different possible combinations of alleles in an offspring.
B.7.2 Describe dominant, recessive, codominant, sex-linked, incompletely dominant, multiply
allelic and polygenic traits and illustrate their inheritance patterns over multiple generations.
B.7.3 Determine the likelihood of the appearance of a specific trait in an offspring given the
genetic make-up of the parents.
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B.7.5 Explain and demonstrate how inserting, substituting or deleting segments of a DNA
molecule can alter a gene, how that gene is then passed to every cell that develops from it and how
the results may be beneficial, harmful or have little or no effect on the organism.
B.8.5 Describe how due to genetic variations, environmental forces, and reproductive pressures,
organisms with beneficial traits are more likely to survive, reproduce, and pass on their genetic
information.
B.8.6 Explain how genetic variation within a population (a species) can be attributed to mutations
as well as a random assortment of existing genes.

Stage 2: Determine what constitutes acceptable evidence of competency in the
outcomes and results (assessment). List Student Objectives/Learning
Outcomes:
Acceptable evidence of competency will be determined by the results students produce on
one or more projects per unit.
For Unit 1, students will write a brief paper evaluating the evidence that supports or does not
support evolutionary theory. They will determine whether various sources of information are
scientifically valid or not according to their knowledge of scientific methodology.
For Unit 2, After completing the lab in class and completing the lab sheet, the students will
write a lab report. The lab report will be made of the standard components: Title, Purpose,
Hypothesis, Materials, Methods, Results (including graphs), and Discussion. The discussion
should include thoughts about:
-In nature, what would determine what resource a rabbit can use?
-What makes a rabbit more likely to survive and reproduce?
-What would be the effect of introducing a non-native species into this ecosystem?
-What effect would climate change have on the survival and reproduction of the rabbits?
-What factors would have to combine to create a long-term stable population?
In Unit 3, students will complete a laboratory activity wherein they observe modern examples
of endosymbiosis in action. Students will complete a post lab worksheet in which they will
compare the lab activity to the theory of endosymbiosis in plant cells and chloroplasts.
For Unit 4, Students will watch a short video and write a paragraph describing what is going
on. This will serve as the assessment to determine if students are grasping the concepts of
mutation and natural selection.
• Stage 3: Plan instructional strategies and learning experiences that will bring
students to these competency levels. What sequence of teaching and
learning experiences will equip students to develop and demonstrate the
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desired understanding? List the Procedures:
Unit 1:
This type of activity is commonly called a "jigsaw" group project. Class size of 18-24 students
works best.
1. Form students into 5 equal groups. Assign each group one "evidence sheet" and have them
discuss so that all group members understand the nature of the evidence. 2. Each group should
come to a consensus as to whether or not their evidence is scientifically valid. Each group
member should be able to justify why it is or is not scientific. Students should be taking notes
and should be ready to present their groups findings to other. Ultimately, students should each
become "experts" on their group's evidence sheet.
3. Re-form the five groups so that there is now one person from the each original group in each
of the new groups-- one "expert" on each type of evidence per group.
4. Each "expert" reports his or her original group's findings to the other group members.
Students take notes on and discuss each type of evidence, coming to a consensus on whether
each type is or is not scientific. Once each "expert" has presented, groups come to a consensus
on whether evolution is or is not a well supported theory according to the evidence they have
examined.
5. Independently, student write a brief paragraph on what qualifies information as scientific.
Students will then write which type of evidence they found most convincing and which was
least convincing and why.
Unit 2:
Adapted from: http://www.lessonplansinc.com/lessonplans/population_ecology_lab.pdf
After completing the lab in class and completing the lab sheet, the students will write a lab
report. The lab report will be made of the standard components: Title, Purpose, Hypothesis,
Materials, Methods, Results (including graphs), and Discussion. The discussion should include
thoughts about:
-In nature, what would determine what resource a rabbit can use?
-What makes a rabbit more likely to survive and reproduce?
-What would be the effect of introducing a non-native species into this ecosystem?
-What effect would climate change have on the survival and reproduction of the rabbits?
-What factors would have to combine to create a long-term stable population?
Unit 3:
1. Students will have read about endosymbiosis for the previous night’s homework.
Students will have a basic knowledge of the idea that similarities between prokaryotes
and mitochondria and chloroplasts lead researchers to theorize that these organelles
originated as free-living unicellular organisms that were incorporated into modern
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eukaryotic cells in a symbiotic relationship. Class may start with a brief teacher
presentation on this idea as review.
2. Students will examine P. bursaria that has just been collected from a local pond.
They will draw and note the appearance of the protozoa.
3. Students will examine P. bursaria that has been cultured in the dark for two weeks
and note the number and color of zoochlorelli.
4. Students will divide their pond samples into two jars. One will be left in a dark space
for two weeks. One will be left in indirect sunlight for the same amount of time.
Students will predict what they expect to see in each jar. Alternatively, students may
examine P. bursaria from pre-prepared samples in order to speed up the lab.
5. After two weeks, students will examine each sample under a microscope again. They
will record their observations.
6. Students will rupture some of the paramecium in Sample 2, freeing the zoochlorelli.
They will add the free-standing zoochlorelli to the paramecium in Sample 3 and
observe the results.
7. Students will complete post-lab questions about the nature of the relationship
between the Paramecium bursaria and the zoochlorelli. They will draw comparisons
between this relationship and the theory of endosymbiosis among plant cells and
chloroplasts.
8. Optional: have students attempt to culture the free standing zoochlorelli in algae
growth medium. Have them predict whether the zoochlorelli will be able to survive
without the paramecium.
9. Optional: students will be challenged to look for other examples of possible
endosymbiosis among modern organisms (examples: “gut flora,” mycorrhizae.)
Unit 4
The students work in pairs to complete the antifreeze experiment. While the experiment is
running, watch the video. The students should take notes and can watch multiple times.
After the lab is complete, lead a discussion about the video and use the "Discussion Points"
as a guide.
Students will watch a short video and write a paragraph describing what is going on. This
will serve as the assessment to determine if student's are grasping the concepts of mutation
and natural selection.
Approximate Time Needed
Unit 1: 1-2 class periods
Unit 2: 90 minutes
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Unit 3: 1-2 laboratory periods
Unit 4: 50 minutes
Prerequisite Skills
Prerequisites are completion of the biology unit with which each lesson is associated (unit 1
for the unit 1 lesson plan, etc).
Materials and Resources
Technology – Hardware (Click boxes of all equipment needed)
Camera
Laser Disk
VCR
Computer(s)
Printer
Video Camera
Digital Camera
Projection System
Video Conferencing Equip.
DVD Player
Scanner
Other: Compound
microscopes
Internet Connection
Television
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet
Image Processing
Desktop Publishing
Internet Web Browser
E-mail Software
Multimedia
Encyclopedia on CD-ROM
Printed
Materials
Supplies
Web Page Development
Word Processing
Other:
Worksheets and textbooks, clipboards
Compound microscope
Slides, cover slips
Pond water samples (as indicated in lesson plan)
Ice
Test tubes
Thermometer
Polystyrene cup
Stirring rods
Safety glasses
Rock salt/coarse table salt
Felt tip marker
Paper towels
50/50 water-antifreeze mixture (as indicated in lesson plan)
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Unit 1:
1. Anatomical Evidence sheet
http://www.teachersdomain.org/resource/tdc02.sci.life.evo.whalesinmaking/
2. Molecular Evidence sheet
http://www.teachersdomain.org/resource/tdc02.sci.life.gen.homeobox/
3. Embryological Evidence video
http://www.teachersdomain.org/resource/tdc02.sci.life.cyc.embryo/
4. Fossil Evidence Activity
http://www.teachersdomain.org/resource/midlit10.sci.spltransition/
5. Biogeography Evidence Sheet
http://www.teachersdomain.org/resource/tdc02.sci.life.evo.convergence/
Unit 2:
http://www.lessonplansinc.com/lessonplans/population_ecology_lab.pdf
Internet
Resourc
es
Unit 3:
http://www.ebiomedia.com/paramecium-bursaria-its-easy-being-green.html
Unit 4:
Student Handout:
http://www.hhmi.org/biointeractive/activities/icefish/Icefish_Adaptations_Student.
pdf
Teacher Materials:
http://www.hhmi.org/biointeractive/activities/icefish/Icefish_Adaptations_Teacher.
pdf
Laboratory Video:
http://media.hhmi.org/fittest/birth_death_genes.html
"Discussion Points" for the video:
http://www.hhmi.org/biointeractive/activities/icefish/Icefish_DiscussionPoints.pdf
Background and References:
http://www.hhmi.org/biointeractive/activities/icefish/Icefish_BackgroundandRefere
nces.pdf
Assessment video:
http://www.hhmi.org/biointeractive/evolution/pocket_mouse_evolution.html
Others
Open area with distance of 30 meters
Accommodations for Differentiated Instruction
Page 9 of 10
Non-Native English
Speaker
See wiki for accommodations for each lesson plan.
Gifted Student
See wiki for accommodations for each lesson plan.
Other (explain)
Student Assessment (Refer back to Stage 2, above)
Unit 1: Students will complete their written assessment paragraph in class. Assessment of
quality of content will be done by the teacher.
Unit 2: Students will complete the lab report in class. Assessment of quality of content will be
done by teacher.
Unit 3: Students will complete the lab worksheet in class. The teacher will assess the quality
of content.
Unit 4: Students will complete a short written assignment in class. The teacher will assess
the quality of content.
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