Download Guilfoyle Course - AP Bio Steps Monday 10/5

Guilfoyle
Course - AP Bio
EQ: Relationships are very important in biology, how many relationships can you identify/explain within the characteristics of life? Elaborate on
the need for these relationships? Predict how they evolved.
Steps
Focus Catalyst
Goal/Objective
Common Core
21st Century Skill
STEM
Technology
Monday 10/5
Catalyst - Quick Review of Darwin's Observations (fill in the grid)
See Separate Sheet for Unit Goal/Objectives (College Board and NCSCOS)
W1 - Write arguments to support claims with clear reasons and relevant evidence
W4 - Produce clear and coherent writing
W7 - Research
R1 - Cite textual evidence
Team work
Deductive reasoning
Promethean board
Big Idea 1 – Evolution: The process of evolution drives the diversity and unity of life
Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis.
Goal/Objective
Big Idea 3 – Living systems store, retrieve, transmit and respond to information essential to life processes
Big Idea 4: Interactions with biological systems lead to complex properties
Big Idea 1 – Evolution: The process of evolution drives the diversity and unity of life
EU 1A – Change in the genetic makeup of a population over time is evolution
EU 1A1.
Natural selection is a major mechanism of evolution
EU 1A2.
Natural selections acts on phenotypic variations in populations
EU 1A3.
Evolutionary change is also driven by random processes
EU 1A4.
Biological evolution is supported by scientific evidence from many disciplines, including mathematics
EU 1B – Organisms are linked by lines of descent from common ancestry
EU 1B1.
Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today
EU 1B2.
Phylogenic trees and cladograms are graphical representations of evolutionary history that can be tested
EU 1C – Life continues to evolve within a changing environment
EU 1C1.
Speciation and extinction have occurred through the Earth’s history
EU 1C2.
Speciation may occur when two populations become reproductively isolated from each other
EU 1C3.
Populations of organisms continue to evolve
LO 1.2 - Evaluate evidence provided by data to qualitatively and quantitatively investigate the role of natural selection in evolution
LO 1.3 - Apply mathematical methods to data from a real or simulated population to predict what will happen to the population in the future
LO 1.4 - Evaluate data based evidence that describes evolutionary changes in the genetic makeup of a population over time
LO 1.5 - Connect evolutionary changes in a papulation over time to a change in the environment
Define allele frequency and gene pool.
State that evolution involves a change in allele frequency in a population’s gene pool over a number of generations.
Outline the evidence for evolution provided by the fossil record
State that populations tend to produce more offspring than the environment can support.
Explain that the consequence of the potential overproduction of offspring is a struggle for survival.
State that the members of a species show variation.
Explain how sexual reproduction promotes variation in a species.
Explain how natural selection leads to evolution.
Agenda
Independent Work
CFU
Closure
Homework
STANDARD
ALIGNMENT
Explain two examples of evolution in response to environmental change; one must be antibiotic resistance in bacteria.
Explain the three modes of selection based on the normal distribution curve.
Catalyst - Quick Review of Darwin's Observations (fill in the grid)
Todaysmeet - Survival of the Luckiest
Quest - Darwin's Evolution
Flipchart - Intro to the Lab (lab will be modeled)
Activity - L: Breeding Bunnies (students enter and share data via googledocs)
Flipchart - Modes of NS (time permitting)
HW - Modes of NS DBQ
TOTD - Debriefing
Puzzles and DBQ
Individual consultations during the independent practice portion of the lesson
TOTD - Debriefing
Study
Big Idea 1 – Evolution: The process of evolution drives the diversity and unity of life
EU 1A – Change in the genetic makeup of a population over time is evolution
Student Goals
EU 1A1.
Natural selection is a major mechanism of evolution
EU 1A2.
Natural selections acts on phenotypic variations in populations
Define allele frequency and gene pool.
Student Goals
State that evolution involves a change in allele frequency in a population’s gene pool over a number of generations.
State that populations tend to produce more offspring than the environment can support.
Explain that the consequence of the potential overproduction of offspring is a struggle for survival.
State that the members of a species show variation.
Explain how natural selection leads to evolution.
See all AP College Board objectives above
AGENDA
ACTIVITY 1
Quick Review of Darwin's Observations
What is it that students must
be able to know, understand
and do by the end of the
activity?
Students will analyze a flow chart and "fill in" the missing terms (from a word bank)
How will you assess students
have learned?
Students will complete their grid (using table mates as needed)
How will you respond if they
cannot demonstrate learning? Re-loop and Remediate as needed
(today or tomorrow)
ACTIVITY 2
Quest - Darwin's Evolution
What is it that students must
be able to know, understand
and do by the end of the
activity?
Students will complete a mini assessment on Darwin's Evolution vs Lamarck's viewpoint
How will you assess students
have learned?
Scoring the Quest (provide feedback later in the week)
How will you respond if they
cannot demonstrate learning? Re-loop and Remediate as needed
(today or tomorrow)
ACTIVITY 3
Todaysmeet question
What is it that students must
be able to know, understand
and do by the end of the
activity?
Students will respond to a question that leads our class into the lab "survival of the luckiest" using todaysmeet
How will you assess students
have learned?
Individual consultations and class discussion
How will you respond if they
cannot demonstrate learning? Re-loop and Remediate as needed
(today or tomorrow)
ACTIVITY 4
Flipchart - Intro to Breeding Bunnies Lab
What is it that students must
be able to know, understand
and do by the end of the
activity?
Students will simulate a study to quantify natural selection mathematically (modeling of activity by the instructor)
How will you assess students
have learned?
Class Discussion as needed
How will you respond if they
cannot demonstrate learning? Re-loop and Remediate as needed
(today or tomorrow)
ACTIVITY 5
Breeding Bunnies Lab
What is it that students must
be able to know, understand
and do by the end of the
activity?
Students will simulate a study to quantify natural selection mathematically (students enter and share data via googledocs)
How will you assess students
have learned?
Individual consultations and class discussion
How will you respond if they
cannot demonstrate learning? Re-loop and Remediate as needed
(today or tomorrow)
ACTIVITY 6
Flipchart - Modes of NS
What is it that students must
be able to know, understand
and do by the end of the
activity?
Students will examine Modes of NS
How will you assess students
have learned?
Individual consultations
How will you respond if they
cannot demonstrate learning? Re-loop and Remediate as needed
(today or tomorrow)
ACTIVITY 7
HW - Modes of NS DBQ
What is it that students must
be able to know, understand
and do by the end of the
activity?
Students will read a case study and determine the mode of NS
How will you assess students
have learned?
Individual consultations
How will you respond if they
cannot demonstrate learning? Re-loop and Remediate as needed
(today or tomorrow)
ACTIVITY 7
Debriefing
What is it that students must
be able to know, understand
and do by the end of the
activity?
Students will be debriefed on the days acitivities
How will you assess students
have learned?
Class Discussion
How will you respond if they
cannot demonstrate learning? Re-loop and Remediate as needed
(today or tomorrow)
COMMENTS/NOTES