Download Unit / Activity Title: Applying Evolution Teacher: Philip Vinogradov

Unit / Activity Title: Applying Evolution
Teacher: Philip Vinogradov
Course: Genetics and Biotechnology
Date: May 2011
Stage 1 - Desired Results
Establish Goals:
PA State Science and Technology standards / Biology Anchors:
S11.A.1.1 Analyze and explain the nature of science in the search for understanding the natural
world.
BIO.B.3.2 Analyze the sources of evidence for biological evolution
BIO.B.3.3 Apply scientific thinking, processes, tools, and technologies in the study of the theory of
evolution.
Understandings:
Essential Questions:
Students will understand that. . .
 How can we use / apply evolutionary
Evolutionary theory can be used as a predictive
theory today?
tool. Evidence from predictions can be used to
refine the theory
Students will know . . .
Students will be able to…
 How to apply evolutionary theory to
 Pose questions and provide evidencebuild Cladograms
based explanations about
understanding
 How multiple lines of evidence are
used to establish common ancestry
 Describe the criteria used in
developing and refining a cladogram
 Why Molecular evidence is more
definitive in establishing evolutionary
 Apply their understanding of genetically
relatedness then superficial or
conserved sequences and variation
environmental similarity.
Stage 2 – Assessment Evidence
Performance Tasks:
Other Evidence:
Hands on manipulation and creation of a shell
Individual contributions to cladogram rational
cladogram (Formative)
Conversations with teams when requesting
Google Presentation Revision Cycle
research products
(Formative and Summative)
Status Reports on Google Presentation to
close sessions
Stage 3 - Learning Plan
Learning Activities:
Day 1: Challenge Introduction - Presentation / group discussion (Cone snail biology, molecular
mechanisms of venom, calcium channel variation between fish and mammals, pain drug
development). Establishment of teams and copy of Google presentation resources
Day2-3: Pharmaceutical Challenge – Build cladograms to find candidate species for drug
development. Make reasoned predictions to guide use of limited research funds. Refine
cladograms based on evidence and prepare reasoned proposals.
Unit / Activity Title: Applying Evolution
Teacher: Philip Vinogradov
Course: Genetics and Biotechnology
Date: May 2011
Personal Checklists
NETS*S Standards
Which National Educational Technology Standards for Students (NETS*S) are
addressed?
http://www.iste.org/Content/NavigationMenu/NETS/For_Students/NETS_S.htm
Creativity and Innovation
 Communication and Collaboration
 Research and Information Fluency
 Critical Thinking, Problem Solving, and Decision Making
 Digital Citizenship
 Technology Operations and Concepts
21st Century Skills
Which 21st Century skills are addressed?
 Digital-Age Literacy
 Inventive Thinking
 Effective Communication
 High Productivity
Bloom’s Taxonomy:
Where does this project fit on the revised Bloom’s taxonomy?
 Create
 Evaluate
 Analyze
 Apply
 Understand
 Remember
Instruction:
Five Universal Design Principles:
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Scaffolding
Active Engagement
Metacognition
Modeling
Explicit Instruction