Download Lesson Sequence - HSBIOLOGY-PHYSICS-2010

Grade 11 Evolution Unit: Lesson Sequence
Prepared by: Julie Girvan, Tiiu Hanemann and Maya Leith
The following unit incorporates the expectations and the goals of the science program as outline by the Ontario Ministry of Education.
Goals:
1. To relate science to technology, society, and the environment.
2. To develop the skills, strategies, and habitats of mind required for scientific investigation.
3. To understand the basic concepts of science.
For planning notes, accommodations, and annotated references, see the end of the unit outline. All worksheets have been included as
appendices.
Cluster/Topic
Day(s)
History of
Evolutionary
Thought and
Theories
1-2
Concept/Subtopic
with Learning Goals
for each Lesson
Teaching & Learning
Strategies
[G = Group, P = Pairs,
I = Individual]
Worksheets, Homework,
Assessment (A) and Evaluation (E)
(Refer to Unit Evaluation Plan
for Links to Achievement Chart)
By the end of the lesson
students will be able to:
1. “Are You Ready?”
p. 506-507, Q#1-8 [I]
- Understand the contributions
of various scientists to modern
theories of evolution
2. Debunking the Myths of
Evolution Handout
[G: class]
Worksheets:
1. Debunking Myths of Evolution
(Appendix 1)
2. Jigsaw Activity (Appendix 2)
3. Darwin Reading and Questions
(Appendix 3)
3. History of Evolutionary
Thought Jigsaw Activity
[G: 8 per home group]
Homework:
1. Darwin Reading
2. Q#1-7 from handout
Expectations
C2.1, C2.3,
A1.7, A2.2
Assessment:
- “Are You Ready?” Diagnostic
- Teacher observations of group work,
posters and presentations
3-4
By the end of the lesson
students will be able to:
- Understand the process of
natural selection using real life
examples
1. Discuss the history of
evolutionary thought
and theories
- Take up jigsaw
activity [G: class]
- Darwin’s journey on
the H.M.S Beagle
and observations [I]
Worksheets:
1. Examples of Natural Selection
(Appendix 4)
2. Evidence for Evolution (Appendix 5)
3. Web Activity: Homology vs. Analogy
(Appendix 6)
C2.1, C3.1
1
Cluster/Topic
Day(s)
Concept/Subtopic
with Learning Goals
for each Lesson
- Provide and explain examples
of evidence for evolution
Teaching & Learning
Strategies
[G = Group, P = Pairs,
I = Individual]
Worksheets, Homework,
Assessment (A) and Evaluation (E)
(Refer to Unit Evaluation Plan
for Links to Achievement Chart)
2. Examples of Natural
Selection [I]
Homework:
1. Complete web activity
3. Evidence for Evolution
Note [G: class]
- Homologous
structures, vestigial
structures,
embryological
development,
biochemical and
genetic analysis
Assessment:
- Collect web activity and review for
student understanding
Expectations
4. Web activity:
Understanding
Evolution - Homology
vs. Analogy [I]
5
By the end of the lesson
students will be able to:
- Describe the importance of
colouration in avoiding
predation.
1. Introduce Case Study:
Antibiotic Resistance to
Mycobacterium
tuberculosis [G: class]
2. Peppered Moth
Simulation [P]
- Relate environmental change
to changes in organisms.
Worksheets:
1. Outline of Case Study (see Case
Study document)
2. Peppered Moth Simulation
(Appendix 7)
A1.8, A1.10,
A1.11, C2.4,
C3.2
Homework:
1. Complete Analysis Questions
Assessment:
- Take up Analysis Questions as a
Class
- Explain how natural selection
causes populations to change.
EVALUATION – Quiz #1 (Scientists, Natural Selection, Evidence for Evolution)
Evolutionary
Mechanisms
6
By the end of the lesson
students will be able to:
- Describe mechanisms that
affect evolutionary
development and extinction of
various species.
1. Demos: A Gene Pool,
Selecting Socks,
Mutant Red Socks
(Appendices 14-16)
[G: class]
2. Mechanisms for
Worksheets:
1. Mechanisms for Genetic Variation
(Appendix 8)
2. Types of Selection (Appendix 9)
3. Sex and the Single Guppy
Investigation (see references for
website information)
C1.1, C2.1,
C2.2, C3.4
2
Cluster/Topic
Day(s)
Concept/Subtopic
with Learning Goals
for each Lesson
Teaching & Learning
Strategies
[G = Group, P = Pairs,
I = Individual]
Genetic Variation
- Mutations, Genetic
Drift, Gene Flow,
Non-random Mating
and Natural Selection
[G: class]
- Textbook reading and
handout with
questions to answer
[I]
Worksheets, Homework,
Assessment (A) and Evaluation (E)
(Refer to Unit Evaluation Plan
for Links to Achievement Chart)
Expectations
Homework:
1. Prepare data table for Sex and the
Single Guppy Investigation
Assessment:
- Take up handout as a class
- Exit cards to assess which topics
need to be reviewed
3. Types of Selection
[G: class]
- Disruptive, directional
and stabilizing
selection diagrams
4. Introduce Sex and the
Single Guppy
Investigation [G: class]
7
8
By the end of the lesson
students will be able to:
1. Review Mechanisms
for Genetic Variation
[G: class]
- Examine the role sexual
selection and predation play in
the evolution of guppies.
2. Sex and the Single
Guppy Investigation [I]
By the end of the lesson
students will be able to:
1. Work Period for Case
Study [I]
- Investigate the process of
natural selection by examining
a case study on resistance to
antibiotics in bacteria
9
Evaluation:
- Sex and the Single Guppy
Investigation
Worksheets:
1. Outline of Case Study
- Handed out and explained to
students previously (Day 5)
- See Case Study Document
A1.6. A1.10,
A1.11, C2.2,
C3.4
C1, C2.2,
C2.4, C3.2
Evaluation:
- Final product (due date TBA)
By the end of the lesson
students will be able to:
1. Artificial Selection Note
[G: class]
- Understand the process of
2. Selective Breeding vs.
Worksheets:
1. Selective Breeding vs. Genetically
Modified Plants (Appendix 10)
C1.1
3
Cluster/Topic
Day(s)
Concept/Subtopic
with Learning Goals
for each Lesson
artificial selection and analyze
the advantages and
disadvantages of artificial
selection technology in
society.
Teaching & Learning
Strategies
[G = Group, P = Pairs,
I = Individual]
Genetically Modified
Plants [P]
- videos and handout
Worksheets, Homework,
Assessment (A) and Evaluation (E)
(Refer to Unit Evaluation Plan
for Links to Achievement Chart)
Expectations
Homework:
1. Complete follow-up questions
Assessment:
- Take up homework questions
Evaluation – Quiz #2 (Mechanisms for Evolution, Type of Natural Selection, Artificial Selection)
Adaptation
and
Speciation
10
By the end of the lesson
students will be able to:
- Explain the process of
adaptation of individual
organism to their environment.
1. Demo – The Value of a
Thumb (Appendix 17)
[G: class]
Worksheets:
1. Evolution 101 - Speciation
(Appendix 11)
2. Adaptation Note
[G: class]
- Definition, Types of
Adaptations:
structural,
physiological and
behavioural
Homework:
1. Evolution 101 - Speciation
C2.1, C3.2
Assessment:
- Take up answers to Speciation
handout
3. Evolution 101 –
Speciation [G: class]
- Students complete
handout as they
work through the
website
11
By the end of the lesson
students will be able to:
- Understand how species have
evolved as a result of natural
selection acting upon inherited
traits in changing
environments.
- Reflect on how new
environments can provide new
selection pressures, new
1. Speciation Note
[G: class]
- Types: Sympatric vs.
Allopatric, Adaptive
radiation, Divergent
vs. Convergent
Evolution, Coevolution, Gradualism
vs. Punctuated
Equilibrium
Homework:
1. Read p.571-575
2. Answer Q#1, 6, 7 (p.576)
3. Read. 602-605
4. Answer Q#1-5, 8 (p.605)
C3.3
Assessment:
- Take up homework questions
2. Sex, Speciation and
4
Cluster/Topic
Day(s)
Concept/Subtopic
with Learning Goals
for each Lesson
opportunities, and isolation
leading to speciation.
STSE
Culminating
Activity
12
13-14
Teaching & Learning
Strategies
[G = Group, P = Pairs,
I = Individual]
Worksheets, Homework,
Assessment (A) and Evaluation (E)
(Refer to Unit Evaluation Plan
for Links to Achievement Chart)
Fishy Physics [I]
- Read Science News
Article – “Old Fish,
New Fish, Red Fish,
Blue Fish”
- Watch Podcast:
Vision, Colour and
Evolution
By the end of the lesson
students will be able to:
1. Watch NOVA video –
“Hawaii Born of Fire”
[G: class]
Worksheets:
1. Evolution in Isolation Activity
(Appendix 12)
- Understand how adaptations
to environmental change can
affect reproductive success of
an organism.
2. Complete Evolution in
Isolation Activity [I]
Assessment:
- Take up handout
1. Introduce and review
assignment with
students. [G: class]
Worksheets:
1. Evolution Unit: Culminating Activity
(see Culminating Activity Document)
2. Take students on a trip
to the Toronto Zoo,
which includes a class
tour before students
spend time working on
their own. [G: class]
Assessment:
- Meet with students to review
observations of animal at the Toronto
zoo and observations of animal in the
future
By the end of the lesson
students will be able to:
- integrate the big ideas from
the unit as part of the
summative assessment and
evaluation of the unit
3. Give students a class
period to complete their
observations from the
zoo and in the future.
Meet with students to
monitor progress. [I]
Review
15
REVIEW
UNIT TEST
16
EVALUATION: UNIT TEST
Expectations
C1.2
C2, C3
Evaluation:
- Final product (due date TBA)
5
Planning Notes:
- Book the computer lab if you do not have access to computers in your classroom. A number of the activities included in this unit require internet access.
- The textbook references refer to the Nelson Biology 12 textbook.
- Self-assessment of learning skills by students can take place throughout the unit (as well as throughout the course). See Appendix 13 for the handout that
would be given to students.
- Ensure that photocopies of required worksheets are made prior to lessons.
- For culminating task, ensure that the zoo visit is booked well in advance to guarantee availability.
Accommodation for Special Needs and E.L.L:
- Provide student with opportunity to discuss learning needs at the beginning of the semester
- Meet with Special Education teacher and/or parent to discuss learning needs for student
- Student sits in close proximity to teacher so that progress may be monitored
- Adjust classroom set-up to ensure easy access and movement for students with physical disabilities
- Instructions are given orally as well as written on the board
- An agenda is used by students and checked regularly by teacher to keep track of assigned work
- Work may be organized into smaller chunks
- Provide copies of notes as needed (carbon paper or photocopied)
- Feedback is given on a regular and ongoing basis
- Assistance is provided by teacher or peer(s) as needed
- Assistive technology is provided as needed (e.g. computer, taped instructions)
- Isolation for writing evaluations
- Extended time on quizzes and test
- Rephrase questions on evaluation as needed
- Oral testing provided as required
- Provide time for student to meet with Special Education teacher as needed
- Provide opportunity to complete work in an alternate setting, where appropriate
- Allow student to use calculator, dictionary, etc. where appropriate
Annotated References:
Borislaw, B. and M. Shields. (2001). A Demo a Day – A Year of Biological Demonstrations. Flinn Scientific, Inc. Batavia, IL. p.176-181.
Great resource! Lots of demos for teaching biology. Source of demos for Lesson 6 and 10.
Di Giuseppe, M., et al. (2003). Biology 12. Toronto: Nelson Canada.
A grade 12 textbook used in the past to teach evolution. Good for clarifying concepts, pictures/diagrams, homework questions and developing teacher
notes.
Muskopf, S. (2006-2008). The Biology Corner. Online: www.biologycorner.com. Accessed: July 10, 2009.
 Link for Lesson 6 & 7: http://www.biologycorner.com/worksheets/sex-selection.html
Wonderful resource for biology teachers. Lots of notes, activities, quizzes, etc…
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Nova Teachers. (2009) Hawaii Born of Fire - Classroom Activity. Online: http://www.pbs.org/wgbh/nova/teachers/activities/2211_hawaii.html. Accessed: July 12,
2009.
Outlines procedures that can be used for lesson 12. It also includes answers to the handout questions.
Ontario Curriculum, Science and Technology, Grades 11 and 12, revised 2008.
Ontario Ministry of Education documents used to create the unit plan. Contains overall and specific expectations for evolution unit and scientific
investigation skills and career exploration expectations that must be addressed in all units.
Teacher’s Domain. (2009). Lesson Plan: Bioengineered Foods? Online: http://www.teachersdomain.org/resource/tdc02.sci.life.gen.lp_bioengfood/. Accessed:
July 13, 2009.
This site has links to the videos required for lesson 9, as well as extension activities that are more related to genetic engineering.
University of California Museum of Paleontology. (2009). Understanding Evolution. Online: http://evolution.berkeley.edu/. Accessed: July 12, 2009.
 Link for Lesson 10: Evolution 101 – Speciation (http://evolution.berkeley.edu/evolibrary/article/0_0_0/evo_40
 Link for Lesson 11:Sex, Speciation and Fishy Physics(http://evolution.berkeley.edu/evolibrary/news/090301_cichlidspeciation)
This is a wonderful resource for teaching evolution. There are notes that explain concepts, current news articles are posted frequently and lesson plans for
teachers.
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