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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… 6 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. 7