Download UbD: LESSON PLAN Course: AP BIOLOGY Week: 08/29 MONDAY

UbD: LESSON PLAN
Course: AP BIOLOGY
Week: 08/29
MONDAY
Essential question: How do species evolve?
Where are we headed:
 Enduring Understanding: Natural selection is a major mechanism of
evolution that acts on phenotypic variations in populations.
 Learning Objectives:
o The student is able to convert a data set from a table of numbers
that reflect a change in the genetic makeup of a population over time
and to apply mathematical methods and conceptual understandings
to investigate the cause(s) and effect(s) of this change (1.1)
o The student is able to evaluate evidence provided by the data to
qualitatively or quantitatively investigate the role of natural selection
in evolution (1.2)
o The student is able to apply mathematical methods to data from a
real or simulated population to predict what will happen to the
population in the future (1.3)
o The students is able to evaluate data-based evidence that describes
evolutionary changes in the genetic makeup of a population over time
(1.4)
o The student is able to connect evolutionary changes in a population
over time to a change in the environment (1.5)
o The student is able to use data from mathematical models based on
the Hardy-Weinberg equilibrium to analyze genetic drift and effects
of selection in the evolution of specific populations (1.6)
 Reminders: dress nicely tomorrow
Learning Activities:
 Hook: evolution MCQ
 Guided Inquiry:
o Intro to Hardy Weinberg equilibrium lab: Teddy Graham evolution
Day 2
o FULL FRQ from Teddy Graham Evolution lab – this is a 2 day process
involving individual practice constructing an FRQ in relationship to a
lab; group share to present FRQ ideas and revise them; and group
construction of a final FRQ; following this process students develop
the grading scale for the FRQ and assess their final answer; this
process, supported by the College Board AP Summer Institute
involves multiple checks for understanding
TUESDAY
Homework: homework plan
Essential question: How do species evolve?
Where are we headed:
 Enduring Understanding: Natural selection acts on phenotypic variations in
populations. Human impact variation in other species.
 Learning Objectives:
o The student is able to evaluate data-based evidence that describes
evolutionary changes in the genetic makeup of a population over time
(1.4)
o The student is able to connect evolutionary changes in a population
over time to a change in the environment (1.5)
 Reminders: genetic variation powerpoint added to HW plan
Learning Activities:
 Bellringer: Group FRQ – Artificial selection
 Hook: Does anyone have a pure bred dog?
 Guided Inquiry: Case Study-Rise of the Superbugs
o students work together to understand human impact on the
evolution of antibiotic resistance in a sample case
 Guided Practice: Breaking New Team
o Students explain the mechanism of action behind the superbugs case
study in an authentic assessment project
 Independent Practice: Cockroach FRQ – Part 1 (CFU)
 Closure: Why does evolution matter now? mini-flow diagram of resistance
(CFU)
Homework:
 Homework plan
WEDNESDAY Essential question: How do species evolve?
& FRIDAY
Where are we headed:
 Enduring Understanding: Evolutionary change is also driven by random
processes.
 Learning Objectives:
o The student is able to use data from mathematical models based on
the Hardy-Weinberg equilibrium to analyze genetic drift and effects
of selection in the evolution of specific populations (1.6)
o The student is able to justify the selection of data from mathematical
models based on the Hardy-Weinberg equilibrium to analyze genetic
drift and the effects of selection in the evolution of specific
populations (1.7)
o The student is able to make predictions about the effects of genetic
drift, migration, and artificial selection on the genetic makeup of a
population
 Reminders: homework plan
Learning Activities:
 Bellringer: Group FRQ – trichomes natural selection
 Hook: Trace Your Hand T-chart (CFU)
o review of evolutionary mechanisms vs. criteria for genetic equilibrium
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Day 2
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Quiz: IRAT/GRAT Natural Selection
Guided Inquiry: AP Hardy-Weinberg Lab
o This is a 2-day lab in which students participate in a mock-up of
random mating via allele cards and predict genotypic frequencies
o The initial findings are contrasted to those in cases of genetic drift,
natural selection, heterozygote advantage and students make
predictions regarding genotypic changes for cases of gene flow and
artificial selection
o Students participate in an open inquiry portion in which they design a
study to test evolutionary mechanisms
Activities:
Bellringer: Group FRQ continued – trichomes natural selection
Hook: Founder effect real-life example
Pres/Demo: Random processes leading to microevolution
o CFU: Plickers (genetic variation)
Open Inquiry: study design remix
o based on what we’ve covered today, would you want to re-design your
study and if so, how, and if not, why not?
Guided Inquiry: Day 2 AP H-W lab (see above description)
Independent Practice: H-W lab quiz
Closure: stoplight assessment
Homework:
 Homework plan
 lab write-up