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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 Day 2 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