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Unit Plan an Assessment of
Student Learning
Evolution
• Each lesson in my unit plan was constructed
using the 5-E model to enhance inquiry.
• Students responded positively to this new
teaching style.
• Throughout the unit I monitored student
learning.
• Before teaching my unit, I asked a series of
prior knowledge assessment questions
• After teaching my unit, I asked the same
questions
• I collected several pieces of evidence of
student learning from three different students
chosen at random
Common Alternative Conceptions
• Growth/development VS. Evolution
Addressed during the explain phase of
Antibiotic Resistance Lab
• Role of Genes
Addressed during the many of the labs, but
specifically during the Toothpick Fish Lab
Assessment Questions
1. Do populations of organisms change over
time? How do you know?
2. Why would organisms need to change?
3. Is there evidence that any organisms living
today have experienced any change?
4. What factors would contribute to any change?
Student B Responses: Pre-Assessment
Student B Responses: Post-Assessment
Day 1: Horse Fossil Lab
• SOL: BIO.7 The student will investigate and
understand how populations change through
time. Key concepts include
a) evidence found in fossil records;
• NGSS: HS-LS4-1. Communicate scientific
information that common ancestry and
biological evolution are supported by multiple
lines of empirical evidence.
Day 1: Horse Fossil Lab
• Students compared different species of horse
fossils through time.
• They were asked several
open-ended questions about the
fossils that emphasized
critical-thinking skills.
• Assessment: Activity Sheet with
open-ended questions
Day 2 and 3:Peppered Moth Activity
• SOL: BIO. 7 The student will investigate and
understand how populations change through
time. Key concepts include
b) how … environmental pressures impact
the survival of populations;
c) how natural selection leads to
adaptations;
e) scientific evidence and explanations for
biological evolution
Day 2 and 3:Peppered Moth Activity
• NGSS: HS-LS4-4. Construct an explanation
based on evidence for how natural selection
leads to adaptation of populations.
Day 2 and 3:Peppered Moth Activity
• Students act as birds “eating” red and
newspaper colored cut-out moths laid out on
sheets of newspaper.
• They discovered that they found red moths
faster than newspaper colored moths.
• We discussed how this could translate to
populations in the wild.
Day 2 and 3:Peppered Moth Activity
• Assessment: Activity Sheet with open-ended
questions and compare and contrast
Student Data:
Day 4 and 5: Homologous Structures
• SOLs:BIO.7 The student will investigate and
understand how populations change through
time. Key concepts include
e) scientific evidence and explanations for
biological evolution.
BIO.6 The student will investigate and
understand bases for modern classification
systems. Key concepts include
a) structural similarities among organisms;
Day 4 and 5: Homologous Structures
• NGSS: HS-LS4-1. Communicate scientific
information that common ancestry and
biological evolution are supported by multiple
lines of empirical evidence.
Day 4 and 5: Homologous Structures
• Students were asked to complete various tasks
with and without the use of their thumbs and
fingers.
• The different strategies they use represent
homologous structures of whales, dogs, and
humans.
• Assessment: Activity Sheet, Venn-Diagram
Student Responses:
Day 6: Antibiotic Resistance
• SOLs:BIO.7 The student will investigate and
understand how populations change through
time. Key concepts include
b) how genetic variation, reproductive
strategies, and environmental pressures
impact the survival of populations;
e) scientific evidence and explanations for
biological evolution.
Day 6: Antibiotic Resistance
• NGSS:HS-LS4-2.Construct an explanation based
on evidence that the process of evolution
primarily results from four factors: (1) the
potential for a species to increase in number, (2)
the heritable genetic variation of individuals in a
species due to mutation and sexual reproduction,
(3) competition for limited resources, and (4) the
proliferation of those organisms that are better
able to survive and reproduce in the
environment.
Day 6: Antibiotic Resistance
• As a class we discussed recent cases of MRSA
in the area.
• Students were ask to answer real-world
questions regarding a scenario pertaining to
antibiotic resistance.
• We worked through these problems in groups
• Assessment: Activity Sheet with real-world
problems
Day 7 and 8: Toothpick Fish Lab
SOLs:BIO.7 The student will investigate and
understand how populations change through
time. Key concepts include
b) how genetic variation, reproductive
strategies, and environmental pressures
impact the survival of populations;
Day 7 and 8: Toothpick Fish Lab
• NGSS:HS-LS4-3.Apply concepts of statistics
and probability to support explanations that
organisms with an advantageous heritable
trait tend to increase in proportion to
organisms lacking this trait.
Day 7 and 8: Toothpick Fish Lab
• Students are asked to track the “genes” in a
simulated population of fish throughout
different selection pressures.
• These scenarios are translated to populations
of fish in the wild.
• Assessment: Activity sheet with open-ended
and authentic problems
Day 8 and 9: Darwin’s Finches
• SOLs:BIO.7 The student will investigate and
understand how populations change through
time. Key concepts include
b) how genetic variation, reproductive
strategies, and environmental pressures
impact the survival of populations;
Day 8 and 9: Darwin’s Finches
• NGSS:HS-LS4-3.Apply concepts of statistics
and probability to support explanations that
organisms with an advantageous heritable
trait tend to increase in proportion to
organisms lacking this trait.
Day 8 and 9: Darwin’s Finches
• Students were asked to use different tools to
pick up different materials.
• We discussed that different tools were better
for picking up certain materials, just like
different beak types were better adapted for
certain food types.
• Assessment: Activity Sheet with open-ended
questions and a creative-writing essay.
Student Responses:
Creative Writing Essay
• Day 10: Review game
• Day 11: Summative assessment (multiplechoice, fill in the blank, short answer)
• Test question: Describe how bacteria can become resistant to
certain antibiotics. You must describe the steps using Darwin’s
Theory.
Questions?