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Unit 5: Natural Selection and Evolution Content Area: Course(s): Time Period: Length: Status: Science Biology MayJun 8 Weeks Published Title Section Department of Curriculum and Instruction Belleville Public Schools Curriculum Guide UNIT 5 Natural Selection and Evolution Belleville Board of Education 102 Passaic Avenue Belleville, NJ 07109 Prepared by: INSERT YOUR NAME(S) HERE Dr. Richard Tomko, Superintendent of Schools Mr. Thomas D’Elia, Director of Curriculum and Instruction Ms. Diana Kelleher, District Supervisor of ELA/Social Studies Mr. George Droste, District Supervisor of Math/Science Board Approved: OCTOBER 17, 2016 Unit Overview Natural Selection and Evolution:The performance expectations in the topic Natural Selection and Evolution help students answer the questions: “How can there be so many similarities among organisms yet so many different plants, animals, and microorganisms? How does biodiversity affect humans?” High school students can investigate patterns to find the relationship between the environment and natural selection. Students demonstrate understanding of the factors causing natural selection and the process of evolution of species over time. They demonstrate understanding of how multiple lines of evidence contribute to the strength of scientific theories of natural selection and evolution. Students can demonstrate an understanding of the processes that change the distribution of traits in a population over time and describe extensive scientific evidence ranging from the fossil record to genetic relationships among species that support the theory of biological evolution. Students can use models, apply statistics, analyze data, and produce scientific communications about evolution. Understanding of the crosscutting concepts of patterns, scale, structure and function, and cause and effect supports the development of a deeper understanding of this topic (Chapters 15, 16, and 17). NJSLS SCI.9-12.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. SCI.9-12.HS-LS4-4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations. SCI.9-12.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. SCI.9-12.HS-LS4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. SCI.9-12.HS-LS4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Exit Skills By the end of Unit 5 Students Should be able to: Define the biological process of evolution. Identify several factors that could limit the growth of populations. Relate the roles of adaptation and fitness in the thoery of natural selection. Describe evidence from biogeograph that species evolve adaptations to their environments. Describe an example of coevolution.Identify the five conditions thayt may cause evolution to occur in a population. Contrast natural selection with sexual selection. Identify which type of selection is happening when a population's bell curve narrows over time. Compare the effects of stabilizing selection, disruptive selection, and directional selection. Summarize the hypothesis of punctuated equilibrium as it relates to the rate of speciation. Explain the primary difficulty of organizing Earth's biodiversity. List seven levels of Linnaeus's classification hierarchy from most general to most specific. Identify the system of classification that is based on an analysis of shared, derived characters. Name the three domains and six kingdoms, and indicate the relationships of the two sets of taxa. Enduring Understanding Genetic information, like the fossil record, provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information — that is, trait variation — that leads to differences in performance among individuals Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment’s limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline — and sometimes the extinction — of some species. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species’ evolution is lost. Definition: Enduring Understandings Enduring understandings are statements summarizing important ideas and core processes that are central to a discipline and have lasting value beyond the classroom. They synthesize what students should understand—not just know or do—as a result of studying a particular content area. Moreover, they articulate what students should “revisit” over the course of their lifetimes in relationship to the content area. Enduring understandings: 1. Frame the big ideas that give meaning and lasting importance to such discrete curriculum elements as facts and skills 2. Can transfer to other fields as well as adult life 3. “Unpack” areas of the curriculum where students may struggle to gain understanding or demonstrate misunderstandings and misconceptions 4. Provide a conceptual foundation for studying the content area and 5. Are deliberately framed as declarative sentences that present major curriculum generalizations and recurrent ideas. Example: Reading/Literature This is an Enduring Understanding Reading is a process by which we construct meaning about the information being communicated by an author within a print or non-print medium. This is an Essential Question How is reading a process of constructing meaning from text? Essential Questions 1. How can there be so many similarities among organisms yetso many different plants, animals, and microorganisms? 2. How does biodiversity affect humans? 3. What scientific information supports common ancestry and biological evolution? 4. What is the role of genetic variation in natural selection? 5. How does natural selection lead to adaptation of populations? 6. What are the four factors upon which the process of evolution is based? 7. How can the adverse impacts of human activity on biodiversity be mitigated? 8. What are the results of changes in environmental conditions over time? 9. How can statistics and probability be used to support the idea that organisms with advantageous heritable traits tend to increase in proportion to organisms lacking this trait? Essential Question: A question that lies at the heart of a subject or a curriculum and one that promotes inquiry and the discovery of a subject. •They can help students discover patterns in knowledge and solve problems. •They support inductive teaching—guiding students to discover meaning, which increases motivation to learn. •They are one of the most powerful tools for helping students think at more complex levels. •They engage the personal intellect—something that traditional objectives usually fail to do. •Have no obvious “right” answer •Raise other important questions, often across subject-area boundaries •Address a concept •Raise other important questions •Naturally and appropriately recur •Stimulate critical, ongoing rethinking •Are framed to provoke and sustain student interest What makes a Questions "Essential?" •Continues throughout all our lives •Refers to core ideas and inquiries within a discipline •Helps students effectively ask questions and make sense of important and complex ideas, knowledge, and know-how •Engages a specific and diverse set of learners Two Types of Essential Questions: •Overarching: The overall “Big Idea” •More general, broader •Point beyond specific topics or skills •Promote the transfer of understanding •Topical: Unit or lesson specific but still promotes inquiry •Unit or lesson specific - used to guide individual units or lessons •Promote inquiry •Resist obvious answers •Require explanation and justification Examples: •What is a true friend? •What makes an artist amazing? •In what sense is the body a system? •What is the law of nature, and how is it like or unlike social laws? •To what extent is US history a history of progress? •In what ways do diet and exercise affect health? •Must heroes be flawless? •How do effective writers hook and hold their readers? •How do cultures affect one another? •Does practice make perfect? •What is healthy eating? Healthy living? •How and when do we use mathematics? •How does something acquire value? Learning Objectives Student will be able to..... Define the biological process of evolution. Analyze the reasoning in Darwin's theory of evolution by natural selection. Relate the concepts of adaptation and fitness to the theory of natural selection. Describe the ongoing development of evolutionary theory. Describe how convergent evolution can result among different species. Compare artificial selection and natural selection. Explain how organisms can undergo coevolution.Relate the bilogical species concept to the modern definition of species. Explain how the isolation of populations can lead to speciation. Compare two kinds of isolation and the pattern of speciation associated with each. Relate biodiversity to biological classificationIdentify the kinds of evidence that modern biologists use in classifying organisms. State the criteria used ina cladistic analysis. Describe the evidence that prompted the invention of the three-domain system of classification. Describe the six-kingdom system of classification. Tips on Writing Good Learning Objectives Bloom’s Taxonomy Applying Bloom’s Taxonomy to Learning Objectives Effective learning objectives need to be observable and/or measureable, and using action verbs is a way to achieve this. Verbs such as “identify”, “argue,” or “construct” are more measureable than vague or passive verbs such as “understand” or “be aware of”. As you develop your syllabus focus on articulating clear learning objectives and then use these objectives to guide class assignments, exams and overall course assessment questions. Sample Learning Objectives for a Lower Division Course After completing Nutrition 101 Humans and Food, students will be able to: Identify nutrients found in common food sources via the product’s nutrition label Use computer dietary analysis to assess a 2-day dietary intake and summarize results Locate nutrition-related information on the Internet and use evaluative criteria to identify reliability of the information Action Verbs Below are examples of action verbs associated with each level of the Revised Bloom’s Taxonomy. These are useful in writing learning objectives, assignment objectives and exam questions. Remember Choose Describe Define Label List Locate Match Memorize Name Omit Recite Select State Count Draw Outline Point Quote Recall Recognize Repeat Reproduce Understand Classify Defend Demonstrate Distinguish Explain Express Extend Give Examples Illustrate Indicate Interrelate Interpret Infer Match Paraphrase Represent Restate Rewrite Select Show Summarize Tell Translate Associate Compute Convert Discuss Estimate Extrapolate Generalize Predict Apply Choose Dramatize Explain Generalize Judge Organize Paint Prepare Produce Select Show Sketch Solve Use Add Calculate Change Classify Complete Compute Discover Divide Examine Graph Interpolate Manipulate Modify Operate Subtract Analyze Categorize Classify Compare Differentiate Distinguish Identify Infer Point out Select Subdivide Survey Arrange Breakdown Combine Detect Diagram Discriminate Illustrate Outline Point out Separate Evaluate Appraise Judge Criticize Defend Compare Assess Conclude Contrast Critique Determine Grade Justify Measure Rank Rate Support Test Create Combine Compose Construct Design Develop Formulate Hypothesize Invent Make Originate Organize Plan Produce Role Play Drive Devise Generate Integrate Prescribe Propose Reconstruct Revise Rewrite Transform Interdisciplinary Connections LA.11-12.RST.11-12.1 Accurately cite strong and thorough evidence from the text to support analysis of science and technical texts, attending to precise details for explanations or descriptions. LA.9-10.L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. MA.K-12.2 Reason abstractly and quantitatively. LA.9-10.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. LA.9-10.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research. MA.K-12.4 Model with mathematics. LA.9-10.RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. LA.11-12.RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. LA.9-10.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. LA.11-12.SL.11-12.4 Present information, findings and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience. LA.9-10.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. LA.9-10.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Alignment to 21st Century Skills & Technology Key SUBJECTS AND 21st CENTURY THEMES Mastery of key subjects and 21st century themes is essential for all students in the 21stcentury. Key subjects include: English, reading or language arts World languages Arts Mathematics Economics Science Geography History Government and Civics 21st Century/Interdisciplinary Themes • Civic Literacy . • Environmental Literacy . • Financial, Economic, Business and Entrepreneurial Literacy . • Global Awareness . • Health Literacy . 21st Century Skills • Communication and Collaboration . • Creativity and Innovation . • Critical thinking and Problem Solving . • ICT (Information, Communications and Technology) Literacy . • Information Literacy . • Life and Career Skills . • Media Literacy . Technology Infusion What technology can be used in this unit to enhance learning? Differentiation As a Reminder: The basis of good differentiation in a lesson lies in differentiating by content, process, and/or product. Resources: NJDOE: Instructional Supports and Scaffolds for Success in Implementing the Common Core State Standards http://www.state.nj.us/education/modelcurriculum/success/math/k2/ Special Education • printed copy of board work/notes provided . • additional time for skill mastery . • assistive technology . • behavior management plan . • Center-Based Instruction . • check work frequently for understanding . • computer or electronic device utilizes . • extended time on tests/ quizzes . • have student repeat directions to check for understanding . • highlighted text visual presentation . • modified assignment format . • modified test content . • modified test format . • modified test length . • multiple test sessions . • multi-sensory presentation . • preferential seating . • preview of content, concepts, and vocabulary . • reduced/shortened reading assignments . • Reduced/shortened written assignments . • secure attention before giving instruction/directions . • shortened assignments . • student working with an assigned partner . • teacher initiated weekly assignment sheet . • Use open book, study guides, test prototypes . ELL • teaching key aspects of a topic. Eliminate nonessential information . • using videos, illustrations, pictures, and drawings to explain or clarif . • allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning; . • allowing students to correct errors (looking for understanding) . • allowing the use of note cards or open-book during testing . • decreasing the amount of workpresented or required . • having peers take notes or providing a copy of the teacher’s notes . • modifying tests to reflect selected objectives . • providing study guides . • reducing or omitting lengthy outside reading assignments . • reducing the number of answer choices on a multiple choice test . • tutoring by peers . • using computer word processing spell check and grammar check features . • using true/false, matching, or fill in the blank tests in lieu of essay tests . Intervention Strategies • allowing students to correct errors (looking for understanding) . • teaching key aspects of a topic. Eliminate nonessential information . • allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning . • allowing students to select from given choices . • allowing the use of note cards or open-book during testing . • collaborating (general education teacher and specialist) to modify vocabulary, omit or modify items to reflect objectives for the student, eliminate sections of the test, and determine how the grade will be determined prior to giving the test. . • decreasing the amount of workpresented or required . • having peers take notes or providing a copy of the teacher’s notes . • marking students’ correct and acceptable work, not the mistakes . • modifying tests to reflect selected objectives . • providing study guides . • reducing or omitting lengthy outside reading assignments . • reducing the number of answer choices on a multiple choice test . • tutoring by peers . • using authentic assessments with real-life problem-solving . • using true/false, matching, or fill in the blank tests in lieu of essay tests . • using videos, illustrations, pictures, and drawings to explain or clarify . Evidence of Student Learning-CFU's Please list ways educators may effectively check for understanding in this secion. • Admit Tickets . • Anticipation Guide . • Common benchmarks . • Compare & Contrast . • Create a Multimedia Poster . • Define . • Describe . • Evaluate . • Evaluation rubrics . • Exit Tickets . • Explaining . • Fist- to-Five or Thumb-Ometer . • Illustration . • Journals . • KWL Chart . • Newspaper Headline . • Outline . • Question Stems . • Quickwrite . • Quizzes . • Red Light, Green Light . • Self- assessments . • Socratic Seminar . • Study Guide . • Teacher Observation Checklist . • Think, Pair, Share . • Think, Write, Pair, Share . • Top 10 List . • Unit tests . Primary Resources Textbook: Modern Biology - Holt, Rinehart and Winston Electronic Teacher Resources: gohrw.com Ancillary Resources www.sclinks.org Scientific American - Advanced-level Project Ideas Journal articles on Photosynthesis and Cellular Respiration/Matter and energy flow in aerobic or anaerobic environments. Selected YouTube video's www.nextgenscience.org Sample Lesson One Lesson per Curriculum must bein this lesson plan template. I.e. one lesson in one unit Unit Name: NJSLS: Interdisciplinary Connection: Statement of Objective: Anticipatory Set/Do Now: Learning Activity: Student Assessment/CFU's: Materials: 21st Century Themes and Skills: Differentiation/Modifications: Integration of Technology: