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Unit Plan Template Note: Type in the gray areas. Click on any descriptive text, then type your own. Unit Authors First and Last Names Carrie Bilodeau and Ashley Chin-Baarstad Authors’ E-mail Addresses [email protected]; [email protected] Target Course Biology 1 Student characteristics Ninth grade; required of all students for graduation School(s) Name(s) Typical Indiana High School INTEL® TEACH TO THE FUTURE with support from Microsoft ©2000 Intel Corporation. All Rights Reserved 1 • Stage 1 Unit Overview: Identify desired outcomes and results. Students will know… (understand) Unit Plan Title Evolution Everywhere: Weaving Evolution Through Required Indiana High School Biology Units. Curriculum-Framing Questions Unit 1 (Nature of Life): How does the study of evolution illustrate Essential Question the principles of science, including science’s possibilities and limits? Unit 2 (Ecology): How do Earth’s living and nonliving parts interact and affect the survival and reproduction of organisms? Unit 3 (Cells): What are the evolutionary origins of cells and organelles? Unit 4 (Genetics): How do new adaptations appear and persist in a population? Unit 1: How do scientists study processes they can’t see happening? What is a theory? Is evolution a well-supported theory? Are certain aspects better-supported than others? Unit 2: What is population growth? What factors that affect Unit Questions population growth? What are limited resources, competition, and predation? How does this relate to invasive species, natural variation, differential survival, and reproduction? Unit 3: How well supported is the endosymbiotic theory of organelles? What did the first cells look like and what could they do? Unit 4: How does natural selection preserves favorable traits? How does variation, selection, and time fuel the process of evolution? How are new genes are formed and old genes are eliminated? Why do some organisms evolve so as to be able to survive in extreme environments and others not? Unit Summary Evolution Everywhere is not a discrete unit, but rather a series of lesson plans tailored for preexisting, state-mandated biology units intended to show that evolution is a unifying theory of biology. Indiana’s current biology textbook places Evolution (Unit 5) as the last section to be studied implying not only that the topic is separate from the rest of biology, but that it is the least important. Practically speaking, its placement at the end of the school year also means it is most likely to be rushed by teachers aiming to “cover” everything before final exams. Evolution Everywhere will ensure that basic evolutionary concepts, such as natural selection, developing theories and supporting them with evidence (possibly also a “history of science” section), origins of life, and genetic evidence, are key parts of the curriculum. Students should see evolution as an integral piece of biology throughout the school year, and should make cross-connections between units, thus enhancing conceptual knowledge building. Topics to be addressed vary by unit. Unit 1 deals with the nature of science, specifically life sciences, and the processes by which scientists build knowledge. Students will apply the principles of “good” science to Darwin’s theory of evolution. They will determine for themselves whether this theory is well supported by the standards of the field of biology, and will explore the possibilities and limits of biology as a way of understanding the world. Unit 2 concerns the study of ecology. Evolution Everywhere will most likely highlight natural selection among interacting populations during this unit. Unit 3 is about cells. Students will consider the theory of endosymbiosis as it applies to the evolutionary beginnings of 2 eukaryotic and prokaryotic cells. IN T E L ® T E Aand C H chloroplasts. TO THE FU T U Rwill E also consider mitochondria They with support from Microsoft ©2000 Intel Corporation. All Rights Reserved Unit 4 is the genetics unit. Students will think about genetics and its implications as evidence Subject Area(s) (List all subjects that apply) Evolution Everywhere is meant to target ALL subjects in biology. Grade Level [Click box(es) of all grade level(s) that your Unit targets] K-2 6-8 ESL Gifted and Talented 3-5 9-12 Resource Other: Targeted State Frameworks/Content Standards/Benchmarks 9-10.RS.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific problem. 9-10.WS.1 Write arguments focused on discipline-specific content. 9-10.WS.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 9-10.WS.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 selectivity to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. NoS. 1 Develop explanations based on reproducible data and observations gathered during laboratory investigations. NoS. 2 Recognize that their explanations must be based both on their data and other known information from investigations of others. NoS.3 Clearly communicate their ideas and results of investigations verbally and in written form using tables, graphs, diagrams, and photographs. NoS. 8 Explain that the body of scientific knowledge is organized into major theories, which are derived from and supported by the results of many experiments, and allow us to make testable predictions. B.1.3 Explain and give examples of how the function and differentiation of cells is influenced by their external environment (e.g., temperature, acidity and the concentration of certain molecules) and changes in these conditions may affect how a cell functions. B.2.1 Describe features common to all cells that are essential for growth and survival. Explain their function. INTEL® TEACH TO THE FUTURE with support from Microsoft ©2000 Intel Corporation. All Rights Reserved 3 B.2.3 Explain that most cells contain mitochondria (the key sites of cellular respiration), where stored chemical energy is converted into useable energy for the cell. Explain that some cells, including many plant cells, contain chloroplasts (the key sites of photosynthesis) where the energy of light is captured for use in chemical work. B.2.4 Explain that all cells contain ribosomes (the key sites for protein synthesis), where genetic material is decoded in order to form unique proteins. B.2.5 Explain that cells use proteins to form structures (e.g., cilia, flagella), which allow them to carry out specific functions (e.g., movement, adhesion and absorption). B.2.6 Investigate a variety of different cell types and relate the proportion of different organelles within these cells to their functions. B.4.3 Describe the consequences of introducing non-native species into an ecosystem and identify the impact it may have on that ecosystem. B.4.4 Describe how climate, the pattern of matter and energy flow, the birth and death of new organisms, and the interaction between those organisms contribute to the long-term stability of an ecosystem. B.5.2 Describe how hereditary information passed from parents to offspring is encoded in the regions of DNA molecules called genes. B.5.5 Understand that proteins are responsible for the observable traits of an organism and for most of the functions within an organism. B.5.6 Recognize that traits can be structural, physiological or behavioral and can include readily observable characteristics at the organismal level or less recognizable features at the molecular and cellular level. B.6.5 Explain how in sexual reproduction that crossing over, independent assortment and random fertilization result in offspring that are genetically different from the parents. B.7.1 Distinguish between dominant and recessive alleles and determine the phenotype that would result from the different possible combinations of alleles in an offspring. B.7.2 Describe dominant, recessive, codominant, sex-linked, incompletely dominant, multiply allelic and polygenic traits and illustrate their inheritance patterns over multiple generations. B.7.3 Determine the likelihood of the appearance of a specific trait in an offspring given the genetic make-up of the parents. INTEL® TEACH TO THE FUTURE with support from Microsoft ©2000 Intel Corporation. All Rights Reserved 4 B.7.5 Explain and demonstrate how inserting, substituting or deleting segments of a DNA molecule can alter a gene, how that gene is then passed to every cell that develops from it and how the results may be beneficial, harmful or have little or no effect on the organism. B.8.5 Describe how due to genetic variations, environmental forces, and reproductive pressures, organisms with beneficial traits are more likely to survive, reproduce, and pass on their genetic information. B.8.6 Explain how genetic variation within a population (a species) can be attributed to mutations as well as a random assortment of existing genes. Stage 2: Determine what constitutes acceptable evidence of competency in the outcomes and results (assessment). List Student Objectives/Learning Outcomes: Acceptable evidence of competency will be determined by the results students produce on one or more projects per unit. For Unit 1, students will write a brief paper evaluating the evidence that supports or does not support evolutionary theory. They will determine whether various sources of information are scientifically valid or not according to their knowledge of scientific methodology. For Unit 2, After completing the lab in class and completing the lab sheet, the students will write a lab report. The lab report will be made of the standard components: Title, Purpose, Hypothesis, Materials, Methods, Results (including graphs), and Discussion. The discussion should include thoughts about: -In nature, what would determine what resource a rabbit can use? -What makes a rabbit more likely to survive and reproduce? -What would be the effect of introducing a non-native species into this ecosystem? -What effect would climate change have on the survival and reproduction of the rabbits? -What factors would have to combine to create a long-term stable population? In Unit 3, students will complete a laboratory activity wherein they observe modern examples of endosymbiosis in action. Students will complete a post lab worksheet in which they will compare the lab activity to the theory of endosymbiosis in plant cells and chloroplasts. For Unit 4, Students will watch a short video and write a paragraph describing what is going on. This will serve as the assessment to determine if students are grasping the concepts of mutation and natural selection. • Stage 3: Plan instructional strategies and learning experiences that will bring students to these competency levels. What sequence of teaching and learning experiences will equip students to develop and demonstrate the INTEL® TEACH TO THE FUTURE with support from Microsoft ©2000 Intel Corporation. All Rights Reserved 5 desired understanding? List the Procedures: Unit 1: This type of activity is commonly called a "jigsaw" group project. Class size of 18-24 students works best. 1. Form students into 5 equal groups. Assign each group one "evidence sheet" and have them discuss so that all group members understand the nature of the evidence. 2. Each group should come to a consensus as to whether or not their evidence is scientifically valid. Each group member should be able to justify why it is or is not scientific. Students should be taking notes and should be ready to present their groups findings to other. Ultimately, students should each become "experts" on their group's evidence sheet. 3. Re-form the five groups so that there is now one person from the each original group in each of the new groups-- one "expert" on each type of evidence per group. 4. Each "expert" reports his or her original group's findings to the other group members. Students take notes on and discuss each type of evidence, coming to a consensus on whether each type is or is not scientific. Once each "expert" has presented, groups come to a consensus on whether evolution is or is not a well supported theory according to the evidence they have examined. 5. Independently, student write a brief paragraph on what qualifies information as scientific. Students will then write which type of evidence they found most convincing and which was least convincing and why. Unit 2: Adapted from: http://www.lessonplansinc.com/lessonplans/population_ecology_lab.pdf After completing the lab in class and completing the lab sheet, the students will write a lab report. The lab report will be made of the standard components: Title, Purpose, Hypothesis, Materials, Methods, Results (including graphs), and Discussion. The discussion should include thoughts about: -In nature, what would determine what resource a rabbit can use? -What makes a rabbit more likely to survive and reproduce? -What would be the effect of introducing a non-native species into this ecosystem? -What effect would climate change have on the survival and reproduction of the rabbits? -What factors would have to combine to create a long-term stable population? Unit 3: 1. Students will have read about endosymbiosis for the previous night’s homework. Students will have a basic knowledge of the idea that similarities between prokaryotes and mitochondria and chloroplasts lead researchers to theorize that these organelles originated as free-living unicellular organisms that were incorporated into modern INTEL® TEACH TO THE FUTURE with support from Microsoft ©2000 Intel Corporation. All Rights Reserved 6 eukaryotic cells in a symbiotic relationship. Class may start with a brief teacher presentation on this idea as review. 2. Students will examine P. bursaria that has just been collected from a local pond. They will draw and note the appearance of the protozoa. 3. Students will examine P. bursaria that has been cultured in the dark for two weeks and note the number and color of zoochlorelli. 4. Students will divide their pond samples into two jars. One will be left in a dark space for two weeks. One will be left in indirect sunlight for the same amount of time. Students will predict what they expect to see in each jar. Alternatively, students may examine P. bursaria from pre-prepared samples in order to speed up the lab. 5. After two weeks, students will examine each sample under a microscope again. They will record their observations. 6. Students will rupture some of the paramecium in Sample 2, freeing the zoochlorelli. They will add the free-standing zoochlorelli to the paramecium in Sample 3 and observe the results. 7. Students will complete post-lab questions about the nature of the relationship between the Paramecium bursaria and the zoochlorelli. They will draw comparisons between this relationship and the theory of endosymbiosis among plant cells and chloroplasts. 8. Optional: have students attempt to culture the free standing zoochlorelli in algae growth medium. Have them predict whether the zoochlorelli will be able to survive without the paramecium. 9. Optional: students will be challenged to look for other examples of possible endosymbiosis among modern organisms (examples: “gut flora,” mycorrhizae.) Unit 4 The students work in pairs to complete the antifreeze experiment. While the experiment is running, watch the video. The students should take notes and can watch multiple times. After the lab is complete, lead a discussion about the video and use the "Discussion Points" as a guide. Students will watch a short video and write a paragraph describing what is going on. This will serve as the assessment to determine if student's are grasping the concepts of mutation and natural selection. Approximate Time Needed Unit 1: 1-2 class periods Unit 2: 90 minutes INTEL® TEACH TO THE FUTURE with support from Microsoft ©2000 Intel Corporation. All Rights Reserved 7 Unit 3: 1-2 laboratory periods Unit 4: 50 minutes Prerequisite Skills Prerequisites are completion of the biology unit with which each lesson is associated (unit 1 for the unit 1 lesson plan, etc). Materials and Resources Technology – Hardware (Click boxes of all equipment needed) Camera Laser Disk VCR Computer(s) Printer Video Camera Digital Camera Projection System Video Conferencing Equip. DVD Player Scanner Other: Compound microscopes Internet Connection Television Technology – Software (Click boxes of all software needed.) Database/Spreadsheet Image Processing Desktop Publishing Internet Web Browser E-mail Software Multimedia Encyclopedia on CD-ROM Printed Materials Supplies Web Page Development Word Processing Other: Worksheets and textbooks, clipboards Compound microscope Slides, cover slips Pond water samples (as indicated in lesson plan) Ice Test tubes Thermometer Polystyrene cup Stirring rods Safety glasses Rock salt/coarse table salt Felt tip marker Paper towels 50/50 water-antifreeze mixture (as indicated in lesson plan) INTEL® TEACH TO THE FUTURE with support from Microsoft ©2000 Intel Corporation. All Rights Reserved 8 Unit 1: 1. Anatomical Evidence sheet http://www.teachersdomain.org/resource/tdc02.sci.life.evo.whalesinmaking/ 2. Molecular Evidence sheet http://www.teachersdomain.org/resource/tdc02.sci.life.gen.homeobox/ 3. Embryological Evidence video http://www.teachersdomain.org/resource/tdc02.sci.life.cyc.embryo/ 4. Fossil Evidence Activity http://www.teachersdomain.org/resource/midlit10.sci.spltransition/ 5. Biogeography Evidence Sheet http://www.teachersdomain.org/resource/tdc02.sci.life.evo.convergence/ Unit 2: http://www.lessonplansinc.com/lessonplans/population_ecology_lab.pdf Internet Resourc es Unit 3: http://www.ebiomedia.com/paramecium-bursaria-its-easy-being-green.html Unit 4: Student Handout: http://www.hhmi.org/biointeractive/activities/icefish/Icefish_Adaptations_Student. pdf Teacher Materials: http://www.hhmi.org/biointeractive/activities/icefish/Icefish_Adaptations_Teacher. pdf Laboratory Video: http://media.hhmi.org/fittest/birth_death_genes.html "Discussion Points" for the video: http://www.hhmi.org/biointeractive/activities/icefish/Icefish_DiscussionPoints.pdf Background and References: http://www.hhmi.org/biointeractive/activities/icefish/Icefish_BackgroundandRefere nces.pdf Assessment video: http://www.hhmi.org/biointeractive/evolution/pocket_mouse_evolution.html Others Open area with distance of 30 meters Accommodations for Differentiated Instruction Page 9 of 10 Non-Native English Speaker See wiki for accommodations for each lesson plan. Gifted Student See wiki for accommodations for each lesson plan. Other (explain) Student Assessment (Refer back to Stage 2, above) Unit 1: Students will complete their written assessment paragraph in class. Assessment of quality of content will be done by the teacher. Unit 2: Students will complete the lab report in class. Assessment of quality of content will be done by teacher. Unit 3: Students will complete the lab worksheet in class. The teacher will assess the quality of content. Unit 4: Students will complete a short written assignment in class. The teacher will assess the quality of content. Page 10 of 10