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Guilfoyle Course - AP Bio EQ: Relationships are very important in biology, how many relationships can you identify/explain within the characteristics of life? Elaborate on the need for these relationships? Predict how they evolved. Steps Focus Catalyst Goal/Objective Common Core 21st Century Skill STEM Technology Monday 10/5 Catalyst - Quick Review of Darwin's Observations (fill in the grid) See Separate Sheet for Unit Goal/Objectives (College Board and NCSCOS) W1 - Write arguments to support claims with clear reasons and relevant evidence W4 - Produce clear and coherent writing W7 - Research R1 - Cite textual evidence Team work Deductive reasoning Promethean board Big Idea 1 – Evolution: The process of evolution drives the diversity and unity of life Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis. Goal/Objective Big Idea 3 – Living systems store, retrieve, transmit and respond to information essential to life processes Big Idea 4: Interactions with biological systems lead to complex properties Big Idea 1 – Evolution: The process of evolution drives the diversity and unity of life EU 1A – Change in the genetic makeup of a population over time is evolution EU 1A1. Natural selection is a major mechanism of evolution EU 1A2. Natural selections acts on phenotypic variations in populations EU 1A3. Evolutionary change is also driven by random processes EU 1A4. Biological evolution is supported by scientific evidence from many disciplines, including mathematics EU 1B – Organisms are linked by lines of descent from common ancestry EU 1B1. Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today EU 1B2. Phylogenic trees and cladograms are graphical representations of evolutionary history that can be tested EU 1C – Life continues to evolve within a changing environment EU 1C1. Speciation and extinction have occurred through the Earth’s history EU 1C2. Speciation may occur when two populations become reproductively isolated from each other EU 1C3. Populations of organisms continue to evolve LO 1.2 - Evaluate evidence provided by data to qualitatively and quantitatively investigate the role of natural selection in evolution LO 1.3 - Apply mathematical methods to data from a real or simulated population to predict what will happen to the population in the future LO 1.4 - Evaluate data based evidence that describes evolutionary changes in the genetic makeup of a population over time LO 1.5 - Connect evolutionary changes in a papulation over time to a change in the environment Define allele frequency and gene pool. State that evolution involves a change in allele frequency in a population’s gene pool over a number of generations. Outline the evidence for evolution provided by the fossil record State that populations tend to produce more offspring than the environment can support. Explain that the consequence of the potential overproduction of offspring is a struggle for survival. State that the members of a species show variation. Explain how sexual reproduction promotes variation in a species. Explain how natural selection leads to evolution. Agenda Independent Work CFU Closure Homework STANDARD ALIGNMENT Explain two examples of evolution in response to environmental change; one must be antibiotic resistance in bacteria. Explain the three modes of selection based on the normal distribution curve. Catalyst - Quick Review of Darwin's Observations (fill in the grid) Todaysmeet - Survival of the Luckiest Quest - Darwin's Evolution Flipchart - Intro to the Lab (lab will be modeled) Activity - L: Breeding Bunnies (students enter and share data via googledocs) Flipchart - Modes of NS (time permitting) HW - Modes of NS DBQ TOTD - Debriefing Puzzles and DBQ Individual consultations during the independent practice portion of the lesson TOTD - Debriefing Study Big Idea 1 – Evolution: The process of evolution drives the diversity and unity of life EU 1A – Change in the genetic makeup of a population over time is evolution Student Goals EU 1A1. Natural selection is a major mechanism of evolution EU 1A2. Natural selections acts on phenotypic variations in populations Define allele frequency and gene pool. Student Goals State that evolution involves a change in allele frequency in a population’s gene pool over a number of generations. State that populations tend to produce more offspring than the environment can support. Explain that the consequence of the potential overproduction of offspring is a struggle for survival. State that the members of a species show variation. Explain how natural selection leads to evolution. See all AP College Board objectives above AGENDA ACTIVITY 1 Quick Review of Darwin's Observations What is it that students must be able to know, understand and do by the end of the activity? Students will analyze a flow chart and "fill in" the missing terms (from a word bank) How will you assess students have learned? Students will complete their grid (using table mates as needed) How will you respond if they cannot demonstrate learning? Re-loop and Remediate as needed (today or tomorrow) ACTIVITY 2 Quest - Darwin's Evolution What is it that students must be able to know, understand and do by the end of the activity? Students will complete a mini assessment on Darwin's Evolution vs Lamarck's viewpoint How will you assess students have learned? Scoring the Quest (provide feedback later in the week) How will you respond if they cannot demonstrate learning? Re-loop and Remediate as needed (today or tomorrow) ACTIVITY 3 Todaysmeet question What is it that students must be able to know, understand and do by the end of the activity? Students will respond to a question that leads our class into the lab "survival of the luckiest" using todaysmeet How will you assess students have learned? Individual consultations and class discussion How will you respond if they cannot demonstrate learning? Re-loop and Remediate as needed (today or tomorrow) ACTIVITY 4 Flipchart - Intro to Breeding Bunnies Lab What is it that students must be able to know, understand and do by the end of the activity? Students will simulate a study to quantify natural selection mathematically (modeling of activity by the instructor) How will you assess students have learned? Class Discussion as needed How will you respond if they cannot demonstrate learning? Re-loop and Remediate as needed (today or tomorrow) ACTIVITY 5 Breeding Bunnies Lab What is it that students must be able to know, understand and do by the end of the activity? Students will simulate a study to quantify natural selection mathematically (students enter and share data via googledocs) How will you assess students have learned? Individual consultations and class discussion How will you respond if they cannot demonstrate learning? Re-loop and Remediate as needed (today or tomorrow) ACTIVITY 6 Flipchart - Modes of NS What is it that students must be able to know, understand and do by the end of the activity? Students will examine Modes of NS How will you assess students have learned? Individual consultations How will you respond if they cannot demonstrate learning? Re-loop and Remediate as needed (today or tomorrow) ACTIVITY 7 HW - Modes of NS DBQ What is it that students must be able to know, understand and do by the end of the activity? Students will read a case study and determine the mode of NS How will you assess students have learned? Individual consultations How will you respond if they cannot demonstrate learning? Re-loop and Remediate as needed (today or tomorrow) ACTIVITY 7 Debriefing What is it that students must be able to know, understand and do by the end of the activity? Students will be debriefed on the days acitivities How will you assess students have learned? Class Discussion How will you respond if they cannot demonstrate learning? Re-loop and Remediate as needed (today or tomorrow) COMMENTS/NOTES