Download Unit 1: Evolution Rev. Aug. 2015 Honors Integrated Science 2

Unit 1: Evolution Rev. Aug. 2015
Honors Integrated Science 2
12 Class Meetings
Essential Questions
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How do natural processes create and shape life’s unity and diversity?
Enduring Understandings with Unit Goals
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EU #1: Biological evolution can occur through mutation, migration, genetic drift, and natural
selection.
o Describe the ways in which mutation, migration, genetic drift, and natural selection
influence evolution.
o Describe the concept of natural selection and recognize that there are different
patterns of selection.
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Describe patterns of evolution: convergent, divergent, co-evolution, and the speed of
evolutionary change.
o Design and conduct an experiment in which students test the quality of adaptations.
o Compare and contrast findings from their own experiments to those of peer-reviewed
findings.
EU #2: Two processes, speciation and extinction, combine to produce the diversity of life on
Earth.
o Describe geographic barriers and biological isolating mechanisms that prevent gene flow
and lead to speciation.
o Describe the ways in which extinction and mass extinctions influence biodiversity.
o Research and describe factors which contributed to historical mass extinctions
Standards
Common Core State Standards/College and Career Readiness Anchor Standards :
 CCSS.ELA-Literacy.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.
Next Generation Science Standards:
 HS-LS4-1. Communicate scientific information that common ancestry and biological
evolution are supported by multiple lines of empirical evidence.
 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.
 HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to
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Unit 1: Evolution Rev. Aug. 2015
Honors Integrated Science 2
12 Class Meetings
adaptation of populations.
Connecticut State Science Standards:
 10.5 Evolution and biodiversity are the result of genetic changes that occur over time in
constantly changing environments.
MSMHS 21st Century Learning Expectations
Competency 1: Read and write effectively for a variety of purposes
Competency 2: Speak effectively with a variety of audiences in an accountable manner
Competency 4: Apply scientific knowledge and concepts to a variety of investigative tasks.
Competency 5: Demonstrate an understanding of the essential concepts within the field of marine science.
Competency 6: Use technology responsibly to create, research, synthesize, and communicate information
fluently.
Competency 8: Take responsibility for his/her own learning and behavior.
Unit Content Overview
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EU #1: Biological Evolution
o Natural selection
o Artificial selection
o Evolution
o Genetically Modified Organisms
o Fossil record
o Structural and behavioral adaptation
o Adaptations and evolution specific to marine organisms
o Mutations
o Migration
o Genetic drift, founder effect, bottleneck effect
o Derived traits and ancestral traits
EU #2: Speciation and Extinction
o Speciation
o Extinction
o Historical mass extinctions
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Unit 1: Evolution Rev. Aug. 2015
Honors Integrated Science 2
12 Class Meetings
Learning Objectives
Students will be able to…
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Define the terms genetic drift, founder effect, and bottleneck effect.
Evaluate the benefits and dangers of genetically modified foods.
Describe the tenants of Darwin’s theory of natural selection, fitness, and adaptation.
Create, design and conduct a laboratory investigation testing adaptations.
Compare findings from self-designed labs to those of published works in the field of
natural sciences.
Identify patterns of evolution: convergent, divergent, co-evolution, and the speed of
evolutionary change.
Describe geographic barriers and biological isolating mechanisms that prevent gene flow
and lead to speciation.
Evaluate the roles of speciation and extinction in biodiversity.
Research and describe factors which contributed to historical mass extinctions.
Assured Learning Experiences
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Instructional Strategies/Differentiation
o Daily Warm Up Activities
o Power Point Lecture with note-taking
o Guided note-taking
o Foldables
o Exit slips
o Graphic Organizers
o Creating authentic connections for students
o Vocabulary word bank
o Rephrasing and restatement of information and concepts
o Tiered instruction
o Alternative test settings
o Flexible grouping
o Independent reading
o Reading and accountable talk discussions of texts
o “Why Don’t Whales Have Legs?” Lab
• Library for comparative research
o Peer-Editing of Lab Reports and Cooperative Lab Report Writing
o CAPT GMO Activity
Interdisciplinary Connections
o Marine Science- Evolution of marine organisms
o Language Arts- Accountable Talk
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Unit 1: Evolution Rev. Aug. 2015
Honors Integrated Science 2
12 Class Meetings
Assessments
FORMATIVE ASSESSMENTS:
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Close reading and interpretation of text
Warm Up Activities
Guided notes
CAPT GMO Activity
o MSMHS Rubric 2: Accountable Talk
o 2 Hours Health and P.E.
Marine Organisms Evolution (Homologous Structures) Mini-Poster
o MSMHS Rubric 5: Marine Science
o 5 Hours Art
“Why Don’t Whales Have Legs?” Lab Design
o MSMHS Rubric 4: Scientific Inquiry
Daily check-ins with students
SUMMATIVE ASSESSMENTS:
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Quiz on EU #1
CAPT GMO Activity
Marine Organisms Mini-Poster
“Why Don’t Whales Have Legs?” Lab Design and Lab Report
Quiz on EU #2
“Battle of the Beaks” Lab Design
o MSMHS Rubric 4: Scientific Inquiry
Unit Test
Unit Task
Unit Task Name: Battle of the Beaks Lab Design
Description: Students will use information on Darwin’s theory of natural selection and concepts
of evolution (EU 1) as well as information regarding speciation (EU 2) to perform an
investigation of various beak structures and their impact on the survival of their species. Students
will use various classroom supplies to design and create an artificial beak, test the effectiveness of
this beak against their classmates’ designs, and then use the data collected to defend their design
in a lab report.
Evaluation: MSMHS Scientific Inquiry Rubric (Rubric #4)
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Unit 1: Evolution Rev. Aug. 2015
Honors Integrated Science 2
12 Class Meetings
Unit Resources
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Textbook (Pearson Environmental Science. Jay Withgott, Pearson Education, Inc. 2011.)
MSMHS School-wide Rubrics
Laboratory Materials for “Why Don’t Whales Have Legs?” Lab and for the “Battle of the
Beaks” Lab
Video Clips/YouTube: “Biomes: Islands and Evolution”; “Planet Earth: Saving Species”
Internet databases
Laptops
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