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Understanding By Design Stage1 Unit Title: Descent With Modification and The Evolution of Populations Established Goals: STANDARD 11A – SCIENTIFIC INQUIRY 11.11.01 Understand and follow procedures relating to scientific investigations, including understanding the design and procedures used to test a hypothesis, organizing and analyzing data accurately and precisely, producing and interpreting data tables and graphs, performing appropriate calculations, applying basic statistical methods to the data, identifying appropriate conclusions, making predictions, and evaluating competing models. 11.11.02 Distinguish among the following: observing, drawing a conclusion based on observation, forming a hypothesis, conducting an experiment, organizing data, comparing data. STANDARD 12A – LIVING THINGS Change Over Time 12.11.25 Understand that natural selection acts on the phenotype, not the genotype, of an organism. 12.11.26 Understand that alleles that are lethal in a homozygous individual may be carried in a heterozygote and thus maintained in a gene pool. 12.11.27 Understand that variation within a species increases the likelihood that at least some members of a species will survive and reproduce under changed environmental conditions. 12.11.28 Understand that reproductive or geographic isolation can lead to speciation. 12.11.29 Understand that the millions of different species of plants, animals, and microorganisms that live on Earth today are related to each other by descent from common ancestors and that biological classifications are based on how organisms are related. 12.11.30 Understand how to analyze fossil evidence with regard to mass extinction, episodic speciation, and biological diversity. Understandings Essential Questions 1. How did Charles Darwin draw inferences from his observations leading him to propose the mechanism of natural selection for evolutionary change? 2. Why the existence of variation is essential to Darwin's theory? 3. How can molecular genetics and mathematics be used to study the evolutionary relationships among organisms? Knowledge & Skill Students will know: 1. key terms (see attached) 2. Darwin's two major points concerning the Earth's life the occurrence of evolution and natural selection as its mechanism. 3. Darwin’s 5 observations and 3 inferences that led to the theory of natural selection 4. The Hardy-Weinberg Theorem (HWT) a. In words b. algebraically 5. The conditions that must be met for HW equilibrium. Students will be able to: 1. Describe what is meant by the "principle of common descent" and "descent with modification" 2. Explain what evidence convinced Darwin that species change over time 3. Describe how Darwin drew inferences from his observations leading him to propose the mechanism of natural selection for evolutionary change 4. Explain why the existence of variation is essential to Darwin's theory 5. Explain why the population is the smallest unit which can evolve 6. Formulate at least one contemporary example to explain how natural selection produces evolutionary change 7. Describe how molecular biology can be used to study the evolutionary relationships among organisms 8. Explain how microevolutionary change can affect a gene pool 9. State the Hardy-Weinberg theorem (HWT) both in words and algebraically 10. Apply the HWT to calculate allele and genotype frequencies 11. Interpret the biological meaning of a HW equilibrium 12. List the conditions which must be met by a population to remain at HW equilibrium 13. Explain how genetic drift, gene flow, mutation, non-random mating and natural selection can each cause microevolutionary change Stage 2: Assessment Evidence Stage 2: Performance Task Summary (GRASPS Format) Goal: The goal of this activity is to formulate a question about Charles Darwin or his ideas and construct an essay to effectively answer the question. Role: You will have a dual role: you are playing the role of your curious self, and that of Charles Darwin. Audience: The target audience for the question is Charles Darwin. The target audience for the answer is yourself (or you group). Situation: You have the rare once in a lifetime opportunity to go back in time, knowing what you know today, and pose a question to Charles Darwin about his scientific journeys or his ideas and have it answered by Charles Darwin. Product Performance and Purpose: You need to phrased a question about Charles Darwin or his ideas and then formalize an answer to the question that you have chosen. Standards and Criteria for Success: Your completed Darwin Poser should… Carefully phrase a question and properly use it as a title. Provide a logical answer; plausible response for Darwin, that is, the response states a position Charles Darwin might take, and is defensible. Be written in Darwin’s own voice (first person) Avoid redundancy and make the point directly and clearly. Have at least one citation to Darwin’s writing or to Darwin scholarship. Have citation in proper form (footnote or endnote, conforms to a standard style, APA style for example) Be otherwise free of spelling or grammatical error. Rubric Titles Darwin Poser Rubric (attached) Self-Assessments 1. Self-assess the Darwin Poser 2. Reflect: to what extent do you understand the concept of descent with modification and the mechanism of natural selection. Other Evidence, Summarized Quiz: The historical context for evolutionary theory Compare and Contrast: catastrophism and uniformitarianism Quiz: List Darwin’s 5 observations and explain the 3 inferences that led to the theory of natural selection. Prompt: Formulate at least one contemporary example to explain how natural selection produces evolutionary change Skill Check: analyze evidence with regard to mass extinction, episodic speciation, and biological diversity, and descent with modification. Stage 3: Learning Activities Stage 3: What sequence of learning activities and teaching will enable students to perform well at the understandings in Stage 2 and thus display evidence of the desired results in stage one? Use the WHERETO acronym to consider key design elements. (Where/Why, Hook, Engage/Explore/Equip, Reflect/Revise/Refine/Rehearse, Exhibit/Evaluate, Tailoring, Organization) 1. Begin with an entry question (Why are modern drugs/treatments ineffective on HIV? Or how are cockroaches able to survive and thrive despite the virtually unlimited arsenal of pesticides used to control them?) and brainstorming writing activity (write down everything you know about evolution). H 2. Have students share responses to the opening question to a partner, and then share responses with the whole class. H, E 3. Have students write their responses to the brainstorming activity on the board on the board. H, E 4. Elect one person to write down all of the responses to use in a later activity. 5. Pre-assess students’ prior knowledge utilizing the General Biology Evolution Unit Exam as a formative activity. E, R, E-2 6. Score pre-assessments and have students self-evaluate their prior knowledge and level of understanding of the concept. E, R,E-2 7. Have students complete the Conceptual Inventory of Natural Selection (CINS). E, R, E-2 8. Go over correct responses in class to the CINS. E, R, E-2 9. Introduce the essential questions and discuss culminating performance tasks (Darwin Poser, Objective Exam, Population Genetics Lab). W 10. note: key vocabulary terms are introduced, expanded, enhanced and discussed as needed for evaluation. E 11. Present lesson on the history leading up to the development of Darwin’s descent with modification via natural selection. Then have students choose a selected reading excerpt of Darwin and explain the Darwin Poser Exam Question. E 12. Have each student share and submit the question that they wish to pose to Darwin. As a class activity, have the students first in small groups of four peer review and revise the questions and then present the questions to the whole class for further discussion and revision/expansion. E, R, E-2 13. Present conceptual lesson on Darwin’s research, observations, and inferences that led to the development of the mechanism of natural selection. Have students explain in their own words and synthesize original examples/analogies to enhance their understanding of Darwin’s inferences. E, R, E-2, T 14. Have students perform the Guppy natural selection simulation activity and formulate responses to the activity. H, E, R, E-2 15. Give quiz over Descent with modification and natural selection. E, E-2 Start of section on Population Genetics.