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Unit Title: Evolution Unit Plan Designer/Teacher: Miss Lori Iantorno Subject/Grade: Biology Grade 11 Periods: Fall ‘09 Stage 1—Desired Results Established Goals: Ontario Standards C1, C2, C3 C1. Analyze the economic and environmental advantages and disadvantages of an artificial selection technology, and evaluate the impact of environmental changes on natural selection and endangered species; C1.1 analyse, on the basis of research, the economic and environmental advantages and disadvantages of an artificial selection technology (e.g.,livestock and horticultural breeding) [IP, PR, AI, C] C1.2 evaluate the possible impact of an environmental change on natural selection and on the vulnerability of species (e.g., adaptation to environmental changes can affect reproductive success of an organism) [AI, C] C2. Investigate evolutionary processes, and analyze scientific evidence that supports the theory of evolution; C2.1 use appropriate terminology related to evolution, including, but not limited to: extinction, natural selection, phylogeny, speciation, niche, mutation, mimicry, adaptation, and survival of the fittest [C] C2.2 use a research process to investigate some of the key factors that affect the evolutionary process (e.g., genetic mutations, selective pressures, environmental stresses) [IP, PR] C2.3 analyse, on the basis of research, and report on the contributions of various scientists to modern theories of evolution (e.g., Charles Lyell, Thomas Malthus, Jean-Baptiste Lamarck, Charles Darwin, Stephen Jay Gould, Niles Eldredge) [IP, PR, AI, C] C2.4 investigate, through a case study or computer simulation, the processes of natural selection and artificial selection (e.g., selective breeding, antibiotic resistance in microorganisms), and analyse the different mechanisms by which they occur [PR, AI, C] C3. Demonstrate an understanding of the theory of evolution, the evidence that supports it, and some of the mechanisms by which it occurs. C3.1 explain the fundamental theory of evolution, using the evolutionary mechanism of natural selection to illustrate the process of biological change over time C3.2 explain the process of adaptation of individual organisms to their environment (e.g., some diseasecausing bacteria in a bacterial population can survive exposure to antibiotics due to slight genetic variations from the rest of the population, which allows successful surviving bacteria to pass on antibiotic resistance to the next generation) C3.3 define the concept of speciation, and explain the process by which new species are formed C3.4 describe some evolutionary mechanisms (e.g., natural selection, artificial selection, sexual selection, genetic variation, genetic drift, biotechnology), and explain how they affect the evolutionary development and extinction of various species (e.g., Darwin’s finches, giraffes, pandas Enduring Understandings: Students will understand that… Evolution is the process of biological change over time based on the relationships between species and their environments. The theory of evolution is a scientific explanation based on a large accumulation of evidence. Technology that enables humans to manipulate the development of species has economic and environmental implications. Students will know… That Speciation through evolution is a slow process that takes place over many generations and be able to describe evolutionary mechanisms. They will learn terminology related to evolution and apply it in projects that investigate the impact of evolution on individual organisms as they adapt to their environments. Essential Questions: What is the fundamental theory of evolution? What forces drive evolutionary processes? How do adaptations lead to evolution in species? How does this theory account for the diversity of living things? How do/can humans affect adaptive selection? Positively or negatively? Students will be able to… Analyze and research, the economic and environmental advantages and disadvantages of artificial selection technology. Evaluate the possible impact of an environmental change on natural selection and on the vulnerability of species. Research, and report on the contributions of various scientists to modern theories of evolution Investigate, through a case study or computer simulation, the processes of natural selection and artificial selection Reflect on the principles of evolutionary theory and practice and apply them to their lives. Stage 2—Assessment Evidence Performance Task: (Unit “end” product) Students will chose any currently living organism and trace its evolutionary ancestor through research. They will then use that same organism and evolve it further (assuming many generations have passed) applying specific evolutionary forces onto it (such as natural selection, sexual selection, genetic drift, gene flow, bottlenecking). They will give a presentation to the class on their research using technology and an illustration or model. Other Evidence of Assessment: Students will create a graphic timeline that shows the changes that have occurred on Earth Students will be given a formal quiz at the end of each topic Students will complete a research paper and seminar on an evolutionary scientist or theory. Students will complete handouts provided by the teacher Students will participate in class activities labs and games that are part of the unit Stage 3—Learning Plan Scaffolded Learning Activities: Class #1 – HOOK: Introduction to Evolution Class #2 – Fossils provide evidence of earlier life – unicellular and multi-cellular organisms Class #3 – Earth’s history includes mass extinctions Class #4 – Species change over time – Scientists explore evolution - Lamarck Class #5 – Charles Darwin, the Origin of the species Class #6 – Variations and Adaptations Class #7 – Natural Selection Class #8 – Sexual Selection Class #9 – Observations provide evidence for learning - LAB Class #10 – Fossil evidence supports evolution Class#11 – Biological evidence supports evolution (similarities in structure, function, development, vestigial organs) Class #11 – Tracing Ancestry: Human Evolution Class #12 – Genetic evidence supports evolution (genes, DNA coding) Class #13 – Human Evolution Class #14 – Technology: Environmental and Economic Implications Class #15 – Create a Creature Class #16 – Create a Creature Class #17 – Class Showcase