Download Title Evolution Revolution Creator: Picklesimer, Sonya Source: 2009

Teach21 Teach21 Project Based Learning
Evolution Revolution
Biology
Page 1 of 13
Title
Evolution Revolution
Creator:
Picklesimer, Sonya
Source:
2009-2010 Secondary PBL Project
Project Idea:
Investigate evolutionary theory with an emphasis on the role of sexual reproduction in evolution and have
a presentation presenting the evidence before a group of school board and mining representatives.
Entry Event:
A miner will visit the classroom with several samples of fossils and is curious about their age and identity.
He has heard about Ardi and wants to understand what the big deal is on evolution. He leaves a
PaleoMines Entry Letter asking the class to work in teams to help prepare a presentation/video he could
present to his workers and also win the school board over to presenting evolution in schools. He will ask
the students to read and learn about Ardi and present the info they learn to the school board members
and his board of trustees. Students will take a presurvey on evolution and will examine the bones of Lucy
in the Riddle of the Bones web activity at PBS Evolution online learning.
Content Standards
& Objectives:
Objectives Directly Taught or
Learned Through Discovery
Identified Learning Target
SC.O.B.1.2
formulate scientific explanations
based on historical observations and
experimental evidence, accounting
for variability in experimental
results
* List the difference between
independent variables (IV) and
dependent variables (DV) and
explain why the graphs appear
different with directly, inversely
proportional, exponential and
optimal relationship
* Demonstrate knowledge of
relationships in data: linear, inverse,
exponential
* Understand the scientific meaning
to the word theory and how it is
distinguishable from law
SC.O.B.2.9
examine the processes of binary
fission, mitosis, meiosis and
relate them to:
* Describe role of chromosomes in
determination of species
* Compare and contrast genotypes,
phenotypes, and karyotypes and
understand the role of cell division
the number of
and why it must occur in order to
chromosomes
maintain life within each
production of daughter
cell/organism
cells, somatic cells, and
* Distinguish between stages of
gametes
mitosis and meiosis in terms of
variations or lack of
phases and chromosomes
variations within a species. * Compare asexual with sexual
reproduction and how sexual
reproduction provides variations.
* To understand the process of
natural selection is cumulative and
made up of random and nonrandom
events.
* Describe natural selection and give
examples of natural selection in
action
* Analyze, compare and contrast
biogeography, paleontology,
comparative anatomy (homologous
and vestigial structures),
comparative embryology, molecular
Evidence of Success in
Achieving Identified Learning
Target
Students will successfully complete
Bikini Bottoms Experiments and Lengthy Rel
Lengthy Relationships Parental
Warning: Graphic Science,
Parental Warning: Graphic Science
Foldable Rubric
Students will successfully
demonstrate understanding of the
term “theory”. Theory, Theory,
Who’s Got the Theory?
Students will successfully complete
What is a Chromosome? How do
Scientists Read Chromosomes?, Make
a Karyotype, answer the reading
guide for the above three Internet
activities: What Makes a Species?,
complete the interactive activity: Cell
Division, and determine the role of
ratio between surface area and the lab
activity using various round object
with the lab: Cheers for Spheres,
Lab Report Guidelines, Lab Report
Rubric
Students will successfully complete
Meiosis Worksheet: Knowing the
Steps in Creating Own Gametes,
Worksheet to Place Gametes, Meiotic
Answer Sheet to Above, Teacher
Checklist Lab Techniques,
complete Sea Urchin Embryology to
show understanding that sexual
reproduction is a way of mixing up
the gene pool and is thus an
advantage, and review plant
reproduction using the site: The Great
Plant Escape
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Evolution Revolution
Biology
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SC.O.B.2.15
evaluate the evidence for natural
selection including:
speciation
fossil record evidence
molecular similarities
homologous structures.
biology evidence for natural
selection and compare relative with
absolute time and dating methods
Students will successfully review
plant reproduction and create a unique
flower and its pollinator and The
Intimate Side of Plant
Reproduction—rubric present on
sheet
Students will successfully complete
Investigating Reproductive
Strategies, You, Too, Can Be
Selected Naturally!, It’s in the Cards,
Life on the Edge: Chaos, Order and
Complexity, Teacher Checklist Lab
Techniques, Lab Report
Guidelines, Lab Report Rubric,
Discussion Rubric
Students will successfully compare
whale evolution and research
information on relative/absolute time
and fossils. The Fossil Evidence for
Evolution, The Record of Time,
Teacher Checklist Lab Techniques,
Discussion Rubric
* Use evidence of fossil finds to
formulate origin and migration of
hominids
* Analyze anatomical evidence by
comparing and contrasting
anatomical evidences for natural
selection showing an understanding
of contrivances and homologies and
identify differences between
homologous and analogous
structures
*Describe molecular evidence for
evolution
* Evaluate all the types of evidence
to form and defend an opinion on
what is the most powerful evidence
in support of natural selection
* Distinguish between the types of
natural selection: stabilizing
directional, disruptive, and sexual
natural selection,
* Describe the source of variations
within populations of organisms and
apply it to the theory of natural
selection and why sex is so
important in terms of evolution
Students will successfully create a
graphic showing laws involved in
determining relative time in: A Page
Right Out of History (Rubric on
page with directions.), investigate
locations of known hominid fossils
are plotted on map to determine origin
and migration Don’t Get Hostile with
the Fossil, Lab Report Guidelines,
Lab Report Rubric, complete Riddle
of the Bones, Teacher Checklist Lab
Techniques
Students will complete classify
structures as vestigial, adaptive, etc in
Screwy Contrivances,
Teacher Checklist on Lab
Techniques and compare human and
whale ears. A Whale of a Tail!
Students will investigate cytochrome
c evidence Taxonomy: Classifying
Life and describe the relatedness of
organisms. Cytochrome C Lab,
Teacher Checklist Lab Techniques,
Lab Report Guidelines, Lab Report
Rubric
Students will successfully defend
each type of evidence for evolution
and explain their team’s contribution
to the bulletin board. Get on Board,
research and compare disruptive,
directional, stabilizing, and sexual
natural selection. Natural Selection
Foldable, Natural Selection
Foldable Rubric, discuss the role of
variations within populations after
viewing above video/DVD from
Nova’s “Why Sex?”. Why Sex Video
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Evolution Revolution
Biology
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Guide, Discussion Rubric, and
demonstrate understanding of the
advantages and disadvantages of
asexual and sexual reproduction in
terms of evolution. The Mating Game,
Sex and the Single Guppy, The
Advantages of Sex, Asexual T
Chart, Sexual T Chart
SC.O.B.2.16
evaluate the influence of the
historical social context on the
development of evolutionary theory.
21st Century
Skills
* Analyze the contributions of
Aristotle, Linnaeus, Cuvier, Lyell,
Larmarck, Malthus, Hutton
contribution to the development of
the evolutionary theory,
* Summarize how Darwin’s
observations, inferences and
collections from the voyage of the
Beagle led to his idea of natural
selection
* Discuss why Darwin waited years
to publish and deciding to do so only
after receiving Alfred Wallace’s
letter.
* Critique the influences of Lyell,
Malthus, and other prevailing views
on Darwin’s conclusions concerning
his observations made on the Beagle
and the publishing of his book “On
the Origin of Species by Means of
Natural Selection.”
* Compare punctuated equilibrium
with Darwinian evolution evaluating
strengths/weaknesses of each
Students will successfully research
contribution of scientists that led to
development of the evolutionary
theory. What If?, What If? Foldable
Rubric
Students will successfully complete
Darwin’s Diary and Darwin’s Great
Voyage of Discovery.
After watching Nova’s film
“Darwin’s Dangerous Idea”, students
will successfully complete video
guide Darwin’s Dangerous Idea
Video Guide and discuss and keys
ides, evaluate the historical influences
with Darwin’s observations and the
theory of natural selection using the
above online resources, and include
concept maps, tables, essay
concluding how Darwin saw his view
of life in their journals Discussion
Questions: Darwin’s Dangerous Idea,
Discussion Rubric
Students will successfully examine
punctuated equilibrium and compare
Darwinian evolution with the
contributions of Stephen Jay Gould
Punctuated Equilibrium, Punctuate
Evolution Graphic, Punctuate
Evolution Graphic Rubric
Learning Skills & Technology
Tools
Teaching Strategies Culminating
Activity
Information and
Communication
Skills:
21C.O.9-12.1.TT4 - Student
uses audio, video, pictures, clip
art, moviemaker programs,
webpage design software,
electronic documents and other
files to collaborate for the
creation of electronic products
that inform multiple audiences
both inside and outside the
school environment.
Teacher will model various technology
tools in presentations, gathering data,
finding resources. Collaborative
teaching with business teacher will be
available for tutorials upon request.
Students will successfully produce
presentations are well thought out,
providing a basis for their
recommendation.
Presentation Rubric
Thinking and
Reasoning Skills:
21C.O.9-12.2.LS2 - Student
draws conclusions from a
variety of data sources to
analyze and interpret systems.
Teacher will observe/help as students
experiment, discuss, and analyze
findings
Students will successfully work
together as they perform experiments
and activities (Cheer for Spheres,
You, Too, Can be Selected Naturally!,
It’s in the Cards, Life on the Edge:
Chaos, Order and Complexity, Riddle
Evidence of Success
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Evolution Revolution
Biology
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of the Bones, Don’t Get Hostile with
the Fossil, Screwy Contrivances, The
Fossil Evidence for Evolution,
Cytochrome C , The Mating Game,
Sex and the Single Guppy, The
Advantages of Sex, Darwin’s Dairy)
Collaboration Rubric
Lab Report Rubric
Teacher Checklist on Laboratory
Techniques
Personal and
Workplace Skills:
Performance
Objectives:
21C.O.9-12.3.TT2 - Student
Teacher will have students working as
works collaboratively to acquire a team with each member responsible
information from electronic
for acquiring information
resources, conducts online
research, and evaluates
information as to validity,
appropriateness, usefulness,
comprehensiveness and bias.
Students will successfully work
together to form the following
documents and skills:
Group Contract
Collaboration Log
Student Planning Sheet
Know
Evidence for natural selection includes fossils, anatomical, biogeography, and molecular
Difference between relative and absolute time
Contrivances: Vestigial, homologous and analogous structures
Natural selection is made of both a random and nonrandom component
Natural selection does not occur in the individual but in populations of individuals
Types of natural selection
Development of the evolutionary theory—gradualism, catastrophism, Lamarckian evolution
Darwin’s life and how he struggled with his ideas
Darwin’s theory and how it shows the process of science
Sexual reproduction and mutation provides variations within a species
The role of sex and why sex occurs
The differences in cell division comparing mitosis with meiosis
Chromosome function, role in species and heredity
Punctuated equilibrium opposed to gradualism
Do
Prepare and analyze results of karyotypes
Use microscopes to compare and contrast differences between mitosis/meiosis in plant/animal cells
Record observations during selection labs and analyze random/nonrandom components
Perform mathematical calculations (diameter from circumference)
Create triangle fractal
Create various graphic organizers to compare types of natural selection, development of the evolutionary
history,
Prepare a graphic demonstrating relative time and apply it to aging fossils along with absolute time
Create an imaginary flower showing its attractiveness to pollinator and describe the role of
sexual reproduction in plants extending this to animals
Create and use multimedia presentation to present evidence, data, and opinions on the role of sex in
evolution
Driving Question:
Assessment Plan:
Why Sex and what role does sex play in evolution?
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Evolution Revolution
Biology
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Assessment Plan:
Assessment and
Reflection:
Major Group Products
Group Contract
Models of unique flower with pollinator: The Intimate Side of Plant
Reproduction
Asexual Reproduction Advantages and Disadvantages T Chart
Sexual Reproduction Advantages and Disadvantages T Chart
Time to Get on Board
Culminating PBL presentation: Evolution Revolution
Major Individual Projects
Foldables
Parental Warning: Graphic Science
Types of Natural Selection Foldable
A Page Right Out of History- graphic on relative time/fossils
Punctuate Evolution Graphic
What Makes a Species? reading guide to Internet sites
Lab reports:
Cheers for Spheres
Cytochrome C Lab
You ,Too, Can Be Selected Naturally!
It’s in the Cards
Life on the Edge: Chaos, Order and Complexity
Riddle of the Bones
Don’t Get Hostile with the Fossil
Screwy Contrivances
A Whale of a Tail
The Fossil Evidence for Evolution
Video guide/journal with reflections on DVDs/videos: Why Sex Video
Guide and
Darwin’s Dangerous Idea Video Guide
Rubric(s) I Will Use:
Collaboration Rubric
Critical Thinking & Problem
Solving
Oral Communication
Presentation Rubric
Other Classroom Assessments
For Learning:
Quizzes/Tests
Self-Evaluation
Self-Reflecting on Learning
X Written Communication
Content Knowledge
Evolution Revolution Content
Rubric
X Other
Lab Report Rubric
Parental Warning: Graphic
Science Foldable Rubric
Punctuated Equilibrium
Graphic Rubric
What If Foldable Rubric
Types of Natural Selection
Foldable Rubric
A Page Right Out of History
X
X
Practice Presentations
X Notes/Labs/Activities
What Makes a Species?
Cheers for Spheres
Meiosis Worksheets
What is a Chromosome?
How Do Scientists Read
Chromosomes?
Make a Karyotype
The Intimate Side of Plant
Reproduction—flower model
You ,Too, Can be Selected
Naturally!
It’s in the Cards
Life on the Edge: Chaos, Order
X
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Evolution Revolution
Biology
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and Complexity
Riddle of the Bones
Don’t Get Hostile with the Fossil
Screwy Contrivances
A Whale of a Tail
The Fossil Evidence for
Evolution
Cytochrome C lab
Darwin’s Dairy
Darwin’s Great Voyage of
Discovery
Reflections:
Peer Evaluation
Checklists/Observations
Teacher Checklist on
Laboratory Techniques
Coming to Terms with
Evolution Revolution Using
Frayer Model
The Evolution Revolution
Individual Checklist
X
Online Tests and Exams
Concept Maps
Coming to Terms with
Evolution Revolution Using
Frayer Model
X
Survey
Evolution Survey—Pre & Post
Test
X Focus Group
Discussion
Discussion Rubric
X Task Management Chart
Journal Writing/Learning Log
Map The Product:
PBL Reflection
Darwin’s Dangerous Idea
Detailed Video Guide
Why Sex Video Guide
Teacher Reflection on
Evolution Revolution PBL
X
Students will create and use presentations that explain the components of natural selection addressing
misconceptions of evolution, the development of the evolutionary theory, and the evidence which support
the theory. The source of variation in natural selection will lead to a study in the role of sex and
comparison in differences in reproduction with advantages and disadvantages contrasted. This will be
presented to the mining company and county curriculum directors.
Information for student presentations will be based on all lab experiences dealing with this project and
research on the topic using research on natural selection, charts, tables, as well as other data to identify
the components of natural selection. Students will emphasize the types of evidence and discuss the
contributions of past scientists in influencing Darwin.
Product: A final presentation for the PaleoMines Company and the county board of education will be used for
students to demonstrate mastery of the objectives. Evolution Revolution Content Rubric and Presentation Rubric
Knowledge and Skills Needed
1. Processes of science
2. Misconceptions of evolution
3. Understanding of natural selection
Already Have
Learned
X
Taught
Before the
Project
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Evolution Revolution
Biology
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4. Evidence for natural selection
5. Types of natural selection
6. History of evolutionary theory
7. Role of chromosomes
X
8. Types of cell division
X
9. Types of reproduction
X
10. Why sex exists
Resources:
11. Presentation software use
X
X
12. Multimedia software use
X
X
School-based Individuals:
Library Media Specialist
Mathematics teacher
School Technology Coordinator
County Curriculum Director
Technology:
Microscopes
Calculators
Digital cameras
Video cameras
Presentation/multimedia software
Major Websites:
Evolution and Nature of Science Institutes: ENSI http://www.indiana.edu/~ensiweb/evol.fs.html
PBS Evolution Online Learning: Riddle of the Bones
Ardi
Bikini Bottoms Experiments
Lengthy Relationships
Theory, Theory, Who’s Got the Theory?
What is a Chromosome?
How do Scientists Read Chromosomes?
Make a Karyotype
Cell Division
Meiosis Worksheet: Knowing the Steps in Creating Own Gametes
Worksheet to Place Gametes
Meiotic Answer Sheet to Above
Sea Urchin embryology
The Great Plant Escape Site on plant reproduction
Investigating Reproductive Strategies
You, Too, Can be Selected Naturally!
It’s in the Cards
Life on the Edge: Chaos, Order and Complexity
The Record of Time
Riddle of the Bones
Don’t Get Hostile with the Fossil
Screwy Contrivances
A Whale of a Tail
The Fossil Evidence for Evolution
Cytochrome C lab
Taxonomy: Classifying Life—background on cytochrome c
The Mating Game
Sex and the Single Guppy
The Advantages of Sex
Darwin’s Dairy
Darwin’s Great Voyage of Discovery
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Evolution Revolution
Biology
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Discussion Questions: Darwin’s Dangerous Idea
Punctuated Equilibrium
Evolution Survey—Pre and Post Test
What Evolution Is Not.
How to Fold Foldables—a site that shows different types of foldables that can be used with any
concept
Community:
City Library
Local college science departments
County Board of Education
Mining company representative
Materials:
Cheer for Spheres Lab: Various spheres to represent cells (baseballs, tennis balls, marbles), string, rulers,
calculators
You, Too, Can be Selected Naturally!: Toothpicks—paint 1000 green, 1000 left tan, baggies or plain small
jewelry boxes with slit in top to represent “stomach” of sticky birds
It’s in the Cards: sets of playing cards separated by suites in envelopes-one set will provide for 4 lab
groups
Life on the Edge: Chaos, Order and Complexity: Per student: die and ruler
Don’t Get Hostile with the Fossil: world map with latitude and longitude, colored pencils
Screwy Contrivances: wooden blocks (1x2x2), bag of different fasteners (nails, screws, tacks)
Video/DVD player
Videos/DVDs: Why Sex, Darwin’s Dangerous Idea—all from Nova
Presentation software
Multimedia software
Data projector
Computers/Internet access
Manage the
Process:
The project can be completed in 45-50 minute classes or blocked classes over a period of 14-24 days
depending on the depth of knowledge of the class. Some parts of the PBL will require several days to
complete based on computer lab availability and the groups’ abilities. Throughout this project, students
will be given opportunities to make many choices which cover all learning styles and allow students to
pursue their interests. Students can get assistance from each other, other group members or the teacher.
The activities of the PBL may be completed in a different order determined by students’ and teacher’s
needs and interests to allow for an inquiry approach. If a teacher determines that the students already
know information that is addressed in some of the activities/investigations provided bin this PBL, those
activities may be omitted.
One day of class time will be devoted to the final presentation, and the date of the final presentation
should be announced when the PBL is introduced, posted in the classroom, and referred to during the
research and preparation processes. The Evolution Revolution Content Rubric and Presentation
Rubric should be given to students when the PBL is introduced as well.
Throughout the project: Differentiated instruction may be provided to students with special needs by
giving them prompts for guidance through the process, allowing extended time on the assignments,
assigning graphic organizer hints for the foldables, and scaffolding lab report. Study guides will be
available and quizzes and tests modified as directed by IEPs. The diversity of products and activities
(occurring in teams, pairs, and individuals) should allow ample differentiated instruction for learners of all
types, levels and abilities. Periodical small group instruction about specific learning targets may be given
to small groups or entire. Special students can receive one on one instruction on the learning targets if
needed.
A Frayer Model is similar to a concept map but differs by having the term, its definition, key
characteristics, examples and non-examples listed. It is not recommended that this method be used all
the time and for all vocabulary terms, but instead it should be used for terms that students are having
difficulties with. Terms may be selected from the Coming to Terms with Evolution Revolution Using
Frayer Model. Graphics or acronyms may also be used to help in the learning a new term.
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Foldables are used as graphic organizers and How to Fold Foldables shows different types of foldables
that can be used with any concept.
Lab Report Guidelines and Lab Report Rubrics can be given out to show students what will be expected
throughout the PBL.
Teams will access the computer lab as needed for the duration of this unit. This PBL can be worked on
periodically with other class work if computer access is an issue. This must be stated when the PBL is
introduced and occasional reminders and follow-ups by the teachers is recommended. After each activity
students should organize their data and results for use in their final project.
Speakers could be utilized from the local colleges or university—geologist, biologist, anthropologist.
Entry Event: Students will be given the driving question, “Why sex?” They will be given the PaleoMines
Entry Letter from a local miner and understand their goal is to produce a culminating presentation,
Evolution Revolution. They will use the computer lab or SmartBoard to learn about Ardi. Students will
be given handouts (Student Planning Sheet, Collaboration Log, Collaboration Rubric, Lab Report
Guidelines, Lab Report Rubrics, Teacher Checklist on Laboratory Techniques, Presentation
Rubrics, and Discussion Rubric), and placed into groups. Students will work in groups of four or six of
varying abilities depending on class size. Each team will create their own Group Contract with timelines
and planning checklist. The contract must outline the role of each member with their responsibilities and
completion within the timeline provided. Students will also be shown how to use their Student Planning
Sheet for documenting their plans for the project.
Students will be given the Evolution Survey—Pre and Post Test to see what they know about evolution.
The post test will be given at the end of the PBL. After analysis of the data, the teacher will give results to
the students with the information of What Evolution Is Not.
Have students review variables in experimentation and graphing relationships if needed based on student
experience.
If needed, experimental procedures and variables can be reexamined by students using resources online:
Bikini Bottoms Experiments, Lengthy Relationships, Theory, Theory, Who’s Got the Theory? These
Internet sites will review experimentation and variables. Parental Warning: Graphic Science is a review
of graphing relationships in experimentation where students create a foldable exploring the relationships
between data. Based on the prior knowledge of the students, this section may not be needed.
Phase 1: REPRODUCTION
Students will utilize the computer lab to see the Riddle of the Bones and understand the role of
chromosomes in determination of a species with What is a Chromosome?, How do Scientists Read
Chromosomes?, and Make a Karyotype. A reading guide for these three sites is provided with What
Makes a Species? Scientific process will also be examined utilizing web sites. To understand why cells
must divide or die, students will complete the interactive activity provided by Teachers Domain, Cell
Division. In the classroom lab, students will examine various spheres to calculate volume to surface area
ratios in the lab: Cheers for Spheres. They will use the Lab Report Guidelines and Lab Report Rubric
as a guide for their assessment. This will be followed by accessing online sites to compare meiosis with
mitosis as students complete: Meiosis Worksheet: Knowing the Steps in Creating Own Gametes and
Worksheet to Place Gametes.
As students work in the computer lab, they can be assessed using Teacher Checklist on Laboratory
Technique.
Students will complete the simulation Sea Urchin Embryology to demonstrate that sexual reproduction is a
way of mixing up the gene pool and is thus an advantage. A review of plant reproduction in The Great
Plant Escape will be studied as students work together in their group to create a unique flower with a
pollinator in The Intimate Side of Plant Reproduction. Students will compare different strategies of
reproduction with Investigating Reproductive Strategies.
Phase 2: NATURAL SELECTION
Natural selection will be introduced with the following three labs that will be performed in the classroom
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and outside: You, Too, Can be Selected Naturally! It’s in the Cards and Life on the Edge: Chaos, Order
and Complexity. In the stickworm lab, You, Too, Can be Selected Naturally! This will introduce the two
components of natural selection: random (mutations—as seen with the green stickworms) and
nonrandom (selection of the brown stickworms by the sticky birds). As a modification to this lab, small
jewelry boxes can be used to represent ‘stomachs’ of the sticky birds— simply create a small slit the size
of a toothpick on lid and tap box shut. Students could also be required to wear a glove on the hand that
will be the ‘beak’ of the sticky bird. Afterwards with a class discussion, random mutations can be
introduced and nonrandom component of selection will be understood. If background allows, a chi square
analysis could be performed on the results to show that something other than chance is operating on the
numbers of ‘stickworms’ collected. This will lead to the role of camouflage and how the selection process
is a nonrandom component of natural selection.
As a way to show the cumulative effects of natural selection a suite of cards can be given to each pair or
group of students as they try to prepare an organism, Darwin Ricardo in It’s in the Cards. This is an easy
lab to address the misconception of how natural selection is not a random process, and easily shows the
cumulative nature of evolution. To address more misconceptions of complexity in natural selection, Life
on the Edge: Chaos, Order and Complexity will be performed for students to understand complex
structures can form from a random and nonrandom event as students construct a fractal using paper,
rulers, and dice. They will then be able to relate it to the random component (mutations) and nonrandom
(selection) component in natural selection. With all three labs, students will be assessed using Discussion Rubr
Discussion Rubrics and students will turn in a written lab report using Lab Report Guidelines, Lab
Report Rubric, as well as being assessed using Teacher Checklist on Laboratory Techniques.
Phase 3: EVIDENCE FOR EVOLUTION
Students will analyze, compare and contrast evidence for evolution as they work together to complete labs
dealing with fossils and time. A Page Right Out of History will allow students to create graphics
showing how rock layers can be used to determine relative ages of fossils. The Record of Time provides a
source of information on relative/absolute time and fossils that students can research for information.
Depending on the class interest and time human evolution can be examined in detail with Riddle of the
Bones and Don’t Get Hostile with the Fossil. Hominid fossils will be plotted in Don’t Get Hostile with the
Fossil. These are online resources in which students will plot origin and migration of hominids. This
would tie in the entry event of the miner mentioning Ardi. Students will be assessed with lab reports using Lab Re
Lab Report Guidelines and Lab Report Rubric.
Anatomical evidences can be examined in the classroom with the Screwy Contrivances lab. The Teacher
Checklist on Laboratory Technique can be used to assess student understanding. In A Whale of a Tail
students will compare whale and human ears. Using Teachers’ Domain’s The Fossil Evidence for
Evolution students will examine video clips, activities and discussion questions concerning how scientists
use fossil evidence in the evolution of species, one being the evolution of whales. Concepts here include
fossil formation, fish with fingers, and whale evolution and can involve 2-3 days if time permits. Molecular
evidence involves the Cytochrome C lab which will be completed in the classroom as students compare
relatedness of organisms by looking at cytochrome C. For background information on cytochrome c in
evolution students can access Taxonomy: Classifying Life. After students have completed the above activities
they will work as teams to create and defend thematic bulletin boards for each type of evidence for evolution (fossil
record, anatomical, molecular, and biogeography) in Get on Board. The teams will submit ideas for bulletin board
and using a table similar to the one in Get on Board to eliminate duplication and ensure a variety of ideas. A class
discussion (Discussion Rubric) will follow after completion of the bulletin boards where your team will explain
their contribution to the bulletin boards and opinion on what the strongest evidence is and reasoning for this opinion.
An informal assessment will occur during the activity.
Phase 4: SEXUAL vs. ASEXUAL
Types of natural selection will be studied as students make foldable, Types of Natural Selection
Foldable and access using Types of Natural Selection Foldable Rubric. Sexual natural selection will
lead to research on advantages of sex. Students will watch Nova’s video/DVD, “Why Sex” and use the
Why Sex Video Guide. This video/DVD can be broken into two days to allow discussion of the video
guide/reflection. Students can be assessed with the Discussion Rubric. After watching this and
discussing the film students will use the Internet to play Sex and the Single Guppy, The Mating Game,
and The Advantages of Sex. After these activities students will work in groups to create two separate T
charts comparing which reproduction, sexual or asexual is best with: Asexual Reproduction
Advantages and Disadvantages T Chart and Sexual Reproduction Advantages and Disadvantages
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T Chart.
Phase 5: DARWIN
Historical aspect of evolution will be examined when students research and individually prepare a foldable
on the people that influenced Darwin using the Internet with What If? The Road to the Evolutionary
Theory. They will also use the Internet to research information and read Darwin’s Diary and Darwin’s
Great Voyage of Discovery. The video by Nova is an excellent resource and as a class they will watch
Nova’s “Darwin’s Dangerous Idea” using Darwin’s Dangerous Idea Detailed Video Guide. This
video/DVD can also be broken into two days to allow discussion of the video guide/reflection. It time
permits students can access and complete more questions on this Nova’s film about Darwin at Discussion
Questions: Darwin’s Dangerous Idea. Students will use the information they gain during this phase of
the PBL to evaluate the historical influences with Darwin’s observations and the theory of natural selection
to discuss their analysis and to enter evaluations into their science journal as concept maps, tables or
essays concluding how Darwin saw his view of life. Students will research punctuated equilibrium using
online Punctuated Equilibrium then compare Darwinian evolution with Stephen Jay Gould’s Punctuated
Equilibrium creating a graphic comparing the two in Punctuate Evolution Graphic. Their graphics can
be evaluated using Punctuate Evolution Graphic Rubric.
Phase 6: PRESENTATIONS
The last few days will be used to review and practice the culminating presentation. Student should be
reminded to review the Evolution Revolution Content Rubric and Presentation Rubric. They should
use the rubrics as they critique each other in the final practice sessions.
The teachers should pre-determine the presentation order for the groups. There are several methods to
do this; the easiest way may be to simply pull names from a hat. Students will present to a panel
including librarian, curriculum director, and mining representative; they will display items they have
developed during their research throughout this PBL in an expo the day of their final presentation.
Project Evaluation: Students will evaluate this PBL after it is completed and the Self-Reflecting on Learning can be used as
a guide for the reflection process. The Evolution Revolution Individual Checklist may be used to
confirm what students have learned.
After PBL is completed, the teacher should reflect on the PBL process; the questions in the Teacher
Reflection on Evolution Revolution PBL can serve as a guide for developing and using another PBL.
Resource Files
Uploaded
Resource Files
UP3462WS2.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3462WS2.doc)
UP3462WS3.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3462WS3.doc)
UP3462WS4.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3462WS4.doc)
UP3462WS5.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3462WS5.doc)
UP3462WS6.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3462WS6.doc)
UP3462WS7.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3462WS7.doc)
UP3462WS8.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3462WS8.doc)
UP3462WS9.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3462WS9.doc)
UP3462WS10.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3462WS10.doc)
Teach21 Teach21 Project Based Learning
Evolution Revolution
Biology
Page 12 of 13
UP3462WS11.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3462WS11.doc)
UP3462WS12.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3462WS12.doc)
UP3462WS13.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3462WS13.doc)
UP3462WS14.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3462WS14.doc)
UP3462WS15.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3462WS15.doc)
UP3462WS16.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3462WS16.doc)
UP3462WS17.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3462WS17.doc)
UP3462WS18.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3462WS18.doc)
UP3462WS19.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3462WS19.doc)
UP3462WS20.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3462WS20.doc)
UP3462WS21.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3462WS21.doc)
UP3462WS22.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3462WS22.doc)
UP3462WS23.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3462WS23.doc)
UP3462WS24.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3462WS24.doc)
UP3462WS25.doc
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UP3462WS26.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3462WS26.doc)
UP3462WS27.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3462WS27.doc)
UP3462WS28.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3462WS28.doc)
UP3462WS29.doc
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UP3462WS30.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3462WS30.doc)
UP3462WS31.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3462WS31.doc)
Teach21 Teach21 Project Based Learning
Evolution Revolution
Biology
Page 13 of 13
UP3462WS32.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3462WS32.doc)
UP3462WS33.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3462WS33.doc)