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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 Teach21 Teach21 Project Based Learning Evolution Revolution Biology Page 2 of 13 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 Teach21 Teach21 Project Based Learning Evolution Revolution Biology Page 3 of 13 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 Teach21 Teach21 Project Based Learning Evolution Revolution Biology Page 4 of 13 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? Teach21 Teach21 Project Based Learning Evolution Revolution Biology Page 5 of 13 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 Teach21 Teach21 Project Based Learning Evolution Revolution Biology Page 6 of 13 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 Teach21 Teach21 Project Based Learning Evolution Revolution Biology Page 7 of 13 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 Teach21 Teach21 Project Based Learning Evolution Revolution Biology Page 8 of 13 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. Teach21 Teach21 Project Based Learning Evolution Revolution Biology Page 9 of 13 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 Teach21 Teach21 Project Based Learning Evolution Revolution Biology Page 10 of 13 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 Teach21 Teach21 Project Based Learning Evolution Revolution Biology Page 11 of 13 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. 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