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 LESSON PLAN Teacher: Subject: Biology Period(s): 2 Dates: December 1-­‐5 Revised Bloom’s Taxonomy Cognitive Level(s) Remembering Analyzing Understanding Evaluating Applying Creating Monday CIF Strategies (Common Instructional Framework) Collaborative Group Work Scaffolding Questioning Writing to Learn Literacy Groups Classroom Talk Tuesday Wednesday Thursday Friday Bio.3.4.3 Explain how various disease agents (bacteria, viruses, chemicals) can influence natural selection. Bio.3.4.3 Explain how various disease agents (bacteria, viruses, chemicals) can influence natural selection. Bio.3.4.1 Explain how fossil, biochemical, and anatomical evidence support the theory of evolution. I can: ü generalize what biochemical (molecular) similarities tell us about evolution ü generalize what shared anatomical structures (homologies) tell us about evolution Standard # and statement Bio.3.4.2 Explain how natural selection influences the changes in species over time. Bio.3.3.1 Interpret how DNA is used for comparison and identification of organisms Learning Targets I can: ü understand that organisms with favorable adaptations survive, reproduce and pass on their alleles ü analyze how the accumulation and change in favored alleles leads to changes in species over time ü illustrate the role of geographic isolation in speciation I can: I can: I can: ü interpret a gel ü develop a cause and ü explain how viruses ü understand how effect model for the such as HIV are restriction enzymes selection of influenced by work resistance to natural selection ü understand how antibiotics and DNA analysis is used pesticides in various in forensics species ü explain how comparisons of genetic sequences can help inform public health decisions ü use the major principles of natural selection to describe how influenza viruses evolve in response to the human immune system (“I Can” statements) POSTED DAILY in classroom Learning Activities/Tasks (Description of how you will introduce the lesson, the actual instructional techniques (CIF strategies, protocols, and instructional technology) used during the lesson, and how you will bring closure to the lesson). For example: •
Introduction/Bell Ringer •
Guided Practice •
Independent Practice •
Assessment •
Closure
Students now have assigned seats in their groups of 5 so that each group is heterogeneous and has students of varying performance levels on the midterm benchmark. (Groupwork) Do Now (10): Students will answer and defend 3 EOC questions from standard 3.4.2 in their EOC review notebooks. Lab + Analysis (45): Students will participate in a lab that simulates the concept of “survival of the fittest.” Students will each have a utensil that represents a “beak shape.” They will each be tasked with collecting marshmallows in a cup using only their “beak.” Students must collect at least 1 marshmallow in order to “survive” and “reproduce.” This activity especially helps kinesthetic learners. At the end of the lab, students will answer analysis questions about components of natural selection found in the lab. Intro to New Material (15): Students will take Students will be participating in an activity to forensically identify a “criminal” on the Destiny Bus. They will be performing gel electrophoresis themselves and analyzing the gels by comparing DNA samples to determine which suspect is the criminal. Do Now (10): Students will answer and defend 3 EOC questions from standard 3.4.2 in their EOC review notebooks. Intro to New Material (15): Students will take guided notes as I present information from a PowerPoint on the SmartBoard about evolution in action (antibiotic resistance, pesticide resistance). Lab (50): Lab adapted from NIH education supplement: http://science.education
.nih.gov/supplements/ni
h10/evolution/lesson4.h
tml. From their website: “Students use what they learned about evolution and how it affects medicine to better understand influenza. The main question that drives the lesson is this: Why is a new flu vaccine needed every few years? Students answer this question and gather other information about evolution and influenza as they create an outline of a brochure for a biotechnology company. Do Now (10): Students will answer and defend 3 EOC questions from standard 3.4.3 in their EOC review notebooks. Lab (30): (Groupwork) Students will complete the lab from the previous lesson and answer analysis questions about how natural selection places a pressure on the flu virus to evolve rapidly every year. Each group will then present the brochure that they created to the rest of the class. They will grade each other on their participation/contributi
on to the lab. Independent Practice (10): (Scaffolding) Students will complete a scaffolded worksheet in which they are first asked about content recall related to evolution and virus resistance and then given EOC questions from Bio.3.4.3. They must justify their answer selection. Do Now (10): Students will answer and defend 3 EOC questions from standard 3.4.1 in their EOC review notebooks. Intro to New Material (20): Students will take guided notes as I present information from a PowerPoint on the SmartBoard about fossil and molecular evidence for evolution. Guided Practice (20): (Groupwork) Students will participate in a Jigsaw activity in which each student will be an “expert” on one facet of evidence for evolution. They will present their findings after reading a short piece on their content area to the other members of their group, who will write down the presented information. Independent Practice (15): Students will independently complete a worksheet of EOC questions about the evidences for evolution. When given the signal, they will then share and guided notes on the concept of speciation by geographic isolation while I present a PowerPoint on the SmartBoard. Review (15): Students will answer 4 EOC questions in their EOC review notebooks on genetics. Students did not do well on their unit assessment, and since genetics/evolution makes up >50% of the EOC, genetics will be the focus of this week’s review. After examining introductory information about influenza, students align portions of the sequence from the hemagglutinin gene from three influenza viruses. Students then learn about genomic resources, see an alignment and an evolutionary tree for 11 influenza viruses for a larger portion of the hemagglutinin gene, and compute the number of changes that have accumulated in 35 years. After learning more about how the influenza virus interacts with the immune system, students describe how natural selection influences the evolution of influenza. The rapid rate of evolution in influenza helps explain why a new flu vaccine is needed every few years.” Review (10): Students will answer 3 EOC questions on genetics in their EOC notebooks. Intro to New Material (20): Students will take guided notes while I present a PowerPoint on human immunity and HIV. I will emphasize the variation in HIV incidence globally, and talk about why rates of infection may vary across the globe. We will then examine in the form of a Jigsaw activity CDC data about the incidence of HIV in various ethnic groups in the US, and what cultural and socioeconomic aspects may explain this variation. Independent Practice (15): (Scaffolding) Students will complete a scaffolded worksheet in which they are first asked about content recall related to HIV and immunity and then given EOC questions from Bio.3.4.3. They must justify their answer selection. discuss with their group their selections. Exit Ticket (10): Students will answer and justify 3 EOC questions on Bio.3.4.1 in their EOC notebooks. Review (10): Students will answer 3 EOC questions on genetics in their EOC notebooks. Assessment(s) (Describe how you will determine if students have attained the learning targets. Be sure this part is aligned with the desired outcomes of the student learning targets.) Lab analysis questions will be graded for accuracy. For homework, students will write thank you letters to the Destiny Bus coordinators detailing what they learned and how they felt about their experiences. Lab analysis questions will require students to think critically about changing allele frequencies and how they lead to evolution in viruses, and what impact this evolution of superbugs has on human health. Students will submit analysis questions and create a brochure using the knowledge they gained during the lab. Exit ticket of EOC questions. How are the principles of variation, selection, inheritance, and time exemplified in the lab? How does geographical isolation lead to genetically distinct species? What are some adaptations that bacteria and viruses might develop to survive in an antibiotic-­‐filled environment? How has the incidence of HIV changed over the years? What is the most reliable/concrete proof of evolution? Why do scientists rely most heavily on it? Pre-­‐planned questions for formative assessment(s)? What specific questions will you ask students to determine their readiness to move forward? Are the questions aligned with the desired outcome(s) of the learning target(s)? How might these adaptations affect human health? Why is it absolutely essential to follow your doctor’s prescribed regiment of antibiotics? Why does it differ between populations? Hint: it has little to do with genetics and a lot to do with different groups’ cultures and different countries’ public health responses to HIV. Why is fossil evidence not as concrete as molecular evidence? REFLECTION Reflection Monday As you prepare your lesson, respond to the following questions: 1. How did this lesson incorporate cross-­‐curricular content, to include STEM education? Be specific. Tuesday Wednesday Students will use equipment and methods that are standard in biotechnology/biomedical science facilities and participate in real-­‐world applications of DNA Students will calculate the rate of evolution (nucleotide changes per year) and see that mathematics is essential in scientific inquiry. Students will Thursday Students will explore how culture and public health responses influence the spread of a disease. Friday 2. What resources did you utilize to make connections to cross-­‐curricular content? (web, teachers, guest speakers, etc.) 3. How will you know that students have accomplished the desired outcomes of the learning targets? Post Reflection/Summary technology. make connections to public health. Destiny Bus (Morehead Planetarium and Science Center) for its facilities and equipment, and online modules provided by the same organization for lessons and background. Students will write a 2 paragraph reflection of their experiences. NIH Evolution and CDC data found online Medicine supplement found online. Formative assessments such as class discussion will guide my questioning of the students. Students will also submit analysis questions before, during and after the lab to assess their current understanding, and understanding after the activity. (to be completed after the lesson) Strengths/areas of improvement/notes for future teaching of lesson Tuning Focus Question: What evidence exists showing the lesson contains rigor and relevance and how might I increase the rigor and relevance for students?