Download Evolutionary Principles - Bremen High School District 228

UNIT COVER PAGE
Bremen Dist. 228
School District:
Science
Department:
Unit Title: Evolutionary Principles
Course:
Grade Levels:
Biology
9-10
Topic Areas:
Time Frame:
1 weeks
Unit Designer(s):
Date Created:
6/3/08
Date Modified:
Lynn Galloway, Coradina Tate, Karen Kalmanek
Link to National/State Standards
12.11.25
12.11.26
12.11.27
12.11.28
12.11.29
12.11.30
13.11.03
Understand that natural selection acts on the phenotype, not the genotype, of an organism.
Understand that alleles that are lethal in a homozygous individual may be carried in a
heterozygote and thus maintained in a gene pool.
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.
Understand that reproductive or geographic isolation can lead to speciation.
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.
Understand how to analyze fossil evidence with regard to mass extinction, episodic
speciation, and biological diversity.
Understand how scientific knowledge, explanations, and technological designs may change
with new information.
Summary of Unit
All parts of the living world are united by evolutionary theories in helping us understand our world,
reminding us that we share a common past. Living organisms must change over time in response to
changes in their environment.
Resources
Textbook
Journal
Key Words
Artificial selection
Natural selection
Evolution
Homologous structure
Vestigial structure
Analogous structure
Lemarck
Malthus
Fitness
Adaptation
Mimicry
Camouflage
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STAGE 1: IDENTIFY DESIRED RESULTS
Enduring Understandings
Students will understand that
natural selection can change a population by increasing fitness
Darwin’s observations and collected evidence led to his revolutionary hypothesis about
the way life changes over time.
Darwin’s theory of evolution has multiple points that have been confirmed and expanded
by other scientific advances.
Essential Questions
How can we correct the misconception that humans are descended from monkey’s?
What would it be like to be on the voyage with Darwin?
How is Darwin’s theory of natural selection based upon/different from prior scientist’s
hypotheses?
What does evolution reveal about our ancestors from the past?
How might natural selection help us to understand sequential changes in a population?
How are my views about evolution shaped by beliefs/background/experiences?
Knowledge and Skills
Students will know
Darwin’s principles of natural selection.
there were theories of biological and geologic change before Darwin.
Students will be able to
identify contributions made by evolutionary pioneers.
Students will be familiar with
the experiences and observations that influenced Darwin in his voyage on the Beagle.
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STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
What evidence will show that students understand?
Required Assessments (brief description)
Deposition detailing the evidence that supports the theory of your client (Interpretation)
Other Assessments (brief description)
Vocabulary quiz
KWL
Journaling
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PLAN LEARNING EXPERIENCES AND INSTRUCTION
What sequence of teaching and learning experiences will equip students
to develop and demonstrate the desired understandings?
Learning Activities
W
How will you ensure that all students know where they are headed in the unit, why they are
headed there, and how they will be evaluated?
Posting unit and daily objectives so that students will be able to complete the unit
performance task.
H
How will you hook students at the beginning of the unit?
Discussion – “Did humans descent from monkeys?”
E
What events will help students experience and explore the big idea and questions in the unit?
How will you equip them with needed skills and knowledge?
Have students identify areas of Darwin’s voyage that contributed to his principles of
natural selection.
Computer simulated – lab.
Notes – Darwin’s principles.
R
How will you cause students to reflect and rethink? How will you guide them in rehearsing,
revising, and refining their work?
Journal: What would it be like to be on the voyage with Darwin?
E
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and
understanding throughout the unit?
Students will complete the performance task.
T
How will you tailor and otherwise personalize the learning plan to optimize the engagement and
effectiveness of ALL students, without compromising the goals of the unit?
Movie – National Geographic “Camouflage and Mimicry.”
O
How will you organize and sequence the learning activities to optimize the engagement and
achievement of ALL students?
Hook – descendant question
Definition of evolution
Early scientists
Darwin vs. Lamarck
Adaptation
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Essential Questions at Topic Level
Use the six facets of understanding to generate possible essential questions for the topic of
your three-circle audit (curricular priorities).
Explanation
Interpretation
What does
evolution reveal
about our
ancestors from
the past?
How can we
correct the
misconception
that humans are
descended from
monkeys?
Application
How might natural selection
help us to understand
sequential changes in a
population?
(Topic Area)
Evolutionary
Principles
Empathy
What would it be
like to be on the
voyage with Darwin?
Perspective
Self-Knowledge
How are my views about
evolution shaped by beliefs/
background/experiences?
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How is Darwin’s theory
of natural selection
based upon/different
from prior scientists’
hypotheses?
5
Student Performance Task
Unit: Evolutionary Principles
Task: Interpretation
Course: Biology
Time Frame: 1-2 days
Overarching Understanding:
 Students will understand that the inquiry process provides the framework of
scientific discovery, learning and understanding and the importance of communicating
ideas in order to understanding the natural world.
Enduring Understanding:
 Students will understand that data can be analyzed to support, contradict or alter
concepts involving theories of evolution.
Essential Question:

How is Darwin’s theory of evolution based upon/different from other scientist?
Vignette:
As an attorney from the firm Evo & Lution, your job is to represent Darwin or
Lamarck. You will convince jurors that your theory is most plausible based on evidence
provided by your client (Darwin or Lamarck).
Standard:
You will be graded on the following scale:
 A successful result will be a descriptive journal entry that provides evidence
to support the theory of evolution according to Darwin or Lamarck.
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Performance Task Blueprint
Unit:
Topic Area:
Evolutionary Principles
Type: Interpretation
Time Frame: 1-2 days
Goal
The goal is to understand the theories of evolution according to Darwin
and Lamarck.
Role
You are an attorney representing Darwin or Lamarck.
Audience
Jurors will determine which theory is more plausible.
Situation
As an attorney you will defend the theory of Darwin or Lamarck in an
upcoming court case.
Product or
Performance
You will create a deposition detailing the evidence that supports the
theory of your client.
Standards
A successful result will be a descriptive journal entry that provides
evidence to support the theory of evolution according to Darwin or
Lamarck.
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