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Content Lesson Plan: 45 minutes Living Environment Unit 10: Evolution The entire lesson is designed to be completed over three, 45 minute periods. This is part 1 of 3 Essential Question/Aim: How or why do species become extinct? Objectives: SWBAT explain the factors that affect the evolution of a species. SWBAT explain how variation of organisms within a species increases the likelihood that some members of the species will survive under changed environmental conditions. SWBAT describe how biological changes occur over time. SWBAT explain the difference between genetic variation and natural selection. Set up/Announcements: 2 mins Students enter, collect notebooks, turn in assignments, clear desks and begin Warm-up Warm up: 5 mins Answer the following question in 5 COMPLETE SENTENCES! Do you agree with Darwin’s theory of evolution? Why or why not? Share: 5 mins Share out responses to warm up Mini-Lesson: 12 mins Using outline as basis for notes, students will write outline on the left side of their notebook and take guided notes as I go through the outline. I. Discussion of the factors that lead to the evolution of species Predator-prey relationship Changes in environmental conditions Random genetic mutation Reproduction of species II. Discussion of how extinction occurs when the adaptive characteristics of a species is insufficient to allow for survival when environmental changes occurs. Activity: 10 mins Natural Selection Activity Give a brief explanation of activity: Students will work in teams to simulate natural selection with the use of colored gravel. The colored gravel represents a community with each color representing a different population within the community. Break students up into teams of five Students will record the names of their team members in notebook Each team will elect a game warden with the other members being predators Closing: 10 mins Review with students the factors that might affect the different populations’ ability to survive. Create a T-Chart with students of factors and their predicted effects. Clean-up Students put away notebooks and prepare for dismissal. 1 min Content Lesson Plan: 45 minutes Living Environment Unit 10: Evolution The entire lesson is designed to be completed over three, 45 minute periods. This is part 2 of 3 Essential Question/Aim: How or why do species become extinct? Objectives: SWBAT explain the factors that affect the evolution of a species. SWBAT explain how variation of organisms within a species increases the likelihood that some members of the species will survive under changed environmental conditions. SWBAT describe how biological changes occur over time. SWBAT explain the difference between genetic variation and natural selection. Set up/Announcements: 2 mins Students enter, collect notebooks, turn in assignments, clear desks and begin Warm-up Warm up: 5 mins Name as many animals that you know that have become extinct Share: 5 mins Share out responses to warm up Mini-Lesson: 12 mins Discussion of why the species that students have identified have become extinct based on what they know about the species and what was discussed in the previous class. Explanation of the second part of the natural selection activity: Game warden will collect bags of colored gravel together the team will count and record the number of each population in the community (first generation). The game warden will then spread the gravel over the square of fabric. The first trial will involve the predators “eating” as much of the community that they can in 20 seconds. The number of each remaining population will be recorded and three additional organisms will be added to simulate reproduction (second generation). A second “feeding” will occur and the remaining population will be counted and recorded (third generation). Activity: 10 mins Natural Selection Activity Part 2 Students will break up into their respective teams and complete the activity as per discussion with teacher guiding each step. Closing: 6 mins Students discuss what their impression of the environment would be like from the perspective of the predator and from the perspective of the population. Clean-up: 5 min Students put gravel in bags, put away notebooks and prepare for dismissal. Content Lesson Plan: 45 minutes Living Environment Unit 10: Evolution The entire lesson is designed to be completed over three, 45 minute periods. This is part 3 of 3 Essential Question/Aim: How or why do species become extinct? Objectives: SWBAT explain the factors that affect the evolution of a species. SWBAT explain how variation of organisms within a species increases the likelihood that some members of the species will survive under changed environmental conditions. SWBAT describe how biological changes occur over time. SWBAT explain the difference between genetic variation and natural selection. Set up/Announcements: 2 mins Students enter, collect notebooks, turn in assignments, clear desks and begin Warm-up Warm up: 5 mins True or false: Genetic is the only way that a characteristic can be passed on from one generation to another. What is your answer and why? (In COMPLETE SENTENCES!) Share: 5 mins Share out responses to warm up Mini-Lesson: 7 mins Discussion of the impact of sexual reproduction and genetic changes on evolutionary change and the differentiation between evolutionary change and changes that occur over the lifetime of an individual organism. Activity: 15 mins Natural Selection Activity Part 3 Using master graphs that are set up on the board, have representatives from each group come up and plot on the graph the results of their activity. Each graph will indicate the color of the “population” on the X-axis and the number of the “population” on the Y-axis. There will be one graph for each generation (bar graph). Pair students to discuss and answer the following questions in their notebooks: 1. Which, if any, colored populations survived better than others in the secondand third-generation? 2. What might be the reason that predators did not select these colors as much as they did other colors? 3. What effect did capturing a particular color dot have on the numbers of that color in the following generations? Closing: 10 mins Share out and discussion of answers to questions about data interpretation. Clean-up: Students put away notebooks and prepare for dismissal. 1 min