Download Primary purpose/ student learning goal(s)

Brenda Steiger
TE 843 Assignment 3,
Including Appendices A-F attached to the end
Introduction
This instructional sequence is intended for 10th grade general biology students.
We meet each class day from 1:18-2:13 (55 minute sessions). The classroom is divided
between an area of student desks and laboratory tables. Since the desk area is quite
narrow, they fit best in traditional rows in front of a wide blackboard. We also have a
computer in the room with a projector attached so that we can view items from the
internet or from a slideshow.
The twenty students have a variety of abilities and interests. Three students have
504 plans for ADD and other learning disabilities in which they are permitted extra time
to complete their work, and receive reading and writing assistance from their special
education teacher.
Because many of the students hunt and do outdoor activities in the rural area that
we live in, I work to incorporate topics relating to these interests wherever possible.
Through my survey for the previous project, I learned that many of the students do not
read the assigned readings in our textbook, but rather skim for information that they need.
Our primary book is Modern Biology (2006, Holt, Rinehart & Winston), a challenging
text but one quite common among high school general biology classrooms.
The primary purpose for this instructional sequence is for the students to be able
to state how the theory of evolution provides a scientific explanation for the history of
life on earth. This learning goal is taken directly from the standard B5.1 Theory of
Evolution in Michigan's High School Science Content Standards and Expectations. I
chose to focus on evolution for this lesson sequence, because it is an area in which I
would like to incorporate a stronger inquiry approach than I have done in the past. This
sequence will require students to both locate and synthesize relevant information for an
organism that they choose. Many of the students read a great deal about topics that
interest them; through this assignment I hope to bridge the tasks of using organisms of
interest to them with reading and writing about the topic in a scientific manner.
[Instructional Sequence] Curriculum Map
Instructional context (in what unit?) B5.1 Theory of Evolution Timeline: 4 days (55 minute classes)
Placement context (grade and course title) 10th grade biology
Essential
Content
Skills
Learning/Teaching
Cumulative
(What students will know
(What students will be
Questions
Strategies (ongoing
Assessment
or understand as a result
able to do as a result of
And
assessments)
(what is
of the unit – such as
the unit)
Overall Goals
final product
terms, concepts, texts)
or task?)
Essential
Question(s):
Research and
Analyze changes
Check for appropriate
population
discussion: forces
in a population,
connections between
data analysis
that could cause
identifying
genetic variations,
tasks
How and why
reasons for the
competition for
have organisms changes in
organisms over
changes in terms
resources and
poster
changed over
time;
"survival
of
of
the
process
of
differential
reproduction.
depicting the
time?
the fittest"
natural selection.
four main
Population data:
parts of the
deer
Students will be
First model an example
theory of
able to put
of the theory. Students
natural
Lecture notes: four
together their own will then research and
selection.
main parts to
example of the
brainstorm their own
Darwin's theory:
four parts of
ideas for an organism of essay
overproduction,
natural selection
their choosing, using
describing
struggle to survive,
using an organism each of the four parts.
the evidence
genetic variation,
of their own
for evolution
Primary purpose/
differential
choosing.
in a
student learning
reproduction.
Check for understanding particular
goal(s):
Terms: adapatation, Use evidence such of the evidence for
organism
fitness,
as the fossil
evolution and its
acclimatization.
record,
associated terms through
Describe how
working
example:
homologous
quizzes and discussions.
the theory of
deer population
structures and
evolution
chemical
provides a
Book/internet
comparisons to
scientific
research: organism
describe the
changes in
explanation for of students'
choosing
organisms over
the history of
time.
life on earth.
Essay instruction
with content
checklists
Small group
information
exchange
Daily Lesson Plans
Day 1:
Daily Objective
Explain how the concept of the "survival of the fittest" relates to the concept of suitability
of an organism to its environment.
□ Evaluate characteristics of white-tailed deer (O. virginianus)
source: http://en.wikipedia.org/wiki/White-tailed_deer
□ Discuss forces that cause changes over time using comparisons of subspecies of
O. virginianus, connecting their genetic variations to the environments in which
they thrive. (Appendix A)
□ analytical reading: Wildlife-Whitetailnj.pdf (Appendix B)
Assignment: Make a graphic organizer of the population pressures on the white-tailed
deer of New Jersey. Use this information to uncover small-scale genetic changes that
may occur( or have likely occurred) in these populations over time. (Appendix C)
day 2:
Daily Objective:
Summarize the major concepts of natural selection and explain how a new species or
variety originates through the evolutionary process of natural selection.
□ lecture notes on the four parts of Darwin's theory of natural selection:
overproduction, genetic variation, struggle to survive, differential reproduction
(Appendix D)
□ analyze theory in terms of deer population example (APPENDIX E)
□ Students design a poster sketch of four parts of Darwin's theory for their chosen
organisms, including written captions to explain each part. Examples of traits or
characteristics should be used as support for their work.
□ begin research on the evolution of organisms of students' choosing
□
day 3:
Daily Objective:
Explain, using examples, how the fossil record, comparative anatomy, and other evidence
supports the theory of evolution.
□ evidence for evolution discussion and examples: fossil records, homologous
structures, chemical comparisons through use of textbook section 10.2 Evidence
of Evolution. Identify big ideas and supporting details in the reading.
□ direct instruction on short essay format: content checklists (APPENDIX F)
□ research time: books and internet
day 4:
Daily Objective:
Students will work on written expression of the evidence supporting the theory of
evolution.
□ evolution quiz: Darwin's theory(APPENDIX G)
□ small group exchange of information for essay rough drafts
□ complete content checklists
□ turn in drafts of essays
Reflection
In preparing this lesson sequence in the inquiry approach, I started by forming the
essential question. Wilhelm (Engaging Readers and Writers with Inquiry, 2007) suggests
that teachers first form an essential question with an approach which is quite different
from the often dry language of the biology course standards. This is one that grabs the
students' attention, is easy to remember, and answers any question to the importance of
studying such a topic. The essential question should get to the point, and be applicable to
students' lives and surroundings. The one I finally settled on surely gets to the point of
the matter, but perhaps needs some work in its ability to grab attention and directly link
to their lives. If I were bolder, perhaps I'd use some variation like, how did we get here?
The four-day plan that I have outlined attempts to address the needs of what
Wilhelm calls critical inquiry, in which the students are activity engaged in finding the
answers to the burning questions. Rather than sitting and listening to facts on evolution,
they are performing the work for themselves, as scientists would in the field. In
completing the final project for this sequence, the students are being given the
opportunity to find out for themselves the evidence for evolution for an organism of their
own choosing. The inquiry here is literature-based, and so will require the students to
practice their reading and writing skills in productive ways.
Day 1: We start out this sequence by making connections between the
characteristics of the white-tailed deer and the suitability for the environments they
inhabit. In choosing the white-tailed deer for this work, I am appealing to their prior
knowledge and interests. In my readings of both Wilhelm and Christensen (Reading,
Writing and Rising Up, 2000) I have found additional evidence for what I've experienced
over the years in my classroom: engaging students in learning through application of
what they already know is a powerful tool in encouraging higher thinking skills about a
topic.
Students will be provided time to scan the article silently, and then contribute to our
large group discussion while filling in the chart in the style of Appendix A. As a
preview to what they are looking for, I will present to them the question: how do deer
differ in various regions of North America, and how are they the same?
I have chosen yet another reading for the students to complete on the deer
populations of New Jersey (Appendix B). After searching nearly everywhere for
literature on deer populations closer to home in Michigan, I have settled on this article.
However, if I do find an article more applicable to our region, I would substitute it.
Nevertheless, the content of the New Jersey article is appropriate for the reading level of
the majority of my students, and so it will be useful in their practice of making a graphic
organizer (Appendix C). In this approach, I am trying out a technique as suggested by
Moje and Speyer (Chapter 11 The Reality of Challenging Texts in High School Science
and Social Studies: How Teachers Can Mediate Comprehension, from Hinchman and
Sheridan-Thomas, eds, Best Practices in Adolescent Literacy Instruction, 2008). To
make sense of the reading before them, the students should be assisted in previewing and
organizing the information. The graphic organizer will help the students to summarize
the information they need to focus on regarding the suitability of an organism to its
environment.
Day 2: Here I will provide information to the students regarding Darwin's theory
of natural selection. They will then have the tools to perform their own inquiry into the
meaning of the terms as they relate these to an organism of their own choosing. I am
anticipating that the students will only require a short portion of the class time to put
together such a project. However, I would also reserve more time for students to work if
they needed it. I will grade the students on how well they express in written form the
characteristics of each of the four parts of the theory in terms of what they know of their
chosen organism.
If time permits, students will have the opportunity to research how their chosen
organism likely evolved. First, the students and I will begin to discuss how scientists
approach the questions surrounding evolution.
Day 3: This is the most information-packed day of the sequence. I have modeled
the lesson after the textbook section on the evidence for evolution, compacted in a few
short, summary-style paragraphs. In a large group discussion, we would work together
to list the main ideas behind the evidence for evolution. In addition to these more formal
notes, this content would be greatly enhanced with visual aids. I would like to set up a
slide show of good-quality images to take the students through each evidence category.
As with the other readings, I am employing the methods outlined in the Hinchman text in
summarizing and modeling for the students how to apply the information found in
science textbooks. We also need to discuss their evolution projects and the content
requirements (Appendix F). Students should begin to research their own projects if time
permits.
Day 4: Apart from a brief quiz on Darwin's theory of natural selection, this day is
reserved for research and drafting of a short essay regarding the evolution of their chosen
organism. Given that not all research will go smoothly, the students will likely need
another day to be able to put together a rough draft. So, the plan will probably be
extended into day 5. After rough drafts have been drawn up, students will work together
in small groups to exchange ideas and assist in the editing of each other's work. In terms
of work in small groups, Christenen's examples of peer editing criteria sheets could be
adapted for this project; the point is to get students to think critically about another
person's work beyond simple yes or no responses. In addition to this, I have designed my
own writing rubric for the content requirements (Appendix F) so that the students are
clear about what they are looking for even before they begin their research.
We will begin the study of evolution second semester, and I am eager to give my
plans a try.
Appendix A
sample chart
O. virginianus subspecies
Odocoileus virginianus
peruvianus
Appendix B
Wildlife-whitetailnj.pdf
unique traits
thick grey coats
description of habitat
high elevations(Andes),
cold weather
Appendix C
Sample Graphic Organizer
human hunting
availability of forage
NJ Deer populations
predation
disease
deer traits
population pressure
"positive"
fast runner
human hunting
"negative"
large antlers
APPENDIX D
DAY 2 NOTES
NATURAL SELECTION: The mechanism for descent with modification
THE FOUR MAIN PARTS TO DARWIN'S THEORY (plus related vocabulary terms):
1. more offspring are produced than can survive to
maturity=_______________________________________________________________
□ The environment limits the populations of all organisms.
2. Individuals have different traits: these differences can be inherited. Occasionally, new
traits may appear in a population._____________________________________________
3. Individuals compete with each other. Some variations improve an individuals chance to
survive and reproduce, others reduce this chance.
________________________________________________________________________
□
A trait that makes an individual successful in its environment
=_________________________________________________________________
4. Organisms with the best adaptations are most likely to survive and reproduce. Through
inheritance, the adaptations will become more frequent in the population. Populations may
begin to differ as they become adapted to different environments, even if they descended
from the same ancestors.______________________________________________________
□
A measure of an individual’s hereditary contribution to the next
generation=________________________________________________________
□
Changes in traits in populations over time=___________________________________
□
A short-term process in which physiological changes take place in a single being in its
own lifetime=__________________________________________________________
APPENDIX E
Statements about deer for students to match with the four main parts of Darwin's
theory of natural selection:
Individual deer within a population differ in size, color, strength, speed, ability to find
food, or resistance to certain diseases. (Answer: Genetic Variation)
Each mature female doe gives birth to one to three fawns every spring; approximately
25% of fawns will not reach six months of age due to predation, disease, and accidents.
(Answer: Overproduction)
Deer with stream-lined bodies and long legs are able to move faster through heavy snow,
thus avoiding predation and surviving to reproduce another year. These traits become
more frequent in a population. (Answer: Differential reproduction)
Individual deer compete with each other for limited forage. Some will be weakened or
killed by predation, disease or severe changes in weather. (Answer: Struggle to survive)
APPENDIX F
Evolution quiz
Provide an explanation for the following four parts for the theory of natural selection
using the white tail deer example we discussed in class.
Alternative: Instead of white tail deer, you may use facts you've already gathered
regarding your chosen organism.
Overproduction
Genetic variation
Struggle to Survive
Differential reproduction
APPENDIX F
Short Essay Content checklist:
□ Introduction paragraph including the natural history of the chosen species
□ supporting evidence* for evolution in the following headings:
(separate paragraphs)
fossil record, including transitional species if available
anatomy and embryology, including the terms homologous, analogous, vestigial
structures
biological molecules, including chemical structures
* if particular pieces of evidence are not available for your species, state so and then
describe in more general terms the evidence available for a broader category of
organisms it could be classified under.
□ closing paragraph, including an overview stated in a unique, interesting way.