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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.