natural selection unit plan

Unit Plan

Zachary McCormic

SCIE 380

Natural Selection 9th Grade Biology

McCormic Natural Selection - 2

Table of Contents

Section------------------------------------------------------------------------------------------------------Page

Topic and Learning Goals------------------------------------------------------------------------------------3

Objectives------------------------------------------------------------------------------------------------------4

Pre-Assessment Instrument----------------------------------------------------------------------------------5

Pre-Assessment Scoring Instrument------------------------------------------------------------------------8

Post-Assessment Instrument-------------------------------------------------------------------------------11

Post-Assessment Scoring Instrument---------------------------------------------------------------------14

Lesson 1: Introduction to Natural Selection-------------------------------------------------------------17

Lesson 2: You Cant See Me! ----------------------------------------------------------------------------20

Lesson 3: Ooh That Smell---------------------------------------------------------------------------------24

Lesson 4: Counting Your Ps and Qs--------------------------------------------------------------------27

Lesson 5: Everything You Wanted to Know About Charles Darwin but Were Afraid to Ask---30

Pre-Assessment Analysis-----------------------------------------------------------------------------------32

Formative Assessment Analysis---------------------------------------------------------------------------34

Pre- and Post-Assessment Analysis-----------------------------------------------------------------------36

Instructional Decisions Discussion------------------------------------------------------------------------39


Topic and Learning Goals:

NGSS HS-LS.4-4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

MD State Standards, Goal 3, Biology 3.4.1 The student will explain how new traits may result from new combinations of existing genes or from mutations of genes in reproductive cells within

a population (Assessment Limit 1 is natural selection).

Learning Goals:

Lesson 1: Student will be able to define natural selection, and will begin to see how it works in

the real world.

Lesson 2: Student will continue to shape their views of how natural selection impacts a species

through adaptations, and will be able to identify several different types of adaptation.

Lesson 3: Students will observe different examples that environmental pressures can have on a

population and how the environment drives the natural selection of that population.

Lesson 4: Students will learn the Hardy-Weinberg equation and the four concepts for a

population at equilibrium, and observe what happens to the allelic frequencies of a trait when the

population is not at equilibrium.

Lesson 5: Students will compile their understandings of natural selection and Charles Darwin

and the role Charles Darwin had in the development of the theory of natural selection.


Objectives:

Lesson 1: The student will be able to define natural selection and describe how it an influence a

population.

Lesson 2: The student will be able to identify adaptations given a description of a plant or

animal, and give an example of an adaptation of a hypothetical plant or animal given a situation.

Lesson 3: The student will be able to differentiate and categorize three different environmental

pressures and how they could impact a population from a selection of potential environmental

pressures.

Lesson 4: The student will be able to demonstrate how the Hardy-Weinberg equation is

calculated by calculating the allele and phenotype frequencies from a case study.

Lesson 5: The student will be able to justify natural selection and Darwins role in the theory by writing a mock letter to the editor.


Pre-Assessment Instrument:

Initials: _______________ Class: ____________ Pre-Test

Part I Matching. Match the term with the definition.

_____1. Adaptation A. The gradual process in which one trait

becomes more or less common

through selective breeding

_____2. Environmental Pressures B. Physical and behavioral traits that enable

an organism to survive

_____3. Variation C. Influence of the environment toward one

trait or another

_____4. Natural Selection D. All of the different versions of a trait

within a species

Part II True or False. Determine if each statement is true or false in the area provided.

_____5. Survival refers to passing on the genes from one generation to the next,

not outliving the competition.

_____6. The Galapagos Islands are just off the coast of England.

_____7. Natural selection and survival of the fittest are the same thing.

Part III Multiple Choice. Select the appropriate answer for each question.

_____8. When a farmer breeds only their best livestock, this is called:

A. Natural Selection B. Artificial Variation C. Selective Breeding D. Survival of the Fittest

_____9. Which of the following could impact a population?

A. Unseasonal temperature changes B. Geographic barriers C. Introduction of a predator D. All of the above E. None of the above


_____10. Penguins are white on the front and black on

the back. When they are swimming, they are at risk

from predators both above and below the water. Their

coloring helps them because their dark backs blend

into the water as seen from above. From below, they

are white and are difficult to see against the sky above

the surface of the sea. Which of these best describes

this characteristic?

A. recombination B. homeostasis C. mutation D. adaptation

_____ 11. The difference in the fur color of individual rabbits is described as:

A. speciation B. variation

C. evolution D. succession

_____12. Darwins theory of evolution is based in the idea of: A. Variation and natural selection B. Use and disuse C. Tendency toward perfect, unchanging species D. Transmission of acquired characteristics

_____13. Darwin began to formulate his theory of evolution by natural selection

after:

A. Experimentation with animals B. Observations of many species and their geographical locations C. Reading the writings of religious figures of his time D. Agreeing with leading scientists of his time about the driving force

behind evolution


_____14. If the frequency of two alleles in a gene pool is 80% D and 20% d, what

is the frequency of individuals in the population with the genotype Dd?

A. 0.16 B. 0.32 C. 0.08 D. 0.50


Pre-Assessment Scoring Instrument:

Initials: __KEY________ Class: ____________ Pre-Test


__B__1. Adaptation A. The gradual process in which one trait



_C___2. Environmental Pressures B. Physical and behavioral traits that enable


_D___3. Variation C. Influence of the environment toward one

trait or another

_A___4. Natural Selection D. All of the different versions of a trait

within a species


_T___5. Survival refers to passing on the genes from one generation to the next,


_F___6. The Galapagos Islands are just off the coast of England.

_T___7. Natural selection and survival of the fittest are the same thing.


_C___8. When a farmer breeds only their best livestock, this is called:


_D___9. Which of the following could impact a population?



__D__10. Penguins are white on the front and black on








A. Recombination B. Homeostasis C. Mutation D. Adaptation

_B___ 11. The difference in the fur color of individual rabbits is described as:



_A___12. Darwins theory of evolution is based in the idea of: A. Variation and natural selection B. Use and disuse C. Tendency toward perfect, unchanging species D. Transmission of acquired characteristics

__B__13. Darwin began to formulate his theory of evolution by natural selection

after:


behind evolution


_B___14. If the frequency of two alleles in a gene pool is 80% D and 20% d, what


A. 0.16 B. 0.32 C. 0.08 D. 0.50


Post-Assessment Instrument:

Initials: _______________ Class: ____________ Post-Test


_____1. Adaptation A. The gradual process in which one trait



_____2. Environmental Pressures B. Physical and behavioral traits that enable


_____3. Variation C. Influence of the environment toward one

trait or another

_____4. Natural Selection D. All of the different versions of a trait

within a species


_____5. Survival refers to passing on the genes from one generation to the next,


_____6. The Galapagos Islands are just off the coast of England.

_____7. Natural selection and survival of the fittest are the same thing.


_____8. When a farmer breeds only their best livestock, this is called:


_____9. Which of the following could impact a population?



_____10. Penguins are white on the front and black on








A. recombination B. homeostasis C. mutation D. adaptation

_____ 11. The difference in the fur color of individual rabbits is described as:



_____12. Darwins theory of evolution is based in the idea of: A. Variation and natural selection B. Use and disuse C. Tendency toward perfect, unchanging species D. Transmission of acquired characteristics

_____13. Darwin began to formulate his theory of evolution by natural selection

after:


behind evolution


_____14. If the frequency of two alleles in a gene pool is 80% D and 20% d, what


A. 0.16 B. 0.32 C. 0.08 D. 0.50


Post-Assessment Scoring Instrument:

Initials: __KEY________ Class: ____________ Post-Test


__B__1. Adaptation A. The gradual process in which one trait



_C___2. Environmental Pressures B. Physical and behavioral traits that enable


_D___3. Variation C. Influence of the environment toward one

trait or another

_A___4. Natural Selection D. All of the different versions of a trait

within a species


_T___5. Survival refers to passing on the genes from one generation to the next,


_F___6. The Galapagos Islands are just off the coast of England.

_T___7. Natural selection and survival of the fittest are the same thing.


_C___8. When a farmer breeds only their best livestock, this is called:


_D___9. Which of the following could impact a population?



__D__10. Penguins are white on the front and black on








A. Recombination B. Homeostasis C. Mutation D. Adaptation

_B___ 11. The difference in the fur color of individual rabbits is described as:



_A___12. Darwins theory of evolution is based in the idea of: A. Variation and natural selection B. Use and disuse C. Tendency toward perfect, unchanging species D. Transmission of acquired characteristics

__B__13. Darwin began to formulate his theory of evolution by natural selection

after:


behind evolution


_B___14. If the frequency of two alleles in a gene pool is 80% D and 20% d, what


A. 0.16 B. 0.32 C. 0.08 D. 0.50


Lesson 1: Introduction to Natural Selection:

Unit: Natural Selection

Lesson

Title:

Introduction to Natural Selection

Core Learning

Goal(s)

or VSC

Standard(s):

NGSS HS-LS.4-4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations. MD State Standards, Goal 3,

Biology 3.4.1 The student will explain how new traits may result from new combinations of existing genes or from mutations of genes in reproductive cells

within a population (Assessment Limit 1 is natural selection).

Objective: The student will be able to define natural selection and describe how it can

influence a population.

Assessment Focus:

(Key Idea)

Student will be able to define natural selection, and will begin to see how it

works in the real world.

Materials Needed:

Computers with internet

ExploreLearning account

Handout A

Handout B

Powerpoint

Handouts: Handout A (notes)

Handout B (worksheet)

Exit Ticket

Adaptations and

Modifications:

Give instructions both orally and in writing

Repeat instructions

Allow extra time as needed

Pair with more proficient student(s)

Visually impaired: preferential seating provided; may use magnifying glass and/or large text.

Engageme

nt

TIME__5__

Warmup: In your own words, define evolution, and

Can you provide an example of evolution? (Warmup is

on evolution, as the Natural Selection lessons are part of

the larger evolution unit)

After 2 minutes to complete warmup, students will

share with a partner what they had, then share out with

the class. Next, will go over objective and show picture

Evolution of a Unicyclist to introduce humor into the topic. Will lead in to Nowhere to Hide simulation.

Level(s) of

Blooms taxonomy:

III Application

Exploratio

n

TIME__12_

Simulation scenario introduced, what the leaves look

like on the trees without pollution, what the leaves look

like with pollution, and the different colors of beetle

(Handout A). Students will be asked what they think

will happen to the beetles with no pollution, then the

simulation will be run. Students will be asked what they

think will happen to the beetles with pollution. Reset

and run simulation with pollution. Discuss with students

what they saw, and why the beetles were more likely to

be eaten if they did not match the leaves. At end of

discussion, ask students for what they think they were

seeing, the beetles of one color more likely to survive.

Get as many suggestions as possible before moving on

to next section (no bad ideas).

Level(s) of

Blooms taxonomy:

I Knowledge


Explanatio

n

TIME__22_

Begin with note sheet (Handout A), and saying how

what they have just seen is called Natural Selection and was first observed by a scientist named Charles

Darwin. Slides will cover who Darwin is, his trip to the

Galapagos Islands, some of the animals he saw

(including Galapagos tortoises and finches, and into a

formal definition of Natural Selection (a gradual process

where one trait becomes more or less common through

selective breeding. The individual that is best able to

adapt to its environment has the best chance of

reproducing and passing their genes to the next

generation. Also known as Survival of the Fittest). From

here, circle back to beetle example and discuss if the

definition fits what we saw. Ask students How could what we saw with the beetles be considered survival of the fittest? What does survival mean in this case? Convey that survival does not mean outliving your

peers, but passing on your genes your genes are survived to the next generation. After this, will begin

discussion of different terms associated with natural

selection (adaptation, variation, environmental

pressures). Students will be presented with a term, then

be asked to provide an example of each term

(discussion). Examples are available on slides for

students to include on their notes. After all examples are

done, will show Brain Pop on Natural Selection to

reinforce terms.

Level(s) of

Blooms taxonomy:

I Knowledge

II Comprehension

Extension

TIME__48_

Rainfall and Bird Beaks gizmo (on ExploreLearning).

Will introduce gizmo and go over pages one and 2 of

Handout B to show students how gizmo works with the

sliders and different graphs. Students will be given

directions for how to complete pages 3-6 of worksheet,

and given until the last 15 minutes of class to complete

(whatever is not done will be homework). With 15

minutes left in class, will regroup to discuss what they

observed during the drought and during the wet

conditions, and what reasons or solutions they have for

bird beak depth and overall population sizes changing.

Will refer back to objective and discuss if what they saw

with the bird beaks was natural selection or not and

why. After 10 minutes of discussion, will pass out exit

ticket. Students will have remainder of class to fill out

exit ticket.

Level(s) of

Blooms taxonomy:

III Application

IV Analysis

V Synthesis

VI Evaluation


Evaluation

TIME__5__

Students will clear their desks and fill out exit ticket: 1.

In your own words, what is natural selection? 2. There

are two types of grass. Jim grass, which has long roots

and grows in communities of 3-4 plants, and Dale grass,

which has shallow roots and grows in communities of

over 20 plants. The longer root systems allow for Jim

grass to draw water from lower in the soil, but takes 3-4

weeks to grow to maturity. The shallow roots of Dale

grass allow it to grow in large patches and reaches

maturity in 5 days, but cannot get water from deep in

the soil.

Which of the two grasses would be in a better position

to survive: (circle one)

A. during a drought? JIM DALE

B. if a horse moved in and began eating large amounts

of grass (both grasses taste very good and are

nutritious)? JIM DALE

Level(s) of

Blooms taxonomy:

IV Analysis

V Synthesis

VI Evaluation

References/Cre

dits:

Nowhere to Hide:

http://sciencenetlinks.com/media/filer/2011/10/07/evolution.swf Rainfall and Bird Beaks:

http://www.explorelearning.com/index.cfm?method=cResource.dspView&Resourc

eID=404&ClassID=0

Dimensions of

Learning:

Attitudes and Perceptions Acquire/Integrate Knowledge Extend/Refine Knowledge

Meaningful Use of Knowledge Habits of Mind

Reflections:

Analysis of Lesson

Effectiveness:

Out of the _18_ students who turned in the __exit ticket____ activity,

12_ / _18 scored 90% or above (proficient)

_3_ / _18 scored between 80 89% (above average) _3_ / _18 scored 70 79% (satisfactory) _0_ / _18 60 70% _0_ / _18 < 60%

Based upon my data and informal conversations with my students, I could improve student

understanding and the effectiveness of this lesson by -focusing more on the definition of natural selection

-repetition, repetition, repetition

-clean exit ticket up a little, example was confusing for some

Areas for

Improvement: -Less time on gizmo, more time on explanation. Maybe even more discussion at end of class to

continue to work on definition.

-Improve transitions between segments need to be smoother


Lesson 2: You Cant See Me! Unit: Natural Selection

Lesson Title: You Cant See Me!

Core Learning

Goal(s)

or VSC

Standard(s):

NGSS HS-LS.4-4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations. MD State Standards, Goal

3, Biology 3.4.1 The student will explain how new traits may result from new combinations of existing genes or from mutations of genes in reproductive cells


Objective: The student will be able to identify adaptations given a description of a plant or

animal, and give an example of an adaptation of a hypothetical plant or animal

given a situation

Assessment Focus:

(Key Idea)

Student will continue to shape their views of how natural selection impacts a

species through adaptations, and will be able to identify several different types

of adaptation.

Materials Needed:

Handout A

Computer with Internet

Handout B

Materials at different stations (mix of computers and handouts)

Handouts: Handout A (moth handout)

Handout B (notes page)

Adaptations and

Modifications:


Repeat instructions





Engagemen

t

TIME__7__

Warmup: There are two types of grass. Jim grass,

which has long roots and grows in communities of 3-4

plants, and Dale grass, which has shallow roots and

grows in communities of over 20 plants. The longer

root systems allow for Jim grass to draw water from

lower in the soil, but takes 3-4 weeks to grow to

maturity. The shallow roots of Dale grass allow it to

grow in large patches and reaches maturity in 5 days,

but cannot get water from deep in the soil.

Which of the two grasses would be in a better position

to survive:

During a drought?

If a horse moved in and began eating large amounts of

grass (both grasses taste very good and are nutritious)?

Discuss what happens to a plant in drought, and during

normal conditions. Extend to what makes Jim more

likely to survive a drought. Discuss what a predator

would do to the mix, and what makes Dale more likely

to survive a predator

Goal is to elicit answers and have class discuss briefly

why they thought what they thought. In doing so, lead

discussion into finding out correct answer from day

before. Explain how they are variations of the same

grass, but each has a different advantage, depending on

the environment.

Level(s) of

Blooms taxonomy:

III Application

Exploration

TIME_23__

Divide class into boys and girls for Moth activity

(Handout A). Each group will send one representative

to the computer and run gizmo for the light and dark

trees (5 years for each). Students will fill in pages 1-3

for their group (cheering on their group member who is

running the simulation) during this part of class, page 4

is homework. Discuss the following: What was your

teams strategy for catching moths? What types of moths were easiest to catch? Before/after the Industrial

Revolution? What term would you use to describe the

different colored moths? What would you call the

different versions of a trait? What term would you use

to define what we have been seeing?

Goal for this section is to see how adaptations and

natural selection are very closely related.

Level(s) of

Blooms taxonomy:

I Knowledge


Explanation

TIME_12__

Powerpoint and notes page (Handout B) with

definition (adaptation heritable, be functional, increases survival; types structural, behavioral, and a definition and example of each). Discuss with class the

term and the examples and how definition is important

(heritable, function, increases survival/fitness). Refer

back to natural selection definition again, particularly

survival of the fittest (dont let students look at notes from day before!). After re-touching on natural

selection, list examples of things that are not

adaptations and why (outdated, does not increase

survivability, etc.).

Level(s) of

Blooms taxonomy:

I Knowledge

II Comprehension

Extension

TIME__35_

Students will be given a handout (Handout B), which is

a packet of blank charts. Students will go around the

room to different stations with types of adaptations

(environmental, predator/prey based, plant-specific

adaptations, and animal-specific adaptations). Students

will go around to each different type of adaptation

taking notes on the species, the environment, the

variation in traits, and what the different adaptations

are and how they influence natural selection within that

population (final question will not be explicit at

station, but something they can fill out by reading and

analyzing the information at the stations. Students will

be advised that they should spend no more than 4

minutes per station (should spend at least 2 to get all

information and notes), and that they should go to at

least 6 stations.

Level(s) of

Blooms taxonomy:

III Application

IV Analysis

V Synthesis

VI Evaluation


Evaluation

TIME__10_

1. Page 4 of Handout A

2. After students have gone through all stations, they

will be given a handout with two stories (five different

stories in references section. Will randomly assign 2 of

the 5 to each student. One is about a plant and the

changing environment, and the second is about an

animal with a new predator introduced to the area.

Students will pull from the stories the traits/adaptations

present, and which are in the best and worst positions

to survive in that given scenario. Story one should be

turned in before class ends, and story two can be taken

home as homework (but could be finished in class).

Level(s) of

Blooms taxonomy:

IV Analysis

V Synthesis

VI Evaluation

References/Credi

ts:

Background: http://evolution.berkeley.edu/evolibrary/article/evo_31

Moth gizmo:

http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&Resou

rceID=447

Stations:

http://www.mbgnet.net/bioplants/adapt.html

http://www.cotf.edu/ete/modules/msese/earthsysFlr/taigaA.html

http://www.bbc.co.uk/nature/adaptations

http://www.exploringnature.org/db/detail.php?dbID=5&detID=20

http://education.nationalgeographic.com/education/encyclopedia/adaptation/?ar_a

=1

http://www.exploringnature.org/db/detail_index.php?dbID=5&dbType=2t

http://www.animalplanet.com/wild-animals/animal-adaptations/


http://www.tburg.k12.ny.us/mcdonald/ANIMAL%20ADAPTATIONS/AAdapt.ht

m


http://www.nhptv.org/natureworks/nwep1.htm

Story links:

http://www.livescience.com/19464-butterflies-habitat-climate-change.html

http://www.livescience.com/17767-octopi-adapt-chilly-waters.html

http://www.livescience.com/28235-cavefish-hearing-loss.html

http://www.livescience.com/24649-urban-birds-adapt-cats.html

http://www.livescience.com/47009-nyc-squirrels-adapt-to-urban-

environment.html

Dimensions of

Learning:



Reflections:

Analysis of Lesson

Effectiveness:

Out of the _18_ students who turned in the __Story_____ activity,

10_ / _18 scored 90% or above (proficient)



understanding and the effectiveness of this lesson by -Regrouping with discussion at end instead of just jumping into formative assessment

-Less work on examples during explain, and more during elaborate

Areas for

Improvement: -More structure to stations section of lesson

-More than two students doing moth simulation opportunity to participate


Lesson 3: Ooh That Smell


Lesson Title: Ooh That Smell

Core Learning

Goal(s)

or VSC

Standard(s):




Objective: The student will be able to differentiate and categorize three different

environmental pressures and how they could impact a population from a

selection of potential environmental pressures.

Assessment Focus:

(Key Idea)

Students will observe different examples that environmental pressures can have

on a population and explain how the environment drives the natural selection of

that population.

Materials Needed:

Handout A

Powerpoint

Pre-printed research packets


Textbook

Handout B

Handouts: Handout A (worksheet/notes)

Handout B (quiz)

Adaptations and

Modifications:


Repeat instructions




Engagemen

t

TIME__15_

Warmup: Do you think humans have played a role in

natural selection? Why or why not?

After warmup has been entered on warmup sheet, will

introduce video (human talk is later). After warmup,

will put this aside for now and watch The Making of the Fittest video.

Level(s) of

Blooms taxonomy:

III Application

Exploratio

n

TIME__12_

After watching video, teacher will hand out

worksheet/notes (Handout A), and students will work

in small groups/pairs to complete the worksheet portion

of the handout (based directly off what they saw on the

worksheet). Students will have 8 minutes to complete

worksheet (4 minutes per question), then the remaining

4 minutes will be to discuss what we have seen, and

refer back to natural selection again.

Level(s) of

Blooms taxonomy:

I Knowledge

Explanatio

n

TIME__10_

Beginning with example of the mice, will re-introduce

concept of environmental pressures and its role in

natural selection. After definition, will introduce

categories of environmental pressures (Global

Warming, Introduction of a new predator/removal of

prey, Environmental changes, Human-based). When

human-based is discussed, refer back to warm-up, and

refer back to their opinions for and against.

Level(s) of

Blooms taxonomy:

I Knowledge

II Comprehension


Extension

TIME__45_

Students will be broken into 4 cooperative learning

groups and assigned one of the four categories. Groups

will be given a packet of information, including

powerpoints, articles and printed webpages regarding

one of the four categories. Textbooks can be used too.

Groups will be given Handout B which provides the

template of information to gather, and will have 25

minutes to gather and prepare to present to the class

what they have found about that particular

environmental pressure. Presentations should 7-10 min

per group, and do not need to have a visual involved.

One member will be picked at random, and their packet

will serve as the groups grade for their portion of the lesson. Teacher should be ready to add or correct

anything from the presentations.

Level(s) of

Blooms taxonomy:

III Application

IV Analysis

V Synthesis

VI Evaluation

Evaluation

TIME__5__

Multiple choice quiz with 3 questions. On all 3,

students will have to state which type of environmental

pressure is being shown, and for one of the three, the

student will be asked to say which trait is favored, and

what they believe will happen to the plant/animal

without the trait and why. Needs to be handed in before

end of class. No homework.

Level(s) of

Blooms taxonomy:

IV Analysis

V Synthesis

VI Evaluation

References/Cred

its:

Engagement video:

http://media.hhmi.org/biointeractive/films/natural_selection.html

Sample of articles for extension:

GW:

http://environment.nationalgeographic.com/environment/global-warming/gw-

effects/

http://e360.yale.edu/feature/first_comes_global_warming_then_an_evolutionary_e

xplosion/2178/

http://evolution.berkeley.edu/evolibrary/news/060701_warming

http://www.natureworldnews.com/articles/9059/20140916/climate-change-forces-

tropical-lizards-to-swiftly-adapt.htm

Predator/Prey:

http://eol.org/info/460

http://amphibiaweb.org/declines/IntroSp.html

http://thefishproject.weebly.com/effects-of-fishing-on-food-web-structure.html

http://www.arkive.org/education/teaching-resources-14-16

Env. Chg:

http://eschooltoday.com/pollution/air-pollution/effects-of-air-pollution.html

http://ecologyandevolution.cornell.edu/research/environment-sustainability-

conservation/environmental-change-biodiversity.cfm

http://www.epa.gov/climatestudents/impacts/effects/ecosystems.html

http://www.nature.com/news/pink-salmon-evolve-to-migrate-earlier-in-warmer-

waters-1.10993

Human Driven:

http://www.science20.com/anthrophysis/effects_humans_plant_biodiversity-

86885

http://www.nature.com/scitable/topicpage/genetics-of-dog-breeding-434

http://www.livescience.com/27692-deforestation.html

http://www.seafriends.org.nz/issues/threats.htm

Slides from arkive.org will also be used, one set per topic.


Dimensions of

Learning:



Reflections:

Analysis of Lesson

Effectiveness:

Out of the _18_ students who turned in the ____quiz________ activity,

9__ / _18 scored 90% or above (proficient)

6__ / _18 scored between 80 89% (above average) 2__ / _18 scored 70 79% (satisfactory) 1__ / _18 60 70% ___ / _18 < 60%


understanding and the effectiveness of this lesson by -Some kind of discussion after presentations to check to see where students are

-More focus on the mice and why, and not be so quick to get into group project

Areas for

Improvement: -Extend presentations to another day, and give students time to make presentations better

-Transitioning back to human role in natural selection need to find different ways to discuss


Lesson 4: Counting Your Ps and Qs Unit: Natural Selection

Lesson Title: Counting Your Ps and Qs

Core Learning

Goal(s)

or VSC

Standard(s):




Objective: The student will be able to demonstrate how the Hardy-Weinberg equation is

calculated by calculating the allele and phenotype frequencies from a case study.

Assessment Focus:

(Key Idea)

Students will learn the Hardy-Weinberg equation and the four concepts for a

population at equilibrium, and be able to describe what happens to the allelic

frequencies of a trait when the population is not at equilibrium.

Materials Needed:

Handout A

Powerpoint

Handout B

Practice Problem

Red and White beans for class

Coin

Jars

Handouts: Handout A (Explore/notes)

Handout B (Extension activity)

Practice Problem

Adaptations and

Modifications:


Repeat instructions




Engagemen

t

TIME_8___

Warmup: How do scientists keep track of traits within

a population? How would you do this?

After warmup, introduce topic as a combination of

genetics and natural selection. Pass out NIH and CDC

articles on Sickle Cell Anemia and Sickle Cell Trait,

and have students read out-loud one paragraph each.

Interject with comments and to answer questions as

needed.

Level(s) of

Blooms taxonomy:

III Application


Exploratio

n

TIME__22_

Introduce activity, as we will be studying sickle cell

anemia and sickle cell trait using beans (red and

white). Remember that homozygous recessive causes

sickle cell disease, and that heterozygous causes sickle

cell trait. Additionally, those with sickle cell trait do

not get malaria. You will be randomly pulling alleles

(the red and white beans) from the gene pool, and be

flipping a coin to determine if that patient has malaria

or not (heads=yes, tails=no). Instructions for

completing lab on overhead and lab sheet itself

(Handout A). Volunteers will read introduction,

materials, and procedure. We will do an example as a

class. Students will work in pairs and will record out

their allele frequencies for F1 and F2 generations on

board. As pairs complete assignment, students will

write class results on their handout from the board.

Level(s) of

Blooms taxonomy:

I Knowledge

Explanatio

n

TIME_10__

After everyone has recorded their results, hand out

Handout B, and will introduce concept of Hardy-

Weinberg, and how it is used to calculate the

frequency of both heterozygous and homozygous

genotypes in a population. Will explain how equation

works, and use both the F1 and F2 generations from

the exploration as examples. Next, will introduce the

five conditions needed to meet HW equilibrium, and

what it means if a population is at equilibrium or not.

Khan Academy video will follow.

Level(s) of

Blooms taxonomy:

I Knowledge

II Comprehension

Extension

TIME_30__

Introduce activity, and leave directions on overhead.

Students (in pairs, but collecting their own data) will

complete both Activity 1 and Activity 2, and after all

pairs have completed tables, will regroup to discuss

what population was at equilibrium and which was

not. Will discuss conditions to meet equilibrium, and

if they think it is possible to obtain HW equilibrium in

a regular population. If not, what needs to be done to

make equilibrium possible?

Finally, will ask if the students can determine why

study HW with natural selection? HW gives those

studying a population a way to determine if a trait is

being favored or not. Does that sound familiar?

Level(s) of

Blooms taxonomy:

III Application

IV Analysis

V Synthesis

VI Evaluation


Evaluation

TIME__9__

For remainder of class, students will fill out one more

HW question on their own, with desks cleared:

2. You have sampled a population in which you know

that the percentage of the homozygous recessive

genotype (aa) is 36%. Using that 36%, calculate the

following:

A. What is the equation for Hardy-Weinberg?

B. The frequency of the "aa" genotype. .36

C. The frequency of the "a" allele. .6

D. The frequency of the "A" allele. .4

E. The frequencies of the genotypes "AA" and "Aa."

.16 and .48 F. The frequencies of the two possible phenotypes if

"A" is completely dominant over "a." .36 will show

recessive trait, .64 will show the dominant trait

Level(s) of

Blooms taxonomy:

IV Analysis

V Synthesis

VI Evaluation

References/Cred

its:

Evaluation:

http://www.biologycorner.com/worksheets/hardy_weinberg_problemset_key.html

Explore: The Nuffield Foundation

Engagement: http://www.nhlbi.nih.gov/health/health-topics/topics/sca

http://www.cdc.gov/ncbddd/sicklecell/documents/SCD%20factsheet_Sickle%20C

ell%20Trait.pdf

http://www.cdc.gov/malaria/about/biology/sickle_cell.html

Extension: http://www.carolina.com/teacher-resources/Interactive/teaching-

hardy-weinberg-in-the-classroom/tr10630.tr

Explain: https://www.khanacademy.org/test-prep/mcat/biomolecules/mendelian-

genetics/v/hardy-weinberg

Dimensions of

Learning:



Reflections:

Analysis of Lesson

Effectiveness:

Out of the _18_ students who turned in the __practice problem__ activity,

_7_ / _18 scored 90% or above (proficient)



understanding and the effectiveness of this lesson by -More time practicing with equations.

-Work on making reasons for studying this topic clearer at beginning of lesson.

Areas for

Improvement: -Allow more time for explanation

-Be ready to provide real-life examples of HW


Lesson 5: Everything You Wanted to Know About Charles Darwin but Were Afraid to Ask


Lesson Title: Everything You Wanted to Know About Charles Darwin but Were Afraid to Ask

Core Learning Goal(s)

or VSC Standard(s):

NGSS HS-LS.4-4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations. MD State Standards,

Goal 3, Biology 3.4.1 The student will explain how new traits may result from new combinations of existing genes or from mutations of genes in

reproductive cells within a population (Assessment Limit 1 is natural

selection).

Objective: The student will be able to justify natural selection and Darwins role in the theory by writing a mock letter to the editor.

Assessment Focus:

(Key Idea)

Students will compile and explain their understandings of natural selection

and Charles Darwin and the role Charles Darwin had in the development of

the theory of natural selection.

Materials Needed:

Powerpoint

Handout A

Printouts of various documents to assist in writing letter.


Handouts: Handout A (worksheet and notes)

Adaptations and

Modifications:


Repeat instructions



Visually impaired: preferential seating provided; may use magnifying glass and/or large

text. Engagement

TIME_6___

Warmup: Do you think natural selection was popular when Darwin

first came up with his theory? Why or why not?

After students have completed warmup, will introduce how we are

discussing Darwin in detail this lesson. Will start with video Singing Darwin: http://www.nytimes.com/video/science/1231547271297/darwin-in-

song.html

Level(s) of

Blooms taxonomy:

III Application

Exploration

TIME__15_

In the 4 groups, students will go to

http://www.sciencechannel.com/games-and-interactives/charles-

darwin-game/ site, and open Who Wants to Live a Million Years. Students will key (Handout A) for different traits and their advantages

and disadvantages (another look at environmental pressures), then

will try and see if their species can live a million years without their

species dying out. Students will write down on Handout A three

attempts at what they thought would survive, if it did, and why it did

not.

After finishing up three attempts at survival, groups will take the

Darwin quiz and write down their final score on the handout (grade

for completion).

Level(s) of

Blooms taxonomy:

I Knowledge

Explanation

TIME_10__

Regroup after game, saying how that is a fun little game showing

another example of natural selection. Now think back to your

warmup. Who thinks Darwins theory was popular after it came out? Why? Who thinks it wasnt popular? Why? Well Darwins life was not easy after he wrote his book On the Origin of Species. Slides with information about his life after returning, and the different things

he went through while working on his natural selection theory.

General discussion and background knowledge.

Level(s) of

Blooms taxonomy:

I Knowledge

II

Comprehension


Extension

TIME_50__

Now that I have provided you with information regarding Darwin, I

want to show you a letter to the editor written by a gentleman in

Delaware. Ask for volunteers to read it aloud one paragraph at a time.

What I want you to do is to write a letter to the editor to justify natural

selection and Darwins role in the theory. Please use examples and feel free to use things we have discussed in class. I have a few copies

of exhibits and all of the handouts from the past few days you can

refer back to. The goal of this assignment is for you to explain to Joe

Newspaper Reader what natural selection is, the role Darwin played,

and to back up your opinion if natural selection is a legitimate theory

or not.

Level(s) of

Blooms taxonomy:

III Application

IV Analysis

V Synthesis

VI Evaluation

Evaluation

TIME__2__

Students will turn in letters to the editor after the next class. Letters

should be 2 pages, double-spaced, complete sentences, and be factual

(with correct information to support claims.

Level(s) of

Blooms taxonomy:

IV Analysis

V Synthesis

VI Evaluation

References/Credits: Darwin singing:

http://www.nytimes.com/video/science/1231547271297/darwin-in-

song.html

Live a million years game: http://www.sciencechannel.com/games-and-

interactives/charles-darwin-game/

Darwin background/history:

http://www.bbc.co.uk/history/historic_figures/darwin_charles.shtml;

http://www.amnh.org/exhibitions/past-exhibitions/darwin;

http://ngm.nationalgeographic.com/2009/02/darwin/quammen-text

Darwin letter:

http://www.delawareonline.com/story/opinion/contributors/2015/02/09/letter

s-editor-celebrate-darwin-day-delaware/23137725/ Dimensions of

Learning:


Meaningful Use of Knowledge Habits of Mind Reflections:

Analysis of Lesson

Effectiveness:

Out of the _18_ students who turned in the _____letter_____ activity,

_6_ / _18 scored 90% or above (proficient)



understanding and the effectiveness of this lesson by -Spending more time on Live a million game was a good way to review. -Find a better way to mix in the Darwin singer. He got a good reaction, but could have fit

better.

-This lesson was more independent than others, perhaps some regrouping halfway through or

more checks for progress.

Areas for Improvement: -Comment more on the need to use correct grammar and syntax -Incorporate more with Live a million game. Students really liked it.

-Work in examples in beginning of extension instead of just referring to them.


Pre-Assessment Analysis:

Overall, results of the pre-assessment were very encouraging, as the average on all

questions was over 75%. Question 14 is not included in this analysis due to a clerical error. A

complete breakdown is provided on Table 1 (below). Thirty-four students took the pre-

assessment.

Question Correct Pct Correct

1 28 82.5%

2 34 100%

3 33 97.1%

4 27 79.4%

5 12 39.3%

6 29 85.3%

7 11 32.4%

8 31 91.2%

9 33 97.1%

10 32 94.1%

11 27 79.4%

12 23 67.6%

13 22 64.7%

TOTAL 342 77.3%

Table 1: Pre-assessment questions and percent correct, natural selection unit 2015.

Two questions scored below 40%, numbers 7 (true/false: Natural selection and survival

of the fittest are the same thing; 32.4%) and 5 (true/false: Survival refers to passing on the genes

from one generation to the next, not outliving the competition; 39.3%), indicating a high risk of

pre-existing misconception. As a result of the pre-assessment, the interchangeability of terms

natural selection and survival of the fitness was addressed in four of the five lessons. The

concept of survival being passing down of genes was addressed head-on in both lesson one and

two, and indirectly in lessons three and four.

Students scored perfect on question two (matching: Influence of the environment toward

one trait or another), and scored above 95% on questions three (matching: All the different

versions of a trait within a species; 97.1%) and nine (multiple choice: Which of the following


could impact a population; 97.1%), indicating in all three instances prior knowledge of the

concepts that can be built upon in this unit. Environmental pressures were scheduled to be

touched upon in lesson one, and discussed in deep detail in lesson three, and variation was

briefly described in lesson one and in further detail in lesson two. Despite the high scores on the

pre-assessment, these topics were still discussed in detail, though the activities and assessments

were made slightly more difficult and to a higher level of specifity to adjust for increased

knowledge prior to starting the unit.


Formative Assessment Analysis:

Similar to the pre-assessment, student scores on the five formative assessments for were

fairly high; 81% of students scored a B or higher on all of the formative assessments combined.

Formative assessments from the first three lessons were all very closely related to the standard,

but the difficulty of the assessment increased as the lessons went along. Lesson four was derived

from the curriculum standard clarification statement, and lesson five was a cumulative lesson

from the previous four and directly tied to the standard. Since each assessment was more difficult

than the next, I was not surprised the grades dropped slightly after each lessons assessment,

though over 71% of students scored a B or higher on the lowest of the five assessments. The

complete breakdown of these formative assessments is listed on Table 2 (below).

Lesson Activity >90% 80-89% 70-79%


extension segment go on to a second day. Assessments after this lesson were much lower than

the previous days lesson, which I believe was in part due to the shortened amount of time

groups were given to prepare and deliver a presentation with all the needed information to be

successful on the quiz. The mock letter to the editor scored lowest, but the responses students

gave both on the letter and through casual conversation were very positive and something the

students enjoyed. I would like to make a few adjustments to the practice problem after lesson

four, as the problem was simple and a near copy of what students had been doing in class. I

would prefer to make this question more story-based, where students have to grapple with a story

problem to identify the homozygous recessive alleles in the population then solve the six

questions instead of giving them the information they need in the beginning.

In conclusion, I believe all five formative assessments were effective in telling me what

the students had learned and in shaping lessons in this unit and for the coming years when this

unit is administered again. Despite the changes I either made or want to make going forward, I

would argue these assessments were effective.


Pre- and Post-Assessment Analysis:

After the post-assessment, scores rose to 91.4% among the 34 students who took both the

pre and post-assessments. The largest percent changes were observed for questions five and

seven, the two that were identified as potential misconceptions in the pre-assessment. Three

questions, numbers one, two and eight had a decrease from pre- to post-assessment. All three had

pre-assessment scores over 80%, and none of the percent changes were over 10%. Question two

scored perfect on the pre-assessment, and the decrease was disappointing, but was not a total

surprise. Adjustments will need to be made to these concepts throughout the unit in order to

prevent decreases from happening in future units, such as continued review of the terms

throughout lesson five that had not been discussed in detail since lesson three. I do not believe

this was a decrease in knowledge as a result of the unit, but more of an artifact of successful

guessing on the pre-assessment. A breakdown of pre- and post-assessment data and percent

change by question is provided in Table 3 (below).

Question Pre (%) Post (%) Pct Chg

1 28 (82.5%) 26 (76.5%) -7.1%

2 34 (100%) 32 (94.1%) -5.9%

3 33 (97.1%) 34 (100%) 3.0%

4 27 (79.4%) 28 (82.4%) 3.7%

5 12 (39.3%) 28 (82.4%) 133.3%

6 29 (85.3%) 29 (85.3%) 0.0%

7 11 (32.4%) 31 (91.2%) 181.8%

8 31 (91.2%) 30 (88.2%) -3.2%

9 33 (97.1%) 34 (100%) 3.0%

10 32 (94.1%) 33 (97.1%) 3.1%

11 27 (79.4%) 33 (97.1%) 22.2%

12 23 (67.6%) 33 (97.1%) 43.5%

13 22 (64.7%) 33 (97.1%) 50.0%

TOTAL 342 (77.3%) 404 (91.4%) 18.2%

Table 3: Pre and post assessment results, natural selection unit 2015.

In addition to spending additional time on the concepts explained in questions one, two

and eight, there is still room for improvement on the concept of question five. This question dealt


with survival referring to passing on of genes, not just outliving the competition. Despite having

the second-highest percent change of all questions, it was tied for second-lowest score after the

post-assessment. This misconception may have been rooted deeper than I had previously

anticipated, and needs to be addressed in further detail in future iterations of this unit plan.

Additional activities addressing this misconception, such as genetic marking and tracking could

prove particularly useful.

At the individual level, similar increases from pre- to post-assessment were observed.

Twenty-seven of the thirty-four students increased their scores from pre- to post-assessment

(79.4%). Four students showed no change from pre- to post-assessment (11.8%), and three had a

decrease from pre- to post-assessment (8.8%). The largest increase was observed in six different

students, who each had four more questions correct on the post-assessment than they did on the

pre-assessment. The largest decrease was seen in two individual students who each had two more

questions incorrect on the post-assessment than they did on the pre-assessment. Graph 1 (below)

shows the change observed by individual student.

Figure 1: Pre- and post-assessment change by student, natural selection unit 2015


No students scored perfect on the pre-assessment, and just three missed just one question.

On the post-assessment, 17 students scored perfect and seven others missed just one question.

What this shows is a considerable increase in knowledge at the individual level.


Instructional Decisions Discussion:

Lesson 1

-As a result of the lower than expected scores on the exit ticket, the engage section of lesson two

was adjusted to become a review of said exit ticket instead of a different adaptation-related warm

up. This was done to give students another chance to answer the question, explain the correct

answer, and use it as a jump-off point for the rest of the lesson.

-The concept of survival as passing on genes, not just outliving. While this scored much higher

on post-assessment than the pre-assessment, there is still plenty of room for improvement.

Would like to add this to the exit ticket in this lesson, or perhaps addressing it again in lesson

three with environmental pressures in that formative assessment.

Lesson 2

-More time on extension activity. This felt rushed, and since the assessment scores were high, a

few minutes could be taken from the evaluation so an additional station or two could be added to

the extension activity to provide more examples for students to see and make more connections

between the different adaptations.

Lesson 3

-Either shorten the engage, explore and explain sections or have lesson go two days so the

extension section could go longer. This would be done because the assessment scores were back

down to day one levels, and I believe that if groups were given more time to assemble their

materials and work on their presentations, they would have done better and have been more

confident in what they were presenting. These felt rushed, and I want to make sure students do

their best and really do a professional job presenting this information.

Lesson 4

-Adjustment to practice problem at the end of the lesson. This question was a near copy of what

they had been doing in class, and gave them the frequency of the recessive trait in the population

right up front. I would prefer to have them read a story problem to figure this out, making them

grapple with a more difficult text to improve their literacy skills, and to give students more

experience with essay questions.

Lesson 5

-Regroup and discuss and have students talk it out with each other while they are working

through the letter, or cut the in-class writing short so there is time to review terms before the unit

exam. Students were on-task and focused throughout, but this could be cut short to allow time for

reviewing terms and making sure students are completely understanding the different terms and

concepts. This could be a review activity at the end of the lesson where students can play a game

to go over terms and concepts one final time, then complete the letter at home.

All lessons

-Made formative assessments increasingly more difficult after scores on the pre-assessment were

high. This was done to challenge students more.

-Increased focus and discussion of adaptation, environmental pressures and selective breeding, as

these concepts scored lower on the post-assessment than they did on the pre-assessment. Adding


a bit of review with lesson five would reinforce these terms they may not have seen directly

since lessons two and three.

natural selection unit plan

Documents

preassessment instrument

postassessment instrument

population assessment

formative assessment

learning goals

grade biology mccormic

role charles darwin

different types of adaptation