sbi3u ‐ evolution grade 11 lesson sequence lesson plan...
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SBI3U‐Evolution Grade11LessonSequence LessonPlanTitle(Concept) Names
FirstLesson IntroductiontoEvolution:“ABriefHistoryofTime…OnEarth”
MikeCarlsonandErinWoods
SecondLesson DarwinandtheTheoryofEvolution SandeepBeninandJasmineChongRationale:Thefirstlessonistheoverallintroductiontotheunit.ItwouldbedeliveredonthefirstdayoftheEvolutionunit.Thesecondlessonwouldbedelivereddirectlyfollowing,andisanintroductionintothetheoryofevolution.FirstLessonThefirstlessonisaglimpseintotheBigIdeathat:Evolutionistheprocessofbiologicalchangeovertimebasedontherelationshipsbetweenspeciesandtheenvironment.Thelessonprogressestoinvestigatingbiologicalchangeandit’srelationshipwithcontinentaldrift.ItisalsosupportiveoftheBigIdeathat:Evolutiontheoryisascientificexplanationbasedonevidence.Thelessondiscussesrecentchangestotheoriginsoflifeandprovidesevidenceofearlyevolutionthroughimagesandvideo.TheLearningGoalsforthefirstlessonare:1.Studentswilldevelopaconceptofrelativetimeonearthandbeabletoplaceorganismsonatimelineforwhentheyfirstappearedonearth.Thislearninggoalisbasedonthesupportiveevidencethathasbeendiscoveredregardingevolutiontheory.2.StudentswillbeabletoexplaintheprocessesthatleadtothefirstselfreplicatingRNA,eukaryotesandsexualselection.Thislearninggoalrelatestobiologicalchangeovertimeanddelvesintotherelationshipsbetweenspeciesandenvironment.3.Studentswillbeabletodiscussthechangingearthovertimeanditsrelationtotheideaofevolution.Thislearninggoalrelatestotherelationshipsbetweenspeciesandenvironment.SecondLessonThesecondlessonintroducesthestudentstotheBigIdeathat:Thetheoryofevolutionisascientificexplanationbasedonalargeaccumulationofevidence.ThelessonprogresseswiththehistoricaldevelopmentsthatledtoDarwin’sobservationandpropositionofnaturalselection.Throughtheuseofclassactivities,discussionandcomputersimulations,studentswillhaveagreaterunderstandingofDarwin’stheoryofevolutionandthescientificmethod.TheLearningGoalsforthesecondlessonare:1.TounderstandthetheoriesleadinguptoDarwin’stheoryofevolution.2.TodeducehowDarwindevelopedhistheory.3.Tointroducethetheoryofevolution.
EvolutionUnitPlan
Day1
Introduction:HistoryofEvolution
Day2
DarwinandtheTheoryofEvolution
Day3
NaturalSelection
Day4
GeneticVariationGeneticDrift
Day5
SexualSelectionArtificialSelection
Day6
ComputerLabSimulation
Day7
Quiz#1&Speciation
Day8
Adaptation
Day9
Lab:LookingatFossils
Day10
Environmentstressesandchanges
Day11
GeneticallyModifiedFoods
Day12
DiseasesandAntibioticResistance
Day13
DebatePrep/Practice
Day14
Quiz#2
DebatePrep/Practice
Day15
Debate
Day16
Debate
Day17
Review
Day18
SummativeAssessment
UnitandTitleofLesson:Grade11Biology–Evolution(Day1)“ABriefHistoryofTime…onEarth”
Time:15minutes
ActivatePriorKnowledge:Havestudentsrecordeverythingtheyknowaboutevolutionfor3minutes.(Willbecollected.)Think‐Pair‐Share:Studentsdiscusswhattheyhadrememberedwithapartnerandthensharewiththeentireclass.Calloneachgrouptodiscussoneideatheyhad.(Collectpaperswithnames.) Inordertoexploreevolution,wemustfirstconceptualizetime.KeyQuestions‐Howoldistheuniverse?Earth?Life?Humans?IntroductionofTopic:CreateatimelineofEarthwithstringlinesecuredintheclassroom.Havestudentsplaceeventsandorganismsonthetimeline.
Before:M
indsOn
RationaleforchoiceofT/LStrategy:• Assessespriorknowledgeandreadiness• Allowsgradualrecallofinformation• Allowspeerstosharebasicunderstanding
• Makeconnectionsbetweenpriorknowledgeandnewknowledgethatistobelearned
• ClarifytheAction/Task
CurriculumConnectionsBigIdeas
‐Evolutionistheprocessofbiologicalchangeovertimebasedontherelationshipsbetweenspeciesandtheenvironment.‐Evolutiontheoryisascientificexplanationbasedonevidence.
MinistryExpectations‐OverallExpectationsC2‐Investigateevolutionaryprocesses,andanalyzescientificevidencethatsupportsthetheoryofevolution
MinistryExpectations‐SpecificExpectationsC2.1‐Studentswilluseappropriateterminologyrelatedtoevolution.C2.2‐Studentswillusearesearchprocesstoinvestigatesomeofthekeyfactorsthataffecttheevolutionaryprocess.
LearningGoals1.Bytheendoftodaystudentswillhavedevelopedaconceptofrelativetimeonearthandbeabletoplaceorganismsonatimelineforwhentheyfirstappearedonearth.2.BytheendoftodaystudentswillbeabletoexplaintheprocessesthatleadtothefirstselfreplicatingRNA,eukaryotesandsexualselection.3.Bytheendoftodaystudentswillbeabletodiscussthechangingearthovertimeanditsrelationtotheideaofevolution.
PriorKnowledgeFromGr.11(previousunit)‐Alllivingthingscanbeclassifiedaccordingtotheiranatomicalandphysiological
characteristics,followingtheprinciplesoftaxonomyandphylogeny. ‐Humanactivitiesaffectthediversityoflivingthingsinecosystems.FromGr.10‐Anunderstandingofcelldivision,cellspecialization,organsinanimalsandplants. ‐Anunderstandingofthehierarchicalorganizationofcells,fromtissues,toorgans,tosystems.FromGr.9‐Anunderstandingofthedynamicnatureofecosystems,particularlyintermsofecologicalbalanceandthe
impactofhumanactivityonthesustainabilityofterrestrialandaquaticecosystems.
Materials Computer/projector Video/internet String Clothespins PicturesforTimeline Textbooks VideoWorksheets
IncludeinAppendix ChalkboardPlanA‐1 VideoWorksheetsA‐2 TeacherAnswersA‐3 TimelineTeacherAnswersA‐4 PrintoutsforTimelineA‐5
Assessm
entStrategies:Collectpriorknowledgepapersasa
FormativeA
ssessmenttoassesspriorknow
ledgeoftopic.
Evolution(Day1)“ABriefHistoryofTime…onEarth”LessonPlancontinued…
SmallGroupDiscussion:KeyQuestion‐Howlongis1mmofstringinyears?–Discussestimationmethodfirstwithclass.–Havestudentsbreakintogroupsandestimate.–Discussasaclasswhattheresultswere.KeyQuestion‐Howlongwould80years(orahumanlifetime)beonthestring?
WholeClassVideo(andindividualVideoWorksheet):http://www.ebaumsworld.com/video/watch/735440/–Debriefandtakeupworksheet
SmallGroupPresentations:Groupswillrepresenttheoriginofeither:smallorganicmolecules,eukaryoticcells,orsexualselection,usingtwodifferentmediums(Choosefrom:writtensummary,picture,skit,orabstractrepresentation)‐Studentscanrefertothetextbookforinformationontheirtopic.‐Eachgroupwillpresentwhattheyhavecreatedtotheclass.
WholeClassDiscussion:Choosestudentvolunteerstoreadoutoftextbookon“ContinentalDrift”.Havestudentswriteandaddstagesofcontinentaldrifttotimelinestring.
Home‐fun(andremainderofclass):‐Studentswillsummarizetheexplanationofcontinentaldriftfromthetextbookintoonesentence,andhowitconnectstoevolution.Tomorrowthreestudentswillbechosenrandomlytopresent.and‐Studentswillcompletefivequestionsfromtextbook,Chapter9:‘OriginsofLife’(studentchoice).
WholeClassDiscussion:‐Askstudents“Whatdidwelearntoday?”–Brainstormwithclassonchalkboard‐ReviewLearningObjectives–Askstudents“Didweaccomplishthese?”(Thumbsup/down)
RationaleforchoiceofT/LStrategies:• Allowstudentstocommunicateanddiscuss
• Allowsstudentstopracticeestimating• Allowstudentstosupporteachother• Allowsfurtherconceptrefiningofthetimelineofearth
• Allowstudentstoconstructnewknowledge
• Allowstudentstodevelopconceptsusinghigherorderthinkingskills
• Allowteachertimetointeractwithstudents,differentiateandassessforlearning
• Allowteachertoidentifyandchallengestudentmisconceptions
RationaleforchoiceofT/LStrategy:• Toallowstudentstorecallandreviewlearninghighlightstoincreaseretention
• ToassessforlearningforNextSteps• AssessmentaslearningtoensureLearningGoalshavebeenachieved
Tim
e:45minutes
During:New
Con
cept
Time:10minutes
After:C
onsolid
ation
&Con
nection
NextS
teps
Assessm
entStrategies:Assessm
entaslearningduringobservationofstudentgroupdiscussionsandpresentations.A
ssessmentforlearningforconsolidationofconcepts.A
ssessment
forlearningtobedoneonHom
e–funassignmentsthenextday.**N
ote:allassessmentsareForm
ativeAssessm
entsasthisisafirstintroductiontothetopicofEvolution.DifferentiatedInstruction:A
llowstudentstochoosetheirow
nmedium
forpresentations.Usevisualand
verbalcommunication.A
llowstudentstochoosetheirow
nhome‐fun
questions.
Tim
e:5m
inutes
RationaleforChoiceofT/LStrategy:• ToassessforlearningforNextSteps• Assessmentaslearningandreflectonlearning
• Toallowstudentstopracticesummarizinginformation
AppendixA‐1:ChalkboardPlan
Agenda:RefresheronEvolutionTimelineonaString!GroupDiscussiononTimelineVideo‐Fun!OriginsCreationsandPresentationsContinentalDriftSmallGroupPresentations:Groups1–3:SmallOrganicMoleculesGroups4–6:EukaryoteCellsGroups7–8:SexualSelectionChoosefrom:writtensummary,picture,skit,orabstractrepresentationYouwillhave:15minutes.“WhatDidWeLearnToday?”Brainstormonboardwithclass.
AppendixA‐2
Name:_______________________________
StudentVideoWorksheet‐Thebeginningoflifeonearth
1. Whatfoundahomeinsidetheprotectivetinyenclosedsphericalshellformedbymoleculeswithonesideattractedtowaterandonesiderepelledbywater?
______________________
2. Whataretwoformationsthattheamoeba‐likebacteriaevolvedinto?
____________________________and____________________________
3. Whywerethetentaclesformedonthepolyp?
_____________________________________________________________________________
4. Whatdidfilterfeedersdevelop550millionyearsago?
_____________________________________________________________________________
5. Whatwereourancestorslike500millionyearsago?
_____________________________________________________________________________
6. Approximatelyhowmanyyearsagodidamphibiansdeveloplegstowalkonland?
____________________________
7. Whywerehard‐shelledeggsbetterforamphibians?
_____________________________________________________________________________
_____________________________________________________________________________
8. Today,whataretheonlylivingdescendantsofthedinosaurs?
____________________________
9. Whathappened65millionyearsago?
_________________________________________
10. Whataretheclosestrelativestohumans?
____________________________
11. Howoldisthe‘treeofevolution’?
____________________________
AppendixA‐3
VideoWorksheet(TeacherAnswers)
Thebeginningoflifeonearth
1. Whatfoundahomeinsidetheprotectivetinyenclosedsphericalshellformedbymoleculeswithonesideattractedtowaterandonesiderepelledbywater?DNA
2. Whataretwoformationsthattheamoeba‐likebacteriatook?Plantsandcoloniesbecomingapolyp
3. Whywerethetentaclesformedonthepolyp?Tohelpdirectfood
4. Whatdidfilterfeedersdevelop550millionyearsago?Gillslitstostrainfoodfromwater
5. Whatwereourancestorslike500millionyearsago?Jawlessfilterfeedingfishlikelampreys
6. Approximatelyhowmanyyearsagodidamphibiansdeveloplegstowalkonland?400millionyearsago
7. Whywerehard‐shelledeggsbetterforamphibians?Theywerehardandcouldbelaidonland–awayfrompredators
8. Todaywhataretheonlylivingdescendantsofthedinosaurs?Thebirds
9. Whathappened65millionyearsago?Thedinosaursdisappeared
10. Whataretheclosestrelativestohumans?Apes
11. Howoldisthe‘treeofevolution’?4billionyears.
AppendixA‐4
Timeline(TeacherAnswers)
Seaturtles
300Millionyearsago
Prokaryotes
3.9BILLIONyearsago
QinShiHuang
2,270yearsago
Wattieza
360millionyearsago
Dinosaurs
225millionyearsago
Insects
360millionyearsago
CombJellyfish
550millionyearsago
Elephant
2000yearsago
Neanderthals
350,000yearsago
WoollyMammoth
200millionyearsago
Mollusks
500millionyearsago
Fishwithteeth
400millionyearsago
Cyanobacteria
2.4BILLIONyearsago
Eukaryotes
1.5BILLIONyearsago