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Jason Baca, M. Ed. and Scott Davis, M. Ed.

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Patterns Biology Unit 5

Evolution

Find these slides at https://bit.ly/BioUnit5Webinar24

Welcome!

Click this link to answer on a Jamboard sticky note!

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1. What is your name?
2. What school or organization do you work for?
3. Where is your school?
4. What is your favorite Girl Scout Cookie?

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Find these slides at https://bit.ly/BioUnit5Webinar24

Presenter Introductions

Scott Davis, M. Ed.

• Hillsboro School District
• Liberty High School

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• Biology, AP Biology
• Advanced Biology, Physics 1, Environmental Science
• Teaching Science since 1996

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Jason Baca, M. Ed.

• Hillsboro School District
• Century High School

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• Biology, AP Biology, AVID
• Pattern Chem, Physics, Patterns�Physics, and ELL Biology.
• Teaching Science since 2000

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Important Links & Access

Patterns Biology Website

Unit 5 Shared Drive

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If you do not have access to these Shared drives,

fill out this Google Form: bit.ly/PatternsBioAccessRequest

Oregon Teachers Get Paid $50/hour for Attending this Webinar

• This project is funded by the Oregon Well Rounded Access Program (WRAP) Grant to PSU and EOU.
• Attendance will be taken using a Google Form that you will be asked to complete during the webinar.
• Oregon high school science teacher participants will be paid $50/hour to attend any online webinar or online PD session, up to a maximum of $400 per quarter
• PSU issues the stipend payments. Receiving a stipend is a two step process:
• First - Register in Payment Works & receive a vendor ID. Use this video to help you..
• Second - A stipend form will be emailed to you to sign via DropBox Sign.
• Payment occurs by quarter:
• October - December, January - March, April - June, July - September
• You must be registered in Wild Apricot for the webinar you attend for payment to happen.
• The registration link for this webinar is:

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Upcoming Webinar

We hope you can join us for our next Biology Webinar:

• Unit 6 - Matter, Energy, and Climate Change - April 22, 2024 from 4pm-6pm
• Event Link for Wild Apricot: https://pmsp.wildapricot.org/event-5542144
• Facilitators: Charlotte Denis and Jason Baca

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Summer 2024 Workshops

Have time this summer? Consider attending a Patterns Biology PD workshop:

Units 1-3 July 29th- Aug 2nd at Century High School in Hillsboro (8:30-3:30)

Units 4-6 Aug 5th- Aug 9th at Century High School in Hillsboro (8:30-3:30)

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• Facilitators: Charlotte Denis (Units 1-3) and Jason Baca (Units 4-6) with support from Scott Davis, Nicole Matthews, and Avery Marvin

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Agenda

1. Overview of Patterns Biology Unit 5 - Evolution
2. Assessment Opportunities
3. Q&A including answers to parking lot questions (on slide 5 of the Jamboard)

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Find these slides at https://bit.ly/BioUnit5Webinar24

Zoom Norms

• Remain muted when you are not speaking.
• ...but get good at interrupting! (If you come off mute I’ll know you want to say something.)
• Non-pressing questions can be posted in the Zoom chat.
• Limit distractions as much as possible.

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NOTE: I will now begin recording this Zoom.

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Find these slides at https://bit.ly/BioUnit5Webinar24

Patterns Biology

Unit 5 Outline: Evolution

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Find these slides at https://bit.ly/BioUnit5Webinar24

Patterns Approach

Design Principles (DPs)

This afternoon, we will focus on Inquiry (DP2), Culturally Responsive (DP5), and Differentiation (DP6).

Curricula utilizing the Patterns Approach are created and curated with certain principles in mind:

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Design Principles (two-pager)

Design Principles (full version)

Patterns Approach Design Principles

1. Student-Centered Learning
2. Collaboration
3. Patterns Approach to Inquiry
4. Patterns Approach to Engineering
5. Culturally Responsive
6. Differentiation
7. Language Rich
8. 3-D Assessment

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Curricula utilizing the Patterns Approach are created and curated with certain principles in mind:

For more information:

Design Principles (two-pager)

Design Principles (full version)

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Unit 5: Evolution

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Unit Essential Question:

How does the theory of Evolution explain both the unity and diversity of life on Earth?

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Find these slides at https://bit.ly/BioUnit5Webinar24

Unit 5 Road Map

3.1 Healthy Heart Rate?

3.3 Cell Division

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3.5 Human Development and Stem Cells

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3.2 Intro to Cells

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3.4 Cancer

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3.6/3.7 Heart Rate and Exercise

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Unit 5: Evolution

NGSS Performance Expectations

NGSS Performance Expectations:

HS-LS4-4 & HS-LS2-8 Construct an explanation based on evidence for how natural selection leads to adaptation of populations. / Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

HS-LS4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

HS-LS4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence

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Unit 5 Outline: Evolution

Anchoring Phenomenon:

Humans have a wide variety of skin colors.

Unit Learning Target:

Explain that all life is related and that populations change over time.

Some helpful resources to navigate Unit 5

• Unit Outline (updated for 2022-23)
• Student Interactive NoteBook (INB)
• Docs version
• Slides version (teacher-owned file developed by Sarah Bell and Kristin Lowery at Sunset HS)

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5.1 - Engage

Is race a biological characteristic determined by our genes?

HS-LS4-4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

Phenomenon: Race has historically been used to separate humans into categories with the argument that we are biologically different, but in reality there is no biological basis for this categorization.

• Students investigate race and racial categories, specifically the ambiguity of facial phenotypes and racial categorization, and record their reflections in their Unit 5 INB. Slides

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• Students take Racial Literacy Quiz (Google Forms) & review
• Pew Center Video series: Multiracial Voices (record reflections)

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Unit 5 Outline: Evolution

(for student & teacher support) please pay attention to the slide notes, as they contain suggested talking points

5.1 - Engage

Is race a biological characteristic determined by our genes? (continued)

Phenomenon: Race has historically been used to separate humans into categories with the argument that we are biologically different, but in reality there is no biological basis for this categorization.

• Read excerpts : “How Science and Genetics are Reshaping the Race Debate of the 21st Century” - class / group discussion questions in doc or in U4 INB- Edpuzzle version
• Students fill out 5.1 Tracker in INB to reflect on their learning

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Unit 5 Outline: Evolution

Discussion Norms (used with students)

1. Stay engaged
2. Speak your truth (knowing it is only part of the truth)
3. Experience discomfort
4. Expect and Accept Non Closure
5. Confidentiality - stories that are shared in breakout rooms are personal. We can share our learning with the larger group, but not the names and stories of others.

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5.1 - Engage

Big Takeaway from How Science and Genetics are Reshaping the Race Debate of the 21st Century

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Unit 5 Outline: Evolution

Identifies ethnicity as White, specifically Irish

Born in Illinois, USA

Genome sequenced in 2007

Identifies ethnicity as White

Born in Utah, USA

Genome sequenced as part of HGP

Seong-Jin was Born in South Korea

1st full-length Korean individual genome sequence (2009)

“Ultimately, there is so much ambiguity between the races, and so much variation within them, that two people of European descent may be more genetically similar to an Asian person than they are to each other.“ - Vivian Chou

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5.1 - Engage

Big Takeaway from How Science and Genetics are Reshaping the Race Debate of the 21st Century

Scientists use the term “ancestry” (B) instead of the term “race”.

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ex. in the clinical setting, we might say that cystic fibrosis is common in individuals of “Northern European descent”.

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Unit 5 Outline: Evolution

Design Principle 5: Culturally Responsive

Caring Relationships

Phenomena and design challenges are selected so that student scientists find relevance in the connection between their identities and lives and what is studied in the classroom.

Question: How can the existence of caring relationships allow for a deeper discussion here? How can student understanding be enhanced when they know it’s a safe space? How do we foster these relationships in the classroom especially when talking about race?

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Share and Trade

1. Individually reflect on your own thinking for the questions above.
2. Share your answers with a partner in your group. Listen to the partner’s ideas and incorporate them into your own answer to the question.
1. (Incorporating another person’s ideas does NOT mean copying them word for word! Instead, take the ideas and reorganize them, use synonyms, and reformulate them in your own writing style.)

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Unit 5 Outline: Evolution

Discourse Strategies for Engaging All Students

• Set classroom and discussion norms (see next slides)
• Provide sentence frames or starters
• Engage in one-on-one conversations - build confidence
• Support students prior to the discussion
• Lower the stakes (go back to pair-share, then return to the student after practice, have student summarize another student’s contribution, or read from their notebook)
• Level the power structure - frame yourself as a co-investigator rather than “keeper of knowledge”

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5.2 - Explore

How do populations change over time?

HS-LS4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.

HS-LS4-2 Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.

Phenomenon: Rock pocket mouse populations have evolved fur colors that match their local environments.

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Unit 5 Outline: Evolution

5.2 - Explore

How do populations change over time?

• Rock Pocket Mouse Activity (based on HHMI - Biointeractive Materials)
• Option A: Rock Pocket Mouse Interactive 5.2A Slides
• As mice, students “mate” with others,observe changes in allele frequency, and graph results
• Option B: Rock Pocket Mouse Task (each student fills out 5.2B Slides)
• Students work in their groups to reconstruct what happened to shift RPM populations after a lava flow.
• Print color illustrations of the mice on slides 10-13 (for student use at desks).
• Desmos Classroom version
• Student Deliverable: “Share and Trade” Summary

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Unit 5 Outline: Evolution

5.2 - Explore

How do populations change over time?

Why does the color of a rock pocket mouses’ coat influence overall fitness (ability to survive)?

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What are the mechanisms for changes to influence overall fitness to occur?

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Natural Selection Checklist for Rock Pocket Mice

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Natural selection causes a trait (in this case, _____________) to become more or less common in a population over the course of multiple generations. Not all change over time is the result of natural selection. But we can use evidence to infer whether natural selection is at work, even if it acted in the past.

Based on what you observed from the activity and the video, use this and the next few slides to determine whether natural selection has occurred in this population.

Has the frequency of the trait in the population changed over time? Yes No

Example: Over time, some mouth shapes become more common in the population than others.

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Evidence for RPM: (write in your evidence here)

Natural Selection Checklist modified from Learn.Genetics.utah.edu

Natural Selection Checklist for Rock Pocket Mice

Ingredient 1

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Natural selection requires three ingredients:

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1. Variability

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Does the trait vary among individuals in the population? Yes No

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Example: Individuals in the population don’t all have the same mouth shape.

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Evidence for RPM: (write in your evidence here)

Natural Selection Checklist modified from Learn.Genetics.utah.edu

Natural Selection Checklist for Rock Pocket Mice

Ingredient 2

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Natural selection requires three ingredients:

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2. Heritability

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Is the trait influenced by genes that pass from parents to offspring? Yes No

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Example: Offspring tend to have the same mouth shape as their parents.

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Evidence for RPM: (write in your evidence here)

Natural Selection Checklist modified from Learn.Genetics.utah.edu

Natural Selection Checklist for Rock Pocket Mice

Ingredient 3

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Natural selection requires three ingredients:

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3. Reproductive Advantage

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Are individuals with a certain trait variation more successful at reproducing than others? Yes No

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Example: Individuals of some mouth shapes are more successful at reproducing than others because they are better able to survive to adulthood.

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Evidence for RPM: (write in your evidence here)

Natural Selection Checklist modified from Learn.Genetics.utah.edu

Natural Selection Checklist for Rock Pocket Mice

Summary

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Natural selection requires three ingredients: variability, heritability and reproductive advantage.

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Is the change in the coat color of rock pocket mouse populations in the lava flows of the New Mexico desert an example of natural selection? (Are all three ingredients present?)

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Yes No

Natural Selection Checklist modified from Learn.Genetics.utah.edu

Exit Ticket

Thinking Questions (don’t need to write):

Which type of mouse was most fit on the lava flow?

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What characteristic did this type of mouse have that causes this level of fitness?

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What happened to the population of mice that was most fit?

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EXIT TICKET QUESTION (WRITE ME!):

What does it mean for a population to be “fit”?

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5.3 - Explore

How do adaptations increase the fitness of a population?

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Unit 5 Outline: Evolution

HS-LS4-4 & HS-LS2-8 Construct an explanation based on evidence for how natural selection leads to adaptation of populations. / Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

Phenomenon: Bacteria rapidly adapt to environments and overcome antibiotics at high concentrations.

• Students apply the Natural Selection Checklist to antibiotic resistant bacteria after watching “mega-plate” video (track in Cornell Notes or INB) Slides
• Extension - Nova: Hunt for the Nightmare Bacteria (powerful but optional)
• Summarize using Stronger and Clearer protocol -write response, share response, get feedback, improve and revise response
• Video Career highlights: Pharmacy Technician and Pharmacist

5.3 - Explore

How do adaptations increase the fitness of a population? (continued)

• Who’s More Fit? Students observe examples of adaptations, research their own, share at their table groups and track in their INB.
• Students fill out 5.3 Tracker to reflect on their learning.
• Assessment opportunity:
• Students select one of the three examples from “Is It Natural Selection?” to graph and analyze data and complete a CER. Rubric

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Unit 5 Outline: Evolution

In the Works

Goal for each unit 1-5

1. Inquiry Lab
2. Engineering Lab

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This is an attempt at both.

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5.4 - Explore

How do new species evolve?

• Students interact with the Tree of Life & reflect on prompt: “What do you find surprising about the diversity of life on earth?” (in INB)
• “What is a Species?” video from Learn.Genetics

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Unit 5 Outline: Evolution

HS-LS4-5 Speciation: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

Phenomenon: There are about 150 species of Anole Lizards that live on the islands of the Caribbean Sea.

5.4 - Explore

How do new species evolve?

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• Independently or in small groups, Reproductive Barriers Activity, using note guide or INB.
• Students complete Module 4 (only) of the HHMI Lizard Evolution Virtual Lab
• Students measure the brightness of Anole lizard dewlaps and observe the phenomenon of speciation based on reproductive barriers
• Student Template
• Sample Data Set
• If time allows, you could also do Module 1.

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Unit 5 Outline: Evolution

5.5 Explore/Explain

How does the alignment of multiple lines of evidence support common ancestry and the theory of evolution?

• Begin with video: “What is the Evidence for Evolution” (Stated Clearly)
• Option 1:
• Students investigate different lines of evidence (anatomy, embryology, fossils and DNA) in Teach.Genetics “Fish or Mammals” lesson
• Case Study Evidence Organizer (Key) Argumentation sheet (Key)
• Option 2:
• Evidence for Evolution Stations (good when pressed for time)
• Students fill out 5.5 Tracker in INB to reflect on their learning.

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Unit 5 Outline: Evolution

HS-LS4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

Phenomenon: Whales and dolphins are mammals, but mammals evolved on land.

5.5 Explore/Explain

How does the alignment of multiple lines of evidence support common ancestry and the theory of evolution?

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Unit 5 Outline: Evolution

• Assessment Option - A Tale of Two Pandas
• Students jigsaw data and then individually write a CER answering the prompt: Is the giant panda more closely related to the red panda or to bears?

HS-LS4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

Phenomenon: Whales and dolphins are mammals, but mammals evolved on land.

5.6 Elaborate and Evaluate

How did variation in human skin colors evolve?

Phenomenon: Humans can not be sorted into biological categories based on skin color, yet skin color does vary among individuals and can affect human health.

• Students investigate and analyze data in the Human Skin Color Case Study
• Slides (includes video clips and lots of visuals for student support)
• “Stop and Respond” are questions integrated into an EdPuzzle option.
• Assessment: Students write a CER answering the prompt: How have the different shades of skin color evolved through human history?
• Students fill out 5.6 Tracker in INB to reflect on their learning.

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Unit 5 Outline: Evolution

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Figure 1. Ultraviolet Radiation Index across the World. Recorded on March 20, 2023 (spring equinox).

• UV Index is a standardized scale of UV radiation intensity running from 0 (least intense) to 18 (most intense).
• y-axis values are degrees of latitude, which range from the equator (0°) to the poles (90° north and −90° south).
• x-axis values are degrees of longitude, which range from the prime meridian (0°) to the antimeridian (180° east and −180° west).
• (Source: European Space Agency)

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Optional Data Poster Activity:

• Data Posters (print out for students to attach to posters)
• Data Poster Template

Leary, P. F., Zamfirova, I., Au, J., & McCracken, W. H. (2017). Effect of Latitude on Vitamin D Levels. Journal of Osteopathic Medicine, 117(7), 433–439. https://doi.org/10.7556/jaoa.2017.089

Neural Tube Defects Prevalence Changes Before and After Folic Acid Fortification. (n.d.). [Online image]. In Cdc.gov. Retrieved May 9, 2022, from https://www.cdc.gov/ncbddd/birthdefectscount/images/NTD-graph5-15-13.jpg

NGSS Performance Expectations for Patterns Biology Evolution Unit

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Reminder - Patterns Biology Shared Drives!

You should all have Shared Drive access to:

• “Patterns Biology Open Access - PDXSTEM”
• “Patterns Biology - Restricted Access - PDXSTEM”
• Note that Spanish folders are being populated with updated materials over the next year.

If you don’t have access, please fill out this Google Form: bit.ly/PatternsBioAccessRequest

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We Welcome Your Feedback via an Exit Ticket Form

• The Exit Ticket is a requirement of the grant that pays Oregon teachers to attend today, so we appreciate your help in fulfilling the expectations.
• If you have further questions, please use this time to ask or feel free to send either of us an email:
• davissc@hsd.k12.or.us
• bacaj@hsd.k12.or.us

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