|EVOLUTION||Quiz Day||Evidence III (Genetics)||Misconceptions||Intro to CER|
|PA STANDARDS||3.1.10.B4: Explain how genetic technologies have impacted the fields of medicine, forensics, and agriculture.|
3.1.B.C1: Describe species as reproductively distinct groups of organisms. Analyze the role that geographic isolation can play in speciation. Explain how evolution through natural selection can result in changes in biodiversity through the increase or decrease of genetic diversity within a population. Describe how the degree of kinship between species can be inferred from the similarity in their DNA sequences.
3.1.B.C3: Compare and contrast various theories of evolution. Interpret data from fossil records, anatomy and physiology, and DNA studies relevant to the theory of evolution.
|NGSS||HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.|
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.
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-LS4-4: Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
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.
|DESCRIPTION||Framing Questions||What do we know about evolution? Let's find out!||How can we use genetics to inform our understanding of evolution?||What misconceptions do people have about evolution? Why are they wrong?||What does it mean to build a scientific argument? Why is this important for science and society?|
|Objective(s)||SWBAT demonstrate a rigorous understanding of evolution and the lessons taught throughout this past unit.||SWBAT describe the role of genetics and DNA sequencing in evolutionary theory and classification.||SWBAT evaluate common misconceptions about evolution, and explain how to correct them.||SWBAT describe argumentation as a scientific practice, and produce written arguments based on CER frameworks.|
|Key Points||- genetics is the newest and MOST EFFECTIVE tool we've developed in understanding evolutionary relationships!|
- doing this by hand is monotonous and a huge task. Computation is a life-saver here.
|- evolution occurs in populations, not invididuals|
- evolution occurs over generations, not in a single lifetime
- natural selection does not select for a "best" organism... just whatever can successfully reproduce and pass on its genes
- no, we did not come from monkeys!
|- scientific arguments are important for both learning and doing science! |
- building a strong argument requires a clear claim, supporting evidence, and reasoning to justify the evidence.
|COLLECTION||late benchmarks?||lab packets|
|HANDOUTS||paper quizzes stapled and canvas PW generated; make sure to prep early||lab packets (due fri)||misconception sheets, labeled into A-H groups||graphic organizer (w/ paragraph writing space & rubric) [2 organizers + exemplar paragraph w/ graphic org. & rubric]|
|ENGAGE||Warm Up||Welcome, announcements, time for Q/A around any last minute concept refreshers.||Are hippos more related to pigs or to whales? When anatomy doesn't tell the whole story. Intro to DNA seq. (8min)||intro to misconceptions warmup; 2 Qs; 5 min warmup, 5min discussion||8 min: Intro to Q probes eg "tide pods are bad for you; Patriots deserve to go to the Super Bowl; hip hop is best for expressing one's world views..." INSTR: "choose one of the above prompts. Do you agree? Why/why not?" ; share student responses|
|EXPLORE||Intro to New Material||Quiz! If done early, can explore onezoom (bit.ly/hominidtree)||Video on using DNA seq to analyze humans v chimps. 321 notes, discussion. (8min)||split class into homegroups; 10min collab on assigned misconception||15 min: identify characteristics of argumentation, CER in responses; transition to outline rationale for argumentation in science and in life (and as new skill to be learned this unit, for a grade); hand out CER rubric + graphic organizers|
scaffold with "Dad's an alien" video; (THREE ROUNDS OF VIEWING) 1- watch w/o prompts and evaluate; 2- Ss identify claim, evidence, and reasoning using CER organizer; 3 - watch using rubric and assign score
|EXPLAIN||Student Practice||Intro to cytochrome C lab, modeling AA exercise (8min)||4x4min rounds of sharing (20min)||10 min: show exemplar paragraph; again, identify CER and fill table ("predict what my table would look like"); show my actual table, then compare ("what did you get, what did you miss")|
|EXTEND||Project Worktime||Lab time! (40min)||15min finish cytochrome lab||25 min: assign evo CER Q: Are humans still evolving? (ALT: just instruct Ss to defend claim -- humans are still evolving); at end of class, you'll have to turn in this WS (graphic organizer/table). You will need three pieces of evidence. but you can easily find 5+! Everybody has to turn in their own work, but you can share ideas if necessary. (5-10min for table, 10-15min for paragraph)|
|EVALUATE||Assessment||Quiz! If done early, can explore onezoom (bit.ly/hominidtree)||During worktime, circulate to check for 3 pieces of clear evidence -- then, next pass, check for strong reasoning; collect WS at end|
|HOMEWORK||cytochrome C lab due Friday|
|DIFFERENTIATION||50% extended testing time for MLB, SSW, KCM||extra topics for Ss that finish early...|