SBI3U ‐ Evolution Grade 11 Lesson Sequence Lesson Plan...

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

AppendixA‐5

PrintoutsforTimelineString