1. UNIT PLAN: PROCESS OF EVOLUTION
PRESENTATION
Joan Shakes
New York Institute of Technology
Masters of Science in Adolescent Education Specialist in Science
EDSC-632
Prof. Mente
Spring 2015
2. UNIT SYNOPSIS?
• Evolution is the unifying principles in biological life which will be
main elements throughout this unit plan. Student should be able to
make a clear distinction between evolution-change over time and
natural selection-the process that drives evolution. Student will be
looking at evidence to support evolutionary unifying principles by
making science investigation, supported by mathematical analysis,
technology and English language arts to communicate their ideas.
Evolution is both factual and theory based to broaden student's
understanding of this principle they will be introduced to developed
theory’s both past and present. Mutation genetic variations, gene
flow, genetic drifts and non-random mating selection which leads to
development of new phenotypes will be investigated.
3. WHAT WAS THE PURPOSE OF THIS UNIT?
• NYS Mandatory Regents Requirement for grades 8th -12th , that this materiel is
covered in subsequent grades.
• This Unit is a advanced placement level with differential technology, math, ELA
and science instruction to meet the needs of all student's.
• Knowledge and skill expected to be learned from all students:
• Natural selection is a major mechanism of evolution.
• Natural selection acts on phenotypes variations in populations with populations
of organisms continuing to evolve.
• Biological evolution supported by scientific evidence from many disciplines
including mathematics.
• Change in genotype can result in changes in phenotype.
4. UNIT LESSON CONTENT COVERED:
• Lesson 1: Evolution is both Factual and the Basis of Broader
Theory
• Lesson 2: Mutation, Selection, gene flow, genetic drifts, and
non-random mating
• Lesson 3: Selection can be stabilizing, directional, or disruptive
• Lesson 4: Evolution can be measured by change in allele
frequency
5. ASSESSMENTS WERE FORMAL AND
INFORMAL
• The assessments encompassed parallel pathways which
provided coverage for essential questions, with a strong inquiry
technology strand woven into each lesson.
• Lesson assessments were customized combinations of end of
lesson quiz’s, digital inquiry, student collaboration rubrics,
digital essay building, proper writing mechanics and hand-on
science investigation reports, diagrams, and blogposts.
6. LESSON 1
• This lesson was themed with organismic rapid evolutionary
changes-Influenza Pandemic
• Students had to describe the process by which the flu changes
• Make connection between the changes in the flu and generation
over time
• Students created concept maps, essays, blogposts, and
published final written pieces using proper writing mechanics.
7. LESSON 2
• Investigation were made of the word theory as well as
explaining it in evolutionary theory.
• Student used critical thinking skills to address Charles Darwin
Letters, created digital Venn diagrams to note differences in
lesson vocabulary, created digital evolutionary concept maps,
and created digital timelines to understand the milestones of
contributing theorist. To further their understanding digital
diagrams were modeled and uploaded to the class BlogSpot for
peer review.
8. LESSON 3
• Student investigated and articulated the difference between
gene pools (sum of copies of alleles at loci in a population)
allele frequency (proportion of each allele in a gene pool) and
genotype frequency (proportion of each genotype among
individuals).
• Solid investigations were made with digital laboratory
simulations learning modules, Prezi presentations for peer feed
back on uploaded to class blog.
• Guided for ELL’s and IEP students with each learning module
with speech to text and text to speech. Additional instruction
included DNA samplers if needed.
9. LESSON 4
• In this lesson student will collect data that represents changes
that influence evolution, using evidence, investigations and
mathematical predations of what will happen in a population.
• Independently researched ICT’s and read case studies,
developed alternatives hypotheses for investigations based on
variations among organism. PBL math connection of population
was conducted to further facilitate all students understands.
10. RESOURCES:
• Anticipation Guides ( 1 & 2) : Origins of Species file:///D:/content/Activities/SS%2097.1.pdf
• http://static1.squarespace.com/static/50d5cc57e4b0e383f5b1eb34/t/533ac328e4b0b33eb191e0fe/1396359976868/AP+Bio-
001+Natural+Selection+CM+PDF.pdf
• file:///D:/content/Activities/Activity%20100.pdf
• DNA Sampler file:///D:/content/Activities/SS%20100.1.pdf
• https://www.youtube.com/watch?v=z43w3AMxTRY (Tutorial: create a KML-file in Google Earth)
• Darwin’s Letter: http: www.darwinproject.uk/darwins-letters (HW)
• http://teacher.scholastic.com/writeit/essay/draft/pdfs/TheOutline.pdf
• http://teacher.scholastic.com/writeit/essay/draft/
• www.artrage.com paint a picture or create a diagram to show similarities and differences between natural selection, evolution, and survival of the fittest
terms. Diagrams should distinguish if these terms have the same meaning.
• http://www.bozemanscience.com/001-natural-selection/ (introduction-hook 1)
• http://www.bozemanscience.com/002-examples-of-natural-selection/ (introduction-hook 2)
• http://www.readwritethink.org/classroom-resources/student-interactives/timeline-30007.html
• Natural selection simulation: http://phet.colorado.edu/en/simulation/natural-selection
• Article Share 307-http://www.evolutionnews.org/2014/03ghost_of_lamarc083371.html
• Flashy Fish: http://www.pbs.org/wgbh/evolution/educators/lessons/lesson4/act2.html
• This clip supports the distinction of a brief evolutionary unifying principle in biology which in referred to throughout the unit: Students need to make a
clear distinction between-evolutionary change over time and natural selection: Short Clip: http://www.youtube.com/watch=S1t5_iGNoxeE
