Mindset: evolution is driven by mutations that produce beneficial or neutral traits.
Day 1
TSW analyze the role of mutations in evolution using an article analysis and mini lab.
1. DO Now: Recall: IYB, Analyze how the two types of mutations (inherited and environmentally induced) will drive the evolution of plants, animals, and bacteria. Recall: how is the endosymbiotic theory a basis for evolution?
2. Read article 1 as an individual, discuss article with STEM team, then everyone respond to the following IYB.
A. The article focuses on increasing the diversity of...
B. When using technology to manipulate protein folds, which characteristics of amino acids need to be preserved? Why?
C. Cite an example that uses the evolution of protein-based therapeutics.
D. Synthesize ideas for real world problems you could help solve by evolving proteins.
E. Analyze the importance of using predictive models when evolving proteins.
F. Create a model scenario for your idea to D above.
G. Optional: If you want to know more about using technology to create protein diversity, specifically enzymes, read article 2.
3. Beak Differentiation Lab. Kit purchased here.
1. You will each be given a bird beak. First, apply your knowledge of mutations and discuss how all of the different beaks could have a common ancestor.
2. Using your beaks, you will attempt to eat food and drink water. Design a mini lab to test which beak works best. You need to compile data into a chart and analyze the data on paper. Part of your analysis needs to address why all of the beaks exist when some clearly are more efficiently used for eating and/or drinking. You will turn in 1 paper per group.
3. Discuss the importance of mutations versus species' ever changing environments.
4. HW- Gizmo with SES and quiz "Rainfall and Bird Beaks" and "Evolution: Mutation and Selection"
Day 1
TSW analyze the role of mutations in evolution using an article analysis and mini lab.
1. DO Now: Recall: IYB, Analyze how the two types of mutations (inherited and environmentally induced) will drive the evolution of plants, animals, and bacteria. Recall: how is the endosymbiotic theory a basis for evolution?
2. Read article 1 as an individual, discuss article with STEM team, then everyone respond to the following IYB.
A. The article focuses on increasing the diversity of...
B. When using technology to manipulate protein folds, which characteristics of amino acids need to be preserved? Why?
C. Cite an example that uses the evolution of protein-based therapeutics.
D. Synthesize ideas for real world problems you could help solve by evolving proteins.
E. Analyze the importance of using predictive models when evolving proteins.
F. Create a model scenario for your idea to D above.
G. Optional: If you want to know more about using technology to create protein diversity, specifically enzymes, read article 2.
3. Beak Differentiation Lab. Kit purchased here.
1. You will each be given a bird beak. First, apply your knowledge of mutations and discuss how all of the different beaks could have a common ancestor.
2. Using your beaks, you will attempt to eat food and drink water. Design a mini lab to test which beak works best. You need to compile data into a chart and analyze the data on paper. Part of your analysis needs to address why all of the beaks exist when some clearly are more efficiently used for eating and/or drinking. You will turn in 1 paper per group.
3. Discuss the importance of mutations versus species' ever changing environments.
4. HW- Gizmo with SES and quiz "Rainfall and Bird Beaks" and "Evolution: Mutation and Selection"
Day 2TSW analyze how life began on Earth using videos and literacy works.
1. Do Now: A. Finish DNA Mutation Beak Activity. B. IYB write a paragraph explaining how you personally feel concerning the beginning of life on Earth. Provide scientific evidence to support your opinion. 2. Watch this Endosymbiosis Video 3. Origin of Life Literacy 4. Watch this video. With your STEM team, compile a list of reasons natural selection occurs. |
Day 3TSW evaluate natural selection and scientists' contributions to evolution using research and a video.
1. Do Now: Discuss with your table the relationship between differentiated reproductive success and natural selection.
2. Explore the following conditions for natural selection and record a general overview of each IYB: A. overproduction of offspring B. Inherited variation C. Struggle to survive D. Bioluminescence E. Competition Industrial Revolution: peppered mothsHandout- Answer IYB
Draw a model on your group's board space of the Rock Pocket Mouse fur evolution. HW: -Research the following contributors to evolution: Lyell, Wallace, Pasteur, Oparin, Miller and Urey, Margulis -Record in your notebook each scientist's greatest contribution or general overview. 1-3 sentences per scientists should capture all you need to know. See this example on Malthus. You may want to use: Evolution Help Website |
Day 4TSW analyze multiple supports for establishing evolutionary relationships using virtual resources.
1. Do Now: read this article then IYB record an analysis of the usefulness of homologous structures and of vestigial structures in establishing evolutionary relationships. The read this page and defend this statement: Molecular genetics is the strongest evidence of evolution. Cite textual evidence. Discuss analogous structures. 2. Embryology Video: discuss how you feel about this evidence: notochord, gill slits, ball of cells 3. Embryology Interactive 4. Food for thought: embryology challenge video Class Discussion. 5. Complete this virtual lab with your team 6. With your STEM team, 3D CAD design a fossil of the future. Use the links below for inspiration. This organism would be found by humans 3 million years from now :) Fossils from the past inspiration.
HW: Phet Rabbit- run this simulation and reflect on what happens IYB. |
Day 5
Objective: TSW evaluate patterns of evolution and characteristics using digital pieces.
1. Do Now: Read this comic then with your STEM team, create a 3 min or less skit using a different organism's traits to model evolution. Use play dough if you need a physical model.
2. Teacher Led Instruction Patterns of Evolution: Note Taking strategies: Coevolution, convergent evolution, divergent evolution/adaptive radiation, punctuated equilibrium
1. Do Now: Read this comic then with your STEM team, create a 3 min or less skit using a different organism's traits to model evolution. Use play dough if you need a physical model.
2. Teacher Led Instruction Patterns of Evolution: Note Taking strategies: Coevolution, convergent evolution, divergent evolution/adaptive radiation, punctuated equilibrium
3. Directions: Mechanisms of Evolution: Research genetic drift and gene flow, write down your own explanation and an example of each, then make a model of each using play dough at your table. Synthesize 2 HOTS questions per table concerning the topics (compare and contrast, evaluate, analyze, rank, debate, create, etc).
4. Use the two websites below and create an infographic with your STEM team of the characteristics of 3 Domains and 6 Kingdoms. Use this link and this link for content.
5. GIZMO "Natural Selection" quiz only.
4. Use the two websites below and create an infographic with your STEM team of the characteristics of 3 Domains and 6 Kingdoms. Use this link and this link for content.
5. GIZMO "Natural Selection" quiz only.
Day 6-7
Objective: TSW use biological clocks to determine health using digital resources.
1. Do Now: Read this article then write record IYB 5 fun facts you just learned about molecular clocks.
2. Characterize the species on my lab top by Domain and Kingdom via a table discussion.
3. Read Biological Clock then answer the following IYB:
A. What is a biological clock and how can it be used?
B. If you owned an insurance company, would you use biological clocks to determine insurance rates? Why?
4. Read this then on your board space provide a specific example of speciation.You may look up an example or synthesize your own. Identify the specific factor that provided isolation.
5. Hominid Evoltuion Video: IYB record the pros and cons of: bipedalism, nakedness, and having larger brain.
6. Read this article then evaluate the following statements included cited evidence IYB:
A. Jaws and digestive system organs were mutated before the brain became larger.
B. Bipedalism is studied using fossils.
C. Homo sapien males and females are similar in size.
D. Childhood is important for the evolution of human society.
E. The precision grip sets humans apart from other species.
7. Human Skull Activity: Try to place the skulls in order of least modern to most modern. Justify your answer using data from this sheet. Then complete this interactive and fill out Human Phylogenetic Tree.
8.
-HW day 6: Homework: Explore Learning Gizmo "Human Evolution: Skull Analysis" with Student Exploration Sheet and Quiz
-HW Day 7: someone in your group bring goldfish
1. Do Now: Read this article then write record IYB 5 fun facts you just learned about molecular clocks.
2. Characterize the species on my lab top by Domain and Kingdom via a table discussion.
3. Read Biological Clock then answer the following IYB:
A. What is a biological clock and how can it be used?
B. If you owned an insurance company, would you use biological clocks to determine insurance rates? Why?
4. Read this then on your board space provide a specific example of speciation.You may look up an example or synthesize your own. Identify the specific factor that provided isolation.
5. Hominid Evoltuion Video: IYB record the pros and cons of: bipedalism, nakedness, and having larger brain.
6. Read this article then evaluate the following statements included cited evidence IYB:
A. Jaws and digestive system organs were mutated before the brain became larger.
B. Bipedalism is studied using fossils.
C. Homo sapien males and females are similar in size.
D. Childhood is important for the evolution of human society.
E. The precision grip sets humans apart from other species.
7. Human Skull Activity: Try to place the skulls in order of least modern to most modern. Justify your answer using data from this sheet. Then complete this interactive and fill out Human Phylogenetic Tree.
8.
-HW day 6: Homework: Explore Learning Gizmo "Human Evolution: Skull Analysis" with Student Exploration Sheet and Quiz
-HW Day 7: someone in your group bring goldfish
Day 8
Objective: TSW evaluate the Hardy-Weinberg Equilibrium using digital resources and a mini activity.
1. Do Now: Ready this webpage then IYB record the conditions for the Hardy-Weinberg Equilibrium along with an explanation as to why this equilibrium is not realistic to current populations.
2. Hardy-Weinberg Activity with goldfish
3. With your group on your own paper, solve these problems.
4. Body Symmetry Record and differentiate: Radial, Asymmetrical, Bilateral
5. Common Vocab- Review if you have extra time
6. Learn how to properly write Scientific Names then look up your favorite species and record the scientific name along with directions for writing the scientific name IYB.
7. Activity: Dichotomous Key 1 Record answers IYB. Reference this.
8. With group complete Dichotomous Key 2.
9. Research the most interesting hermaphrodites.
10. Claim 2 of the species on my lab top for your table then create a Dichotomous key that leads to the scientific name using characteristics found in the informational booklet.
1. Do Now: Ready this webpage then IYB record the conditions for the Hardy-Weinberg Equilibrium along with an explanation as to why this equilibrium is not realistic to current populations.
2. Hardy-Weinberg Activity with goldfish
3. With your group on your own paper, solve these problems.
4. Body Symmetry Record and differentiate: Radial, Asymmetrical, Bilateral
5. Common Vocab- Review if you have extra time
6. Learn how to properly write Scientific Names then look up your favorite species and record the scientific name along with directions for writing the scientific name IYB.
7. Activity: Dichotomous Key 1 Record answers IYB. Reference this.
8. With group complete Dichotomous Key 2.
9. Research the most interesting hermaphrodites.
10. Claim 2 of the species on my lab top for your table then create a Dichotomous key that leads to the scientific name using characteristics found in the informational booklet.
Day 9: Real World Problem & practice exam material
Objective: TSW evaluate his or her overall knowledge of evolution using assessments.
Do Now: Solve this problem: Human Impact on Amazon Rainforest includes mining and logging. Choose one of these species and predict how this species must evolve in order for its species to survive human impacts. Provide a scientific paragraph and a physical CAD design on this padlet page for Mrs. W and this padlet page for Mr. E.
Take the following quiz/assessments and provide corrections for all missed questions. corrections=explanation of why correct answer was correct.
Practice Exam
Practice Quiz 2
Cumulative Practice
Practice Quiz 3
Practice Quiz 4
Practice Quiz 5
Do Now: Solve this problem: Human Impact on Amazon Rainforest includes mining and logging. Choose one of these species and predict how this species must evolve in order for its species to survive human impacts. Provide a scientific paragraph and a physical CAD design on this padlet page for Mrs. W and this padlet page for Mr. E.
Take the following quiz/assessments and provide corrections for all missed questions. corrections=explanation of why correct answer was correct.
Practice Exam
Practice Quiz 2
Cumulative Practice
Practice Quiz 3
Practice Quiz 4
Practice Quiz 5