Unit Plan: Evolution and Biodiversity

High School Biology STANDARD B5: EVOLUTION AND BIODIVERSITY

Students recognize that evolution is the result of genetic changes that occur in constantly changing environments. They can explain that modern evolution includes both the concepts of common descent and natural selection. They illustrate how the consequences of natural selection and differential reproduction have led to the great biodiversity on Earth. OUTCOME (big idea): Students will understand that evolution is caused by genetic changes due to environmental changes.

May 15th: (L5.p2)

L5.p2: OUTCOME: The students will be able to identify and organize similarities and differences between organisms. L5.p2A OUTCOME: Students will understand the difference between ecology and evolution.

FORMATIVE ASSESSMENT: The class period will consist of a discussion on evolution. The students will see how species are classified and how they branch off from each other. The students will be given an exit card before they leave the classroom. They will be asked to identify the similarities and differences between wolves and dogs. I will be looking on the cards to see if students can identify patterns between ancestors. May 16th: (L5.p2 & L5.1)
L5.p1: OUTCOME: Students will understand how competition and limiting conditions causes some species to become extinct while others survive. L5.p1A OUTCOME: The students will have an understanding of what a species is and will know how to identify them. L5.p1B OUTCOME: The students will have an understanding of what a population is and will know how to identify them. L5.p1C OUTCOME: The students will understand what extinction is and how it eliminates that species genes.

FORMATIVE ASSESSMENT: For this class period we will play a game which will discuss the predator prey relationship. On that days exit card the students will be asked to identify how the predator/prey relationship, as well as environmental factors, influences as populations survival/extinction. They will be given more time on this than usual exit cards since this is a very detailed question. I will be assessing the answers to see if students understand the relationships between all of those factors.

May 20th: (B5.1)

B5.1 OUTCOME: The students will understand the role evolution plays in lifes history based on fossil evidence. L5.p1D OUTCOME: The students will know what the fossil record is and what roles it plays in biologic studies. B5.1c OUTCOME: Students will understand the relationships between modern day organisms and organisms of the past. B5.1d OUTCOME: The students will understand how a new species is developed through natural selection. B5.1f OUTCOME: The students will be able to understand and identify evidence supporting the theory of evolution.

FORMATIVE ASSESSMENT: The students will be asked to define evolution in their own words on their exit card. They will also be asked to list 3-5 reasons supporting it. May 21st: (B5.1)
B5.1B OUTCOME: The students will understand the role natural selection plays in the theory of evolution. B5.1A OUTCOME: The students will understand the concepts behind how traits are passes on and the role those concepts play in natural selection. B5.1e OUTCOME: The students will understand how only the most advantageous traits survive through natural selection. (survival of the fittest) B5.1g OUTCOME: The students will know how natural selection causes genetic variation in the gene pool.

FORMATIVE ASSESSMENT: On an exit card the students will be asked to create a Venn Diagram with the terms Natural selection, Evolution, and Survival of the fittest. I will look for key words and connections in their diagrams to see if they understand the concepts. May 22nd: (B5.1 & B5.3)
B5.3 OUTCOME: Students will understand that evolution is the consequence of natural selection and will understand the role natural selection plays in the gene pool. B5.3A OUTCOME: Students will understand the effects of natural selection on both individuals and the species as a whole. B5.3B OUTCOME: Students will know how geographic isolation effects how a species develops through natural selection. B4.3C OUTCOME: The students will be able to identify examples of how genetic variation and environmental factors influence natural selection.

FORMATIVE ASSESSMENT: In the lesson that day we will discuss Galapagos finches. On that days exit card the students will be asked to identify what conditions may have naturally selected for the change in beak shape. They will be asked to elaborate on how it affects the gene pool. This assessment will allow me to assess their understanding of the concepts.

May 23rd: (B5.1 & B5.3)

B5.3d OUTCOME: Students will understand how biodiversity is influenced by natural selection. B5.3e OUTCOME: Students will understand that changes at the gene level can eventually lead to the formation of a new species through natural selection. B5.3f OUTCOME: Students will know the how biotechnology can provide stronger traits, leading to an improved population and species.

FORMATIVE ASSESSMENT: At the end of the class session the students will be given six different traits for three different people. (Ex: Tall & fast, Short & slow, Tall & slow) They will then be given a situation and asked which person is best suited for that situation. They will respond on that days exit card. They will then be asked how biotechnology could be used to improve the chances of one of the other two people. This will allow me to see if they understand the role diversity plays in natural selection as well as the role of biotechnology. May 27th: (B5.2)
B5.2x OUTCOME: Students will understand how molecular evidence can support the theory of evolution. B5.2b OUTCOME: Students will understand the relationship between organisms based on their DNA and protein sequences. B5.2c OUTCOME: The students will understand the relationship between environmental changes and changes in the gene pool.

FORMATIVE ASSESSMENT: As the students are near the end of class they will be given a list of traits for 6 species. They will be asked to write on an exit card which species are most closely related. There should be three pairs. For each pair the students will be asked to identify which environmental conditions would cause these species to develop their varying traits. May 28th: (B5.2)
B5.r2d OUTCOME: Students will be able to identify evolutionary relationships between organisms through the interpretation of phylogenic trees. B5. OUTCOME: The students will understand the defining characteristics of a species.

FORMATIVE ASSESSMENT: The students will be working this day with making a phylogenic tree in class. I will assess them by looking at their phylogenic trees to see if they understand and are making the connections between species. May 29th: Overview Laboratory FORMATIVE ASSESSMENT: The lab reports will serve as a formative assessment for the lab. I will read the lab reports when they are being graded and should be able to identify the students strengths and weaknesses in the material.

May 30th: Study Guide FORMATIVE ASSESSMENT: I will use formative assessment while the students are working on the study guides. I will walk around the room and try to identify where the students are having trouble. Any weaknesses will be identified at this point and will be re-taught through mini lessons in class. June 2nd: Review Game FORMATIVE ASSESSMENT: The game will be its own formative assessment. I will use white erase boards and have students answer questions throughout the class. Having all the students answer the questions at once will be a quick and easy way to identify if the students understand the concepts. June 3rd: EXAM
OUTCOME (big idea): Students will understand that evolution is caused by genetic changes due to environmental changes.

INTERIM ASSESSMENT: The interim assessment is the exam at the end of the unit. The interim exam covers each standard in the unit and will assess how well the students retained the information throughout the unit. This assessment will tell me if there were any concepts that were unclear and if I need to do any re-teaching. Preferably I could catch anything that needs to be retaught through the formative assessments.