Unit Plan Overview

Unit: Evolution and Biodiversity Stage 1- Desired Results Connections to Context: - The students should understand how man kind impacts the world around (i.e. extinctions because of us) - Christian worldview, connecting with students, not explicitly. Ex) It is our responsibility to take care of the world we live in (stewardship), or the beauty and awe of the world. - The students will gain valuable experiences with science and problem solving. Established Goals - How can there be so many similarities among organisms yet so many different plants, animals, and microorganisms? How does biodiversity affect humans? (nstaHS-LS4) - NSTA: HS-LS4-1,2,3,4, and 5 Common Core - WHST.11-12.9 - Draw evidence from informational texts to support analysis, reflection, and research. - MP.4 - Model with mathematics. - SL.11-12.4 - Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks Michigans standards of biology (GLCES) - L5 and B5 standards Transfer Students will be able to independently use their learning to Use statistical evidence to support claims Construct explanations and arguments based on evidence Become literate in the biology topic of Evolution and biodiversity so they can be discerning with new information Meaning UNDERSTANDINGS ESSENTIAL QUESTIONS Students will understand that Students will keep considering - How can there be so many similarities among All variation comes from mutations organisms yet so many different plants, animals, and The four factors that can lead to evolution microorganisms? Natural selection leads to Adaptation - How does biodiversity affect humans? (nsta- HS Natural selection has lead to the great LS4) biodiversity we see on earth. - How is it that similar animals have developed Students will understand that changes in the body independently from one another? to fit a location (adaptations) come about through What evidence is there for evolution? (B5.2x) natural selection. Distinguish between directional selection, disruptive selection, and stabilizing selection, and give examples of each.
(What specically do you want students to understand? What inferences should they make?) (What thought-provoking questions will foster inquiry, meaningmaking and transfer?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions Students will know Students will be skilled at Students will exhibit The definition of Adaptation, Basic stats and functions to A wrestling with evolution, macro Natural Selection, Evolution interpret data. (Q, call on) and micro (macro and micro?), Common Knowing how to determine a Awe for the complexity of the Ancestry, Diversity (Q) reputable source of world and the systems in it. information (colmums) Students will apply this Meta thinking with the rubric for knowledge to fashion a fish Knowing how Natural the Darwin project and dissections that will be able to survive an selection leads the environment biodiversity we see. Students will be able to Finding reputable sources (What values and commitments and describe the habitat an online to research their attitudes should students acquire or organism might be found in, assigned animal. wrestle with?) given adaptation it has. Working in a group to Students will be able to construct a finished project identify adaptations an animal Use graphics to convey ideas

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

has. Determine how speciation occurs. Understand how genetic variation is an important component of evolution.

Distinguishing between directional selection, disruptive selection, and stabilizing selection, and give examples of each.

(What facts and basic concepts should students know and be able to recall?)

(What discrete skills and processes should students be able to use?)

Evaluative Criteria

(What criteria will be used in each assessment to evaluate attainment of the desired results?) (Regardless of the format of the assessment, what qualities are most important?)

Stage 2- Evidence Students will show their learning by PERFORMANCE TASK(S): Lab worksheets Projects Student filled out rubrics
(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)

OTHER EVIDENCE: The kinds of questions they ask and their answers to informal questions The ability to work through the labs and projects with limited help.
(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Stage 3- Learning Plan Some of the labs start with a knowledge probe. These help the teacher and the learner gauge where they are at in the learning. The knowledge probe also helps get the student thinking in terms of the content and what they may already know.
(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?)

Learning Events Student success at transfer, meaning, and acquisition depends upon their participation in these learning events The adaptation and fashion a fish activities The natural selection animation lab The moth simulation The voyage project The dissection project During and between these activities the students should be: Taking notes in class Completing any homework assignments and readings Adding to group discussions in meaningful ways completion of the self-reflective rubrics

Progress Monitoring
The teacher will monitor students progress toward acquisition, meaning, and transfer during lesson events by looking at worksheets that are turned in, by the questions the student asks, and by the final projects they turn in

Students will monitor their own progress toward acquisition, meaning, and transfer through the use of the rubrics

Potential rough spots and student misunderstandings may come when the students have to expand what they see in class to fit with ages old animal and with animals still around today. It might be hard for the students to be so global in their thinking.

(Does the learning plan reflect principles of learning and best practices?) (Is there tight alignment with Stages 1 and 2?)

The students get the feedback they need in the form of handed back, graded assignments and the scoring rubrics.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum