eKIPP King Unit Planning Template for 2017-2018

Unit Title/Topic: Evolution Unit Length/ Dates: 16 days (8/23-9/22)

Stage I: What do we want students to know and be able to do?

GOALS
Enduring Understandings: Essential Questions:
Student will be able to use the CER model to apply content knowledge to real world examples How did we evolve to become the species we are
today?
Student will be able to articulate how populations have evolved and why certain individuals survive
How are humans related to other species in the
Student will be able to explain how different species are physically related to each other and how this
world around us?
relationship evolved.

Why do certain individuals survive in a

population? What is the general impact of this
survival?
Students Will Know Students Will Be Able To
Mechanisms of evolution (conditions for change in frequency of specific allele) Convert a data set from a table of
Genetic drift: effect on gene frequency numbers to reflect a change in the genetic
Effects small populations the most makeup of a population
Random process where some individuals leave behind more genes that others Apply mathematical methods and
conceptual understandings to investigate
Major effects if: bottleneck effect and founder effect
the cause and effect of the change in the
Bottleneck effect: population is sharply reduced due to natural disaster
genetic makeup of a population
Founder effect: small group splits from main population to form a colony Evaluate evidence provided by data to
Natural selection investigate the mechanisms of evolution
Bacterial resistance Apply mathematical methods to data and
Select against recessive allele or select against dominant allele use data to predict what will happen in
Non random mating vs random mating and effect on alleles present the future of a population
What happens with artificial selection (how does it affect a population) Use data based on Hardy weinberg to
Why do certain genotypes persist in a population? How can we ensure certain analyze genetic drift in the evolution of
specific populations
genotypes persist?
Make predictions about effects of genetic
Gene Flow
drift on make up of a population
Speciation and types of speciation Understand how a new species is created
How is a new species created? Analyze data related questions about
Allopatric speciation vs sympatric speciation speciation and extinction
 Behavioral isolation Design a plan for collecting data about
Relationship between extinction and speciation speciation
Hardy weinberg equation Use data and concepts to predict what
For phenotype/allele: p+q=1 (know how to calculate and apply number to other equation) will happen to a population when
reproductively isolated
For genotype frequency: p2 + 2pq + q2=1 (know how to calculate and apply number of
Describe speciation in an isolated
other equation)
population and connect it to change in
Equilibrium: genetic variation in a population will remain constant from one generation to gene frequency, environment, natural
the next in the absence of disturbing factors (allele frequencies are stable if not stable that selection or genetic drift
means something is disturbing the equilibrium) Design a plan to answer scientific
Disturbed by: mutations, NS, non random mating, genetic drift and gene flow questions regarding how organisms
Know how to identify when a population is at equilibrium change over time using information from
Phylogeny and relationship morphology, biochemistry and geology.
How related are a species according to their amino acid sequences Pose scientific questions, describe
specific examples and justify the
Create a phylogenetic tree using a data table (usually based off of a specific gene)
scientific claims that correctly identify
How to read a phylogenetic tree
essential properties of shared, core life
What is a sister taxon? processes
Homologous vs analogous traits Pose scientific questions about groups of
How to read how closely related species are to each other organisms whose relatedness is described
What traits are acceptable to use to create a phylogenetic tree by a phylogenetic tree or cladogram
Molecular clocks and evolution Evaluate evidence provided by a data set
How to tell what evolves more quickly/ slowly in conjunction with a phylogenetic tree
What is means for something to be constantly evolving Create a phylogenetic tree or simple
cladogram
Concept that populations are constantly evolving
Describe a model that represents
Evolution over time- the slower it is the easier it is to see
evolution within a population

2
 Stage II: How will we know if students are learning?
FORMATIVE ASSESSMENT
- Daily entrance tickets: these will either be questions from the homework or AP multiple choice questions that will address the students content
knowledge based on their homework from the previous night. These will take place before the opening activity for the class.
- Daily exit ticket: These will include 2-3 AP multiple choice questions that address the specific content that the students focused on for that class. This
will be immediately graded in class in order to create a feedback mechanism for students to measure their own level of understandings.
- Labs/Activities: Students will partake in a lab or activity on an almost daily basis. Each lab or activity will have a set of questions students are expected
to answer, discussion or written assignment that will sometimes be used as a formative assessment to measure students understanding in the moment.
- The activities that will be used for formative assessments are as follows: Beak of Finch, Bean Bunny Lab, Speciation Case Study
- CFUs: Students will be periodically asked CFUs during the class period. The time when I will most directly use CFUs is during the opening activity
for the lesson. This activity will be either a mini-lesson, lecture, discussion or activity debrief that will help me to address student misconceptions about a
topic before starting the lab or activity for the class period.
- The current opening activities planned include: Darwin quote response, Natural selection and melanin, poker chip activity, natural selection FRQ,
finishing bean bunny activity

SUMMATIVE ASSESSMENT/s
Description: Accommodations for Learners with Special
Weekly Quizzes: Students will take a weekly quiz based on the specific topic within evolution from the Needs:
previous week. Most quizzes will fall on Mondays enabling students to synthesize information over the
weekend. The quizzes have been broken down by subtopics in evolution. Each quiz will include 5 AP Modified and pre-AP assessments will be made
Biology multiple choice questions and one short answer question. The topics will include: Natural Selection, available for Unit Exams, and any necessary
Genetic Drift, Gene Flow: Speciation, and Phylogeny and Relationships accommodations for IEPs will be made to
Unit Exam: Students will take an Evolution Unit Exam at the end of the unit. This exam will take 90 accommodate those learning needs.
minutes and will consist of 24 MC questions, 1 Griddable , 1 Long free response, 2 Short free response
Lab Report: Students will write a lab report based on the BLAST lab they complete. The students can write
the report in a few different styles: hand-written or typed formal lab report, powerpoint, or poster. The
students will need to include their: purpose, hypothesis, materials, procedures, and claim, evidence and
reasoning in their findings. Their evidence will include at least one phylogenetic tree and data table.

3
 Stage III: How will we anticipate and respond to students who are not learning?
Anticipating Student Struggles: Action Plan for addressing those struggles:
In this unit there is a large amount of vocabulary that the students have not yet In order to address these struggles I have plans to pre-emptively help with
been exposed to. In order to draw connections within the unit it is important student vocabulary. The first thing I plan to do is maintain a word wall with
that the students have a strong understanding of the vocabulary words. I definitions and pictures linked to each vocabulary word. This means that the
anticipate that the students will struggle to learn these vocabulary words students will have a daily reminder of the vocabulary on the wall. Additionally,
quickly. I plan on having students build a notecard deck of words which they are
expected to review on a daily basis. This will help them to consistently revisit
the vocabulary words and build an important foundation.
Cross-Curricular Inter-Curricular
Connections and Comparisons: Connections and Comparisons:
Students will be asked to make cross curricular connections especially in the Students will begin to study the mechanics of how life functions and is created
skills they are asked to use. Students will be asked to use critical reading and following this unit. It is important that they understand the bigger picture of
thinking skills when looking at scientific articles related to evolution. how populations can evolve before they begin to study how life is created and
Additionally, students will practice writing skills they have developed in other maintained.
classes when writing about their scientific claims and reasoning in analysis of
the scientific data present to or created by them.
Motivational Features and Fun: Learning Reflection Activity:
Students will participate in weekly shout outs on Fridays. These shout outs will The students will have the opportunity to do quiz/unit exam reflections after
happen the first five minutes of class to set a positive tone for the rest of the each assessment. The reflection will include the student investigating the
day. Three students will be able to shout each other out based on something correct answer, explaining why it is the correct answer and explaining their
positive they saw their peers do. thought process on each question.

Vocabulary Glossary:
Natural Selection: natural selection, recessive allele, dominant allele, allele, random mating, non random mating, artificial selection, genotype, phenotype,
bacterial resistance, fitness, adaptations
Genetic Drift: genetic drift, gene frequency, bottleneck effect, founder effect, Hardy weinberg, equilibrium, gene pool, allele frequency, species, Hardy weinberg
equilibrium, population
Speciation: Allopatric speciation, sympatric speciation, behavioral isolation, speciation, species, extinction, reproductive isolation, adaptive radiation,
pre-zygotic barrier, geographic isolation, post-zygotic barrier, polyploidy, gene flow, temporal isolation, behavioral isolation, mechanical isolation, hybrid,
gradualism, punctuated equilibrium, hybrid sterility
Phylogeny and Relationships: amino acids, phylogenetic tree, sister taxon, homologous trait, analogous traits, cladogram, fossils, biogeography, eukaryotes,
endomembrane system, vestigial structures, prokaryotic, endosymbiosis, central dogma
Molecular clocks: molecular clock, evolution over time

4
 Stage IV: How will we extend the learning for students who are proficient?
Brainstorm of Components to Boost Critical Thinking: Use scientific articles to help boost students thinking of specific topics, asking extension questions on
labs/activities, making sure that questions are scaffolded up on labs and activities beginning with simple connections and then working up to more analysis and
creation.
Top Three Levels of Blooms Revised Taxonomy:
-Analyzing
-Evaluating
-Creating
Resources:
HW:
Topic 1: Natural Selection
Topic 2: Statistics in Biology
Topic 3: Natural Selection Part 2
Topic 4: Hardy Weinberg
Topic 5: Genetic Drift
Topic 6: Hardy Weinberg Practice
Topic 7: Genetic Drift Part 2
Topic 8: Speciation
Topic 9: Artificial Selection
Topic 10: Evidence for Evolution
Topic 11: Essential Characteristics for Life
Topic 12; Phylogenetic Trees
Topic 13: Cladograms
Topic 14: Phylogeny and Cladograms practice
Unit Exam Review
Quizzes:
Gene Flow: Speciation Quiz
Genetic Drift Quiz
Natural Selection Quiz
Unit Exam: 24 MC questions, 1 Griddable , 1 Long free response, 2 Short free response
Opening Activities:
Darwin Quote response
Natural Selection and Melanin
Poker Chip activity

5
 Natural selection FRQ
Ligers and Tigons
Artificial Selection Discussion
Find your own case of speciation
Bacterial resistance mini lecture
Constructing a phylogenetic tree
Spider cladogram
Lab write up essentials
molecular clocks mini lecture
Labs/ Activities:
Beak of the finch pre-lab
Beak of the finch lab
Practice Hardy weinberg
Bean bunny lab
Speciation case study
Speciation and its effects on us discussion
BLAST lab
Making cladograms
Molecular clocks FRQ
Others:
-Lab write up rubric
-Lab write up requirements
-Student shout out procedure
-Lab notebook procedures
-Vocabulary notecards procedure
-Word wall procedure

Learning Calendar: Look on Google Drive AP Biology 17-18 Calendar