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Grade: 11
Semester: 2 year: 2017
Theme of the semester: Change & Equilibrium, Reproduction, Growth,
Teachers of the course: Esraa Ali, Randh Fathy
Course description:
Students will learn through inquiry, investigation to promote learning, within four
principle¬¬¬¬:
1. Relate the biology to students’ current knowledge.
2. Emphasize the science focus of the lesson
3. Allow students to reflect on new knowledge.
4. Use assessments to build understanding.
Big Idea:
Accumulation of the environmental and genetic changes in the population leads to the evolution as a
feedback mechanism that contributes to biodiversity
1
LO.BI2.08
Compare and contrast the structures and functions of the human male and female reproductive systems:
1- identify analogous structures between the male and female organ systems.
2- relate structures to their functions.
LO.BI2.09
Explain how the human reproductive system allows the variation needed for natural selection and
evolution and demonstrate an understanding of gametogenesis through the process of meiosis
LO.BI2.10
Cite evidence from the fossil record to support the theory of natural selection and evolution:
1) describe Darwin's theory of evolution by natural selection
2) use fossil evidence to show that genetic makeup descends from common ancestors
LO.BI2.11
Based on similarities in modern biological classification, show how to determine the phylogeny of any
organism from micro to macro
LO.BI2.12
Compare and contrast microevolution and macroevolution and their interrelationship:
1) define microevolution and macroevolution and
2) Explain the contribution of mutation, natural selection, genetic drift and gene flow in microevolution.
LO.BI2.13
Compare and contrast current work to genetically modify organisms and the theory of evolution over
geologic time
LO.BI2.14
Explain how human activities impact the sustainability of biodiversity.
2
LO. BI2.08 Compare and contrast the structures and functions of the human male and female reproductive systems:
1- identify analogous structures between the male and female organ systems.
2- relate structures to their functions.
weeks
Num.
2 sessions
1st week
3
Explain how the human reproductive system allows the variation needed for natural selection and evolution and
LO.BI2.
1 session
3rd week
4
LO.BI2 Cite evidence from the fossil record to support the theory of natural selection and evolution:
.10 1) describe Darwin's theory of evolution by natural selection
2) use fossil evidence to show that genetic makeup descends from common ancestors
The big Activity No of Resources The concepts The evidence
Num. of
weeks
Month
1 session
4th week
March
5
2- INVESTIGATION: Activity 5 Using 5.Scientific In class: Activity
Using Fossil Evidence Fossil Evidence turning points sheet 5.1
to Investigate 6. Scientific And Exit ticket
To Investigate Whale Whale theories,
Evolution Students, Evolution S (p hypotheses
examine illustrations of 443-445) T ( p and
1 session
whale fossils and 663-671) observational
stratigraphic evidence.
representations to trace 7. Hypothesis
the evolution of whales. testing
Skills achieved:
Communicate and defend
a scientific argument
3- READING: Evidence Activity 6 8.ndex fossil In class: exit
from the Fossil Record Evidence from 9.Stratigraphy ticket
Students read about how the Fossil and Homework:
scientists Record S p. radiometric graphic
interpret evidence from 446-453 T p. dating representation of
the fossil record, including 670-679 10. Lower organism using
2 sessions
the use of stratigraphy and Modern Biology strata fossil records
5th week
March
6
LO.BI2. Based on similarities in modern biological classification, show how to determine the phylogeny of any organism
11 from micro to macro
domain
weeks
1 session
7th week
7
Doing Practical http://tolweb.org/ Criteria for In class
Students examine tree/home.pages/t scientific complete a
reehouses.html explanations worksheet
fossil and molecular a. the application of -Exit ticket
data to hypothesize Study from: appropriate
the evolutionary th
Campbell 9 edi evidence,
relationships between tion (p.538 sortin b. consistently
apes, and extinct and g homology from logical reasoning,
modern humans analogy p.340 c. basis in accepted
scientific knowledge.
1 session
Skills Achieved: 7. Theory of natural
1- Examine data to selection
identify trends and 8. Evidence for
relationships evolution of
2- Develop conclusions hominids (Cranium
from evidence measurements of
skulls)
9. Transitional
features in fossils
10. Phylogenetic
diversity
8
LO.BI2.12 Compare and contrast microevolution and macroevolution and their interrelationship:
1) define microevolution and macroevolution and
2) Explain the contribution of mutation, natural selection, genetic drift and gene flow in microevolution.
weeks
concepts learned
2 sessions
8th week
APRIL
9
13- The Processes and SEPUP: - In class :Use
Outcomes of Evolution Activ.13 SS 13.1 Answer
(Teacher. p 4.Microevolution
the Analysis
Reading: Students read 748 ) a. mutation, questions p.496
about the concepts of (Student
b. natural especially 2 &3
microevolution, .P489 )
adaptation, speciation, selection, Homework:
Study from: Answer
macroevolution, and c. genetic drift,
Modern -Compare
extinction d. gene flow between macro
biology –
skills achieve: unit and micro
5. evolution.
1. Communicate and evolution Macroevolution -What is meant
defend a scientific section
2 sessions
argument by adaptation
1(p317-318) and explain
2. Apply evidence and section
reasoning to formulate two examples
3(p326-329) of adaptations
genotype and phenotype
-What does the
of a hypothetical
word mass
genetically modified
extinction refer
organism
to? -
What does the
word fitness
refer to?
10
LO.BI2. Compare and contrast current work to genetically modify organisms and the theory of evolution over geologic
13 time
Num. of The big domain Activity No of Resources used The concepts The
concepts planned and Sessions evidence
Month
weeks
skills learned collected
changes
APRIL
11
LO.BI2. Explain how human activities impact the sustainability of biodiversity.
14
Num. of The big Activity No of Resources used The concepts The evidence
planned and skills Sessions collected
Month
weeks domain
concepts learned
sustain unit 8
1 session
how biodiversity and
which is the
MAY
12
TALK IT OVER : Assign reading 5. Impact of In class:
Human Activities previously human activities frayr model to
and Biodiversity SEPUP pages on rates of be delivered
Students read (421- 431) natural change. Exit ticket:
scenarios that 6. Three levels of The Analysis
describe various biodiversity Questions in
human activities that a. ecosystem SEPUP from
affect the diversity of diversity, Act. 2- page
ecosystems, species, b. species 431
and Populations. diversity Homework:
(Caurosel Strategy) c. genetic One case
diversity. study on how
Skills achieve: 7. Human man altered
1 session
Argue a position and
activities often any of the
support it with
cause three types of
evidence
biodiversity to diversities (a
increase or paragraph
decrease. only – you
may use
photos but not
those in
SEPUP)
13