Teacher:
Kimberly Simms
Date:10-10-16 to 10-14-16
Lowndes County Public Schools
LESSON PLANS
Subject: Biology Honor and Biology
Block:1st and 5th
Alabama COS: standards
Evolution
14. Analyze and interpret data to evaluate adaptations resulting from natural and artificial selection that may cause changes in populations over time (e.g., antibiotic-resistant bacteria, beak types, peppered moths, pestresistant crops).
15. Engage in argument from evidence (e.g., mathematical models such as distribution graphs) to explain how the diversity of organisms is affected by overpopulation of species, variation due to genetic mutations, and
competition for limited resources.
16. Analyze scientific evidence (e.g., DNA, fossil records, cladograms, biogeography) to support hypotheses of common ancestry and biological evolution.
SEP # 4-Analyzing and Interpreting Data
a.
Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
b. Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using
digital tools when feasible.
c.
Consider limitations of data analysis (e.g., measurement error, sample selection) when analyzing and interpreting data.
d. Compare and contrast various types of data sets (e.g., self-generated, archival) to examine consistency of measurements and observations.
e.
Evaluate the impact of new data on a working explanation and/or model of a proposed process or system.
f.
Analyze data to identify design features or characteristics of the components of a proposed process or system to optimize it relative to criteria for success
SEP # 7 -Engaging in Argument from Evidence
a.
Compare and evaluate competing arguments or design solutions in light of currently accepted explanations, new evidence, limitations (e.g., trade-offs), constraints, and ethical issues.
b.
Evaluate the claims, evidence, and/or reasoning behind currently accepted explanations or solutions to determine the merits of arguments.
c.
Respectfully provide and/or receive critiques on scientific arguments by probing reasoning and evidence, challenging ideas and conclusions, responding thoughtfully to diverse perspectives, and determining
additional information required to resolve contradictions.  Construct, use, and/or present an oral and written argument or counter-arguments based on data and evidence.
d. Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge and student-generated evidence.
Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and/or logical arguments regarding relevant factors (e.g. economic, societal,
environmental, ethical considerations).
CCC#1- Patterns.
a.
Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.
CCC#2- Cause and effect:
a.
Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the
mechanisms by which
they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts
ACT Aspire/ACT Standards
Evaluation of Models, Inferences, and Experimental Results (EMI)
a.
(EMI 302) Models Present Information
Determine which models present certain basic information
b. (EMI 402) Key Assumptions Of A Model
Identify key assumptions in a model.
c.
(EMI 403) Models Imply Information
Determine which models imply certain information
Technology Standards:
12. Use digital tools to publish curriculum-related content.
Examples: Web page authoring software, coding software, wikis, blogs, podcasts
13. Demonstrate collaborative skills using curriculum-related content in digital environments.
Examples: completing assignments online; interacting with experts and peers in a structured, online learning environment
15.Forecast technology innovations based on trends.
Literacy Anchor Standards:
1. [RST.11-12.1] Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
2. 4. [RST.11-12.4] Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and
topics.
3. 4. [WHST.11-12.4] Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Resources
1. ACT Aspire/ACT Standards
2.
3.
4.
USA Testprep
The Biology Compendium
Biology Online Textbook
ACTIVATING LEARNING STRATEGY:
COGNITIVE TEACHING STRATEGIES:
x
Bell Ringer
x Say Something
Anticipation Guide
x
Chunking
x Turn and Talk
Think-Pair-Share
x
Summarizing
x
Role Playing
Concept Map
x
Frayer Model
x
x
Vocabulary Overview
Daily Language Practice
(DLP)___________________
- Collaborative Group Work
- Questioning Techniques
Explain
Graphic Organizer/VLT
X
Chunking
Reading
Pictograph
x
Acronyms/Word
x
Model
x Diagram
Other: ____________
x
Hands-on
x Mind Map/Visual Guide
Engagement Strategies:
- Writing to Learn
- Literacy Groups
Other:_____________________
- Scaffolding Text
-Classroom Talk
Technology Integration: Smart board
Document Camera
IPADS Mac Books
Computers
Kindles
Interactive Tablets
Digital/ Video Camera
Clickers
Computer Program:________________________________ Other:______________________________________
PROCEDURAL CONTENT (application)
Big Idea: What factors contribute to changes in populations?
Essential Questions:
1. How do ecologists study populations?
2. What factors affect population growth?
3. What factors affect carrying capacity?
4. What limiting factors depend on population density?
5. What limiting factors do not usually depend on population density?
To identify the characteristics used to describe a population
2. To identify the factors that affects a population.
3. To identify the factors affect carrying capacity.
4. To identify the limiting factors depend on population density.
5. To identify the limiting factors do not usually depend on population density
Monday
Essential Question
Tuesday
Big Idea:
1. What is natural selection?
2. How do animals interact with
Wednesday
Big Idea:
1. What is natural selection?
2. How do animals interact with
Thursday
Big Idea:
1. What is natural selection?
2. How do animals interact with
Friday
Big Idea:
1. What is natural selection?
2. How do animals interact with
Objective(s)
Preview
(Before)
one another and their
environment?
one another and their
environment?
one another and their
environment?
one another and their
environment?
Essential Questions:
1. What was Charles Darwin's
Contributions to science?
2. What three patterns of biodiversity
did he note?
3. How is natural variation used in
artificial selection?
4. How is natural selection related to
a species' fitness?
5. What evidence of evolution did
Darwin Present?
6. How do environmental changes
affect animal behavior?
7. How do social behaviors increase
an animal's evolutionary fitness?
8. How do animals communicate
with others and their environment?
Essential Questions:
1. What was Charles Darwin's
Contributions to science?
2. What three patterns of biodiversity
did he note?
3. How is natural variation used in
artificial selection?
4. How is natural selection related to
a species' fitness?
5. What evidence of evolution did
Darwin Present?
6. How do environmental changes
affect animal behavior?
7. How do social behaviors increase
an animal's evolutionary fitness?
8. How do animals communicate
with others and their environment?
Essential Questions:
1. What was Charles Darwin's
Contributions to science?
2. What three patterns of biodiversity
did he note?
3. How is natural variation used in
artificial selection?
4. How is natural selection related to
a species' fitness?
5. What evidence of evolution did
Darwin Present?
6. How do environmental changes
affect animal behavior?
7. How do social behaviors increase
an animal's evolutionary fitness?
8. How do animals communicate
with others and their environment?
1. Describe the pattern Darwin
observed among organisms of the
Galapagos Islands
2.To describe how natural selection
is used in artificial selection
3. To explain how natural selection is
related to species' fitness
4. To identify evidence Darwin used
to present his case.
1. To use mathematical models to
explain how the diversity of
organisms is affected by
overpopulation of species, variation
due to genetic mutations, and
competition for limited resources.
1. To identify new technology that
is furthering our understanding of
evolution.
2. To identify evidence Darwin used
to present his case.
Essential Questions:
1. What was Charles Darwin's
Contributions to science?
2. What three patterns of
biodiversity did he note?
3. How is natural variation used
in artificial selection?
4. How is natural selection related
to a species' fitness?
5. What evidence of evolution did
Darwin Present?
6. How do environmental changes
affect animal behavior?
7. How do social behaviors
increase an animal's evolutionary
fitness?
8. How do animals communicate
with others and their
environment?
1. To review The Theory of
Evolution
2. To use mathematical models to
explain how the diversity of
organisms is affected by
overpopulation of species,
variation due to genetic
mutations, and competition for
limited resources.
1. (Biology Honors)Bell Ringer:
DOK # 2
Maria has a sore throat. Her father
takes her to the doctor and she is
given an antibiotic. After ten days,
Maria is still sick. Use the model
seen here and describe what has
happened to Maria in terms of natural
selection.
1. (Biology Honors)Bell Ringer:
DOK # 2/3
Blast fishing is the process of using
underwater explosives that stun or
kill fish, causing them to float and
make them easy to collect. Even
though this fishing method is
restricted in many countries, it is
allowed in some. There are many
reasons blast fishing is dangerous to
the environment and may have
world-wide effects. Which of the
statements below is not a reason that
blast fishing is dangerous?
1. (Biology Honors)Bell Ringer:
DOK # 2/3
The arm or forelimb of humans,
horses, goats, and mice all exhibit
the same three bone structures:
humerus, ulna, and radius. Which
statement BEST explains this
common skeletal structure?
***B***
b. (Regular Biology) Bell Ringer:
DOK # 2
***C***
2. Reconnect- Students will
reconnect with the class about what
was done on the previous day.
Teacher will facilitate this activity.
A) Fisherman can obtain larger
catches than with nets.
B) More animals are killed and never
retrieved because they sink, resulting
in waste.
C) Underwater blasting may damage
coral reefs, destroying habitats of
thousands of organisms.
D) Because blast fishing kills all
different types of organisms, not just
those desired by the fisherman, the
biodiversity of the region is reduced.
A) The limb bones are similar across
these species because they share a
common ancestor.
B) The limb bones are the same
across these species because all of
them move in a similar way.
C) The limbs are similar because of
the recurring patterns of genetic
mutation that are common in the
Animal Kingdom.
D) The limbs are structurally similar
due to convergent evolution-different organisms evolving to
become structurally similar.
***A***
b. (Regular Biology) Bell Ringer:
DOK # 2
Blast fishing is the process of using
1. (Biology Honors)Bell Ringer:
DOK # 2/3 (USATESTPREP)
What is a Cladogram (Cite
Textual Evidence)
Study the cladogram. Which two
organisms would be the least
related?
A) hamster and salmon
B) lizard and salamander
C) chimpanzee and salmon
D) chimpanzee and hamster
***C***
b. (Regular Biology) Bell
Ringer:
DOK # 2
The arm or forelimb of humans,
horses, goats, and mice all exhibit
the same three bone structures:
***A***
b. (Regular Biology) Bell Ringer:
DOK # 2
Maria has a sore throat. Her father
takes her to the doctor and she is
given an antibiotic. After ten days,
Maria is still sick. Use the model
seen here and describe what has
happened to Maria in terms of
natural selection.
***B***
Instruction
(During)
3.10.3 Notes Quiz- Students will be
assessed on what they have learned
in Section 10.3
4. 10.4 Interactive Notes: Students
will take notes on Evidence of
Evolution
5.. 10.4 Formative Assessment: (15)
6. Brain Pop Video/Quiz: Human
Evolution
----------------------------------------3. 10.3 Guided Reading ActivityStudents will complete their activity
from the previous day.
4. Virtual Investigation-Applying
Evolution by Natural Section:
Students will study natural selection
by treating antibiotic-resistant
bacteria with various antibiotics.
3. Which Beak is Best Lab (Data
Collection):
Students will complete a hands-on
activity that will mimic Natural
Selection and the diversity of
organisms
4. Which Beak is Best Lab
(Recording an Analyzing Data)Students will create mathematical
models to display their results.
5. Which Beak is Best Lab (Engage
in an Argument) Students will
engage in an argument based on their
evidence that they have gain from
their lab following this format:
Claim
Evidence
Reasoning
----------------------------------------3. 10.3 Vocabulary & Notes QuizStudents will be assessed on what
they have learned in Section 10.3
4. Virtual Investigation-Applying
Evolution by Natural Section:
Students will study natural selection
by treating antibiotic-resistant
bacteria with various antibiotics
underwater explosives that stun or
kill fish, causing them to float and
make them easy to collect. Even
though this fishing method is
restricted in many countries, it is
allowed in some. There are many
reasons blast fishing is dangerous to
the environment and may have
world-wide effects. Which of the
statements below is not a reason that
blast fishing is dangerous?
A) Fisherman can obtain larger
catches than with nets.
B) More animals are killed and never
retrieved because they sink, resulting
in waste.
C) Underwater blasting may damage
coral reefs, destroying habitats of
thousands of organisms.
D) Because blast fishing kills all
different types of organisms, not just
those desired by the fisherman, the
biodiversity of the region is reduced.
***A***
3. 10.5 Interactive Notes: Students
will take notes on Evolutionary
Biology Today
4. 10.4/10.5 Guided Reading
Activity
----------------------------------------3. 10.4 Interactive Notes: Students
will take notes on Evidence of
Evolution
4. 10.4 Formative Assessment: (1-5
5. Vocabulary Building: Students
will create Modified Frayer Models:
Chapter 10.4
6. Brain Pop Video/Quiz: Human
Evolution
humerus, ulna, and radius. Which
statement BEST explains this
common skeletal structure?
A) The limb bones are similar
across these species because they
share a common ancestor.
B) The limb bones are the same
across these species because all of
them move in a similar way.
C) The limbs are similar because
of the recurring patterns of
genetic mutation that are common
in the Animal Kingdom.
D) The limbs are structurally
similar due to convergent
evolution--different organisms
evolving to become structurally
similar.
***A***
3. 10.5 Notes Quiz- Students
will be assessed on what they
have learned in Section 10.5
4. Study Guide: Students will
work collaboratively with their
peer to complete their study
guide.
----------------------------------------4. Which Beak is Best Lab
(Recording an Analyzing Data)Students will create mathematical
models to display their results.
5. Which Beak is Best Lab
(Engage in an Argument)
Students will engage in an
argument based on their evidence
that they have gain from their lab
following this format:
Claim
Evidence
Reasoning
(After)
(Biology Honors) Exit Slip: DOK
#2/3
What term describes features that are
similar in structure but different in
function?
A. analogous structures
B. vestigial structures
C. comparative structures
D. homologous structures
***D***
(Reg. Biology)Exit Slip: (DOK #
2/3)
Experts estimate that over 25,000
species become extinct each year,
with some estimating this number to
be over 100,000. This is an alarming
rate that threatens fragile ecosystems
and global biodiversity. Which of
these is currently the leading cause of
extinctions today?
A) global climate change
B) habitat loss due to human
interactions
C) development of cleaner running
automobiles
D) natural disasters such as volcanic
eruptions and earthquakes
***B***
(Biology Honors) Exit Slip: DOK
#2/3
How did this lab relate to what you
have been learning in class?
(Reg. Biology)Exit Slip: (DOK #
2/3)
How did this activity relate to what
you have been learning in class?
(Biology Honors) Exit Slip: DOK
#3(Standardized Test Prep)
Although the fossil record is
incomplete, paleontologists continue
to search for fossils that are
commonly referred to as “missing
links.” What evidence of evolution
do discoveries of fossil evidence
known as “missing links” provide to
scientists?
A. Discoveries of “missing links”
provide fossil evidence that
contradicts the theory of evolution.
B. Discoveries of “missing links”
show that organisms once thought to
be related are not.
C. Discoveries of “missing links”
serve as transitional species that
show the evolution within and
between related groups.
D. Discoveries of “missing links”
serve as additional evidence that
organisms do not change or evolve.
***C***
(Reg. Biology)Exit Slip: (DOK #
2/3)
What term describes features that are
similar in structure but different in
function?
A. analogous structures
B. vestigial structures
C. comparative structures
D. homologous structures
***D***
Homework
BH: Complete Virtual
Investigation
Vocabulary Building: Students will
create Modified Frayer Models:
Chapter 10.4 &10.5
Reg Biology-Study 10.3
Vocabulary Words and Notes
BH: Study over 10.4 Notes &
Vocabulary Words
Regular Biology-No homework
BH: Study over 10.5 Notes and
Vocabulary
Regular Biology: Study over 10.4
Notes & Vocabulary Words
BH: Study for your test
Monday
Regular Biology: 10.4
Vocabulary and Notes Quiz
Monday.