Evolution and Endosymbiosis
Lab
Interrupted
Lecture
Casestudies,
activities,
or review
Interrupted
Lecture
T
M
F
W
TH
Lab prep,
read &
preview
prelab
online
Out of Class
Writing
assignment or
discussion
Review
Review
Sa
Su
Prereading/mul
timedia
Do
Something
Fun
Review
Objective: Genetics and evolution: Shared genetic processes and evolution
by natural selection are universal features of all life.
• Cells/organelles and all major metabolic pathways evolved from early prokaryotic cells.
ACTIVITIES
OUTCOMES


Define endosymbiotic
theory with respect to
mitochondria and
chloroplasts and explain
how this is related to the
evolution of eukaryotic
cells and that this is an
ongoing process.
Demonstrate the
evidence that supports
the theory that
chloroplasts and
mitochondria evolved
from bacteria by
connecting the common
structures shared
between domains.


Before class:
ASSESSMENTS

Summative:
◦
Bozeman video
◦
Exam questions:
◦
Reading
◦
Aligned Multiple choice & Short Essay
◦
Evolution 101
◦
Create an argument to convince a
friend of the endosymbiotic theory for
mitochondria and chloroplasts.
In class:
◦
◦
◦
◦
Door-buster question, review of
cell structures of eukaryotes and
bacteria

Formative:

Online Discussions Challenge
Questions:
Work in small groups (2-3) to
outline the evidence for the
endosymbiotic theory
Interrupted lecture with
response system questions
(Socrative) highlighting the
selective advantages of
symbiosis and asking thought
questions. Students have time
to look up/ think about answers
Introduce modern examples and
other theories and other ideas

◦
Look up information in your text about
the evolution of the nucleus, do you
think that was an instance of
endosymbiosis?
◦
What evidence suggests that the
endosymbiotic theory, as presented in
these materials, is not the whole
story?
Next class, students diagram
how metabolism, information
flow, systems, and evolution are
related to endosymbiosis
Reflection
• https://b.socrative.com/teacher/#edit-quiz/16702794
• This topic is connected to many other major concepts in this course
and biology
• Evolution, Information Flow, Structure and Function,
Metabolism, Systems
• This method should let students address the topic in more depth
• Using the response system will allow formative assessment, and the
ability to address more advanced questions.