National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
Title of Unit
Date and
Location of SI
Unit Developers &
Contact
Information
Strawberry Frogs Forever
July 25, 2013; 214 Williams LSU
Lin Xiang lin.xiang@uky.edu University of Kentucky
Ingo Schlupp schlupp@ou.edu University of Oklahoma
Tiffany Roberts tiffanyroberts@lsu.edu Louisiana State University
Anne Grippo agrippo@astate.edu Arkansas State University
Jerry Farris jlfarris@astate.edu Arkansas State University
Designed for: Introductory Biology for Science Majors
Lecture class (large or small)
Context Unit length: 1-2 weeks (lecture meets 2-3 times a week)
Context: After natural selection and sexual selection, basic genetics and genetic drift,
before prokaryotic/eukaryotic differences
Abstract While speciation is a core concept in several introductory science courses, reliance upon
(< 200 words) established definitions often discourages student discovery of the range of lineage
splitting events and processes. If appropriately targeted within a curriculum involving
natural selection and some genetics background, the context can lend itself through
scalable disciplines, organisms and teaching situations. The teaching tidbit I is a
simulation model illustrating change in selection pressures resulting in speciation, as
exemplified by frog color prediction based on varied female preferences for male color.
The simulation can be provided for each student and alternatively offered through an inclass demonstration. Students are introduced to model manipulations and graphic
illustrations allowing for analysis of population outcomes. Formative assessments
include pre-and post-questions, think-pair-share, clickers, and brainstorming; summative
assessment is outlined as further consideration for experimental designs involving
realistic organisms that would allow observable results. This teaching unit is adaptable
to both small and large classes.
Rationale To address misconceptions on speciation
Speciation is key to understanding biodiversity
This is a scalable topic
This topic is cross-disciplinary
Learning Goals: Students will understand:
what students will Speciation is a core concept in biology, different species concepts, how environment
know, understand, impacts speciation, processes of speciation, and how scientists study speciation.
and be able to do;
includes content
knowledge,
attitudes, & skills
Teachable Unit Framework
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National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
Learning
Outcomes:
Student behaviors
or performances
that will indicate
they have
successfully
accomplished the
goals
Students will be able to:
Apply their acquired knowledge of the role of selection pressures in speciation to predict
frog color with varied female preferences for male color.
Evaluate rates of color change with varied female color preferences.
Define species.
Incorporation of Scientific Teaching Themes
Active Learning
How students will engage actively in
learning the concepts
Activities outside of class:
Load NetLogo
(http://ccl.northwestern.edu/netlogo/)
on your computer.
Be ready to manipulate the program
with a partner.
Activities in class (simulation):
Activities during tidbit (predictions):
Load simulation module.
Predict outcomes under various
conditions.
Run simulation.
Compare results to your prediction.
Assessment
How teachers will measure
learning; how students will selfevaluate learning
Diversity
How the unit is designed to
include participants with a
variety of experiences, abilities,
and characteristics
Pre-assessments:
Notecard question (think-pairshare optional):
Is it possible that an organism
living in a particular area can
split into two different forms?
Why or why not?
Designed for:
Different majors
Varied learning styles are
included
Colorblind awareness
Formative assessment:
Clicker questions regarding
predictions (see activities during
class)
Histogram drawing regarding a
prediction
Post-tidbit assessments:
Think-pair-share (optional) -revisit pre-assessment question
Teachable Unit Framework
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National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
Sample Presentation Plan (general schedule with approximate timing for unit)
Session 1
Time (min) Learning Outcome(s)
Activity/assessment
Preclass: 10 min Students will have
NetLogo loaded on their
computers
Students will have
completed any prereading
Instructor will check that
NetLogo is loaded onto
computer
Enter approx. Students will load
class time for module onto their
learning activity laptops.
preparatory
material
presentation:
10 minutes
Students will be able to
run the simulation.
Enter approx.
class time for
learning activity
#1:
20 minutes
Making predictions/clicker
questions
Testing predictions with
simulation
Creating histograms
Class discussion
Brainstorming
Think-pair-share
Students will be able to:
Apply their acquired
knowledge of the role of
selection pressures in
speciation to predict frog
color with varied female
preferences for male
color.
Evaluate rates of color
change with varied
female color preferences.
Define species.
Teachable Unit Framework
Explanation, notes, suggestions,
tips
Simulation module will be
provided to students in class
Students might need additional
explanations for reading
histograms
Alternative for large classrooms:
run simulation as an in-class
demonstration
Can run black and white version
of simulation for colorblind
students
Emphasize that female frogs are
present, but not shown in
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National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
Enter
approximate time
for additional
learning activities
and associated
class
Work/preparatory
materials:
Tidbit #2: 1 or 2
extra class
periods, a lab
period, or
homework
Apply their acquired
knowledge of the role of
selection pressures in
speciation to design an
experiment to explore a
real life scenario
Evaluate rates of color
change with varied
female color preferences.
Define species.
Enter Variable
approximate time
for post-activity
summing up or
transition:
variable
Design an experiment to
explore speciation further
simulation for simplicity (might
have a discussion about use of
simplified models in science)
These are higher order thinking
questions and will require some
instructor guidance
A handout will be made
including the following
guiding questions:
-what organisms would
you use?
-What questions would
you test?
-What are your
hypotheses?
-etc.
Variable
Resources for Teaching the Unit
http://ccl.northwestern.edu/netlogo/
Effectiveness of unit (if you have used it in your own teaching)
This unit has not yet been tested in a real classroom setting.
Acknowledgements
Facilitators: Brooke Dubansky & Joe Siebenaller
Bill Wischusen & Chris Gregg
GCSI 2013 participants and facilitators gave excellent constructive feedback on the final presentation of this
teachable unit
Lin Xiang, University of Kentucky developed the code for the simulation module
Teachable Unit Framework
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