GCS Unit Plan Template Unit Author Teacher(s) Name Teri Campbell School GCHS Unit Overview Unit Title UNIT 4 Evolution, Classification, Kingdoms and Animal Behavior In this unit students will develop and understanding of the concept of evolution by the means of natural selection. They will then learn how classification systems are used for organizing and identifying organisms. Finally students will take a broad overview of the various organisms on Earth. Subject Area Biology Grade Level 10th Approximate Time Needed 20 - 90 minute classes Unit Foundation Targeted Content Standards and Benchmarks Bio.3.4 Explain the theory of evolution by natural selection as a mechanism for how species change over time. Bio.3.4.1 Explain how fossil, biochemical, and anatomical evidence support the theory of evolution. Bio.3.4.2 Explain how natural selection influences the changes in species over time. Bio.3.4.3 Explain how various disease agents (bacteria, viruses, chemicals) can influence natural selection. Bio 3.5 Analyze how classification systems are developed based upon speciation. Bio.3.5.1 Explain the historical development and changing nature of classification systems. Bio.3.5.2 Analyze the classification of organisms according to their evolutionary relationships (including: dichotomous keys and phylogenetic trees). Bio.2.1.2 Analyze the survival and reproductive success of organisms in terms of behavioral, structural, and reproductive adaptations. Bio.1.2.3 Explain how specific cell adaptations help cells survive in particular environments (focus on unicellular organisms). Student Objectives/Learning Outcomes I will be able to explain how the different scientific hypothesis of evolution . I will be able to describe Darwin’s theory of evolution by natural selection. I will be able to explain scientific theories on the origin and evolution of life. I will be able to explain the diversity of life on Earth. I will analyze the processes by which the following organisms accomplish basic life functions. I will describe adaptations that allow organisms to survive and reproduce. I will analyze patterns of animal behavior. © 2008 Intel Corporation. All Rights Reserved. Page 1 of 5 Cross-Curricular Connections Math – Hardy-Weinberg calculations for honors students Health Sciences – project on genetic disorders Curriculum-Framing Questions Essential Question Unit Questions How do the different scientific theories of evolution explain the diversity of life on Earth? How and why do different structures found in very different organisms (such as plant vs. animals) perform similar functions? How do populations change over time? How do new species evolve? What makes allele frequency an important concept in biological evolution? How do Biologists organize and classify life? How can the Hardy-Weinberg Principle be applied to actual populations? What types of evolutionary adaptations, found in different divisions of life, have increased efficiency and survival or organisms? What are some patterns of behavior that relate to humans? What is a species? How does a species differ from a population? Content Questions What is a cladogram? What is a phylogenetic tree? Assessment Plan Assessment Summary Quizzes, Tests, class work, homework, labs Unit Details Prerequisite Skills Students should have a basic understanding of the age of the Earth and geologic timeline. They should also understand how fossils form and what information can be gleaned from fossils. Both of these were a part of their Earth Science curriculum. Instructional Procedures Days 1 & 2 Student guided review of the age of the Earth. Discussion of fossils and the use of relative and radioactive dating of artifacts. Half life activity using Skittles. Students collect data, draw a graph and compare it to the graphs of other students. Discuss Oparin’s Hypothesis and the Miller and Urey experiment. Show a 5 minute clip from the Carl Sagan video Days 3 & 4 © 2008 Intel Corporation. All Rights Reserved. Page 2 of 5 Discussion of Charles Darwin and his journey. Video on the Life of Darwin. Evidences Darwin saw while on his trip that helped him developed his theory of evolution by means of natural selection. Focus on finches and tortoises. Ideas of LaMarck Methods of Speciation Changing the gene pool of a population Hardy-Weinberg Principle calculations (Arms and Camp book) Honors only Days 5 & 6 Study of classification. -history -modern techniques used in classification -binomial nomenclature -Domains, Kingdom, Phylum, Class, Order, Family, Genus, Species -cladistics and phylogenetics trees -use of dichotomous keys in classification -creation of dichotomous keys for classification Days 7-15 Students will be taken on an overview of organisms It will begin with the non-living particles, viruses. We will then progress to baceria. http://video.pbs.org/video/2365104403/ Frontline segment on super bacteria Bacteria – types, methods of reproduction, classification, how they can be harmful and helpful Protist- types, methods of reproduction, classification, how they can be helpful and harmful http://www.biology-resources.com/biology-videos-protista.html view specimens from Carolina and pond water Fungi – types, methods of reproduction, classification, how they can be helpful and harmful(WebQuest) http://www.bbc.co.uk/nature/life/Fungus#p00lx5jh Possible mushroom dissection and spore print formation in addition to consuming some mushrooms Animals – brief look at invertebrate groups and basic information regarding reproduction, movement of materials, digestion, excretion Life on Earth video clips Discussion of vertebrates – Fish, Amphibians, Reptiles, Birds Mammals with a concentration on the basic information regarding reproduction, movement of materials, digestion, excretion Days 16 – 17 Students will learn about innate and learned behaviors. Emphasis will be placed on how the following behaviors affect the survival of organisms: instinct, habituation, classical conditioning, operant conditioning, insight, imprinting, and methods of communication. Big Bang video clip on Operant Conditioning - http://www.youtube.com/watch?v=Mt4N9GSBoMI Classical Conditioning Video clip - http://www.youtube.com/watch?v=6pNzq9v8Pu0 http://www.youtube.com/watch?v=W0vLy41Hubw © 2008 Intel Corporation. All Rights Reserved. Page 3 of 5 Imprinting video http://www.pbs.org/wnet/nature/episodes/my-life-as-a-turkey/full-episode/7378/ Day 18 Review for Unit Test Day 19 Unit Test Accommodations for Differentiated Instruction Special Needs Students Students will use a variety of manipulatives (picture arrangement to classify organisms) Gifted/Talented Students Students will be encouraged to make evolutionary connections between organisms and create phylogenetic trees for organisms as opposed to just reading them. Materials and Resources Required For Unit Technology – Hardware (Click boxes of all equipment needed) X Interactive Technology X Computer(s)/iPads, etc. Student Response System/Clickers Printer Digital Camera X Projection System X DVD Player Scanner X Internet Cell Phone Video Camera Video Conferencing Equip. Document Camera Other X Television Technology – Software (Click boxes of all software needed.) Database/Spreadsheet Image Processing Web Page Development Desktop Publishing Internet Web Browser Word Processing E-mail Multimedia Other X Web-Based Encyclopedia Printed Materials Supplies Textbook, worksheets related to topics, Examples of fungi, invertebrates, vertebrates for students to view Frogs for dissection and dissection kits © 2008 Intel Corporation. All Rights Reserved. Page 4 of 5 Unit Plan Reflection Describe any adaptations or “tweaks” to the resource or lesson plan that were needed: What do you plan to do differently the next time you teach this unit?: The time allowed for this unit was appropriate. Students really enjoyed the video clip on the transmission of super bacteria. By this time we a conducting fewer labs because of time and resources. I am going to search for two additional labs to add to this unit to increase student involvement. Page 5 of 5