Guilfoyle
Course - AP Bio
EQ: Relationships are very important in biology, how many relationships can you identify/explain within the characteristics of life? Elaborate on
the need for these relationships? Predict how they evolved.
Steps
Focus Catalyst
Goal/Objective
Common Core
21st Century Skill
STEM
Technology
Monday 10/12
Catalyst - Human Evo Stabilizing Evo DBQ
See Separate Sheet for Unit Goal/Objectives (College Board and NCSCOS)
W1 - Write arguments to support claims with clear reasons and relevant evidence
W4 - Produce clear and coherent writing
W7 - Research
R1 - Cite textual evidence
Team work
Deductive reasoning
Promethean board
Big Idea 1 – Evolution: The process of evolution drives the diversity and unity of life
Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis.
Goal/Objective
Big Idea 3 – Living systems store, retrieve, transmit and respond to information essential to life processes
Big Idea 4: Interactions with biological systems lead to complex properties
Big Idea 1 – Evolution: The process of evolution drives the diversity and unity of life
EU 1A – Change in the genetic makeup of a population over time is evolution
EU 1A1.
Natural selection is a major mechanism of evolution
EU 1A2.
Natural selections acts on phenotypic variations in populations
EU 1A3.
Evolutionary change is also driven by random processes
EU 1A4.
Biological evolution is supported by scientific evidence from many disciplines, including mathematics
EU 1B – Organisms are linked by lines of descent from common ancestry
EU 1B1.
Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today
EU 1B2.
Phylogenic trees and cladograms are graphical representations of evolutionary history that can be tested
EU 1C – Life continues to evolve within a changing environment
EU 1C1.
Speciation and extinction have occurred through the Earth’s history
EU 1C2.
Speciation may occur when two populations become reproductively isolated from each other
EU 1C3.
Populations of organisms continue to evolve
LO 1.2 - Evaluate evidence provided by data to qualitatively and quantitatively investigate the role of natural selection in evolution
LO 1.3 - Apply mathematical methods to data from a real or simulated population to predict what will happen to the population in the future
LO 1.4 - Evaluate data based evidence that describes evolutionary changes in the genetic makeup of a population over time
LO 1.5 - Connect evolutionary changes in a papulation over time to a change in the environment
Define allele frequency and gene pool.
State that evolution involves a change in allele frequency in a population’s gene pool over a number of generations.
Outline the evidence for evolution provided by the fossil record
State that populations tend to produce more offspring than the environment can support.
Explain that the consequence of the potential overproduction of offspring is a struggle for survival.
State that the members of a species show variation.
Explain how sexual reproduction promotes variation in a species.
Explain how natural selection leads to evolution.
Agenda
Independent Work
CFU
Closure
Homework
STANDARD
ALIGNMENT
Explain two examples of evolution in response to environmental change; one must be antibiotic resistance in bacteria.
Explain the three modes of selection based on the normal distribution curve.
Catalyst - Human Evo Stabilizing Evo DBQ
Flipchart - None
Activity - Case Study: Natural Selection of the Rock Pocket Mouse
Activity - 5 Agents of Evo Change Anchor Chart
TOTD - Debriefing
Interactive Video, Lab and DBQ
Individual consultations during the independent practice portion of the lesson
TOTD - Debriefing
Study
Big Idea 1 – Evolution: The process of evolution drives the diversity and unity of life
EU 1A – Change in the genetic makeup of a population over time is evolution
EU 1A1.
Natural selection is a major mechanism of evolution
EU 1A2.
Natural selections acts on phenotypic variations in populations
Define allele frequency and gene pool.
Student Goals
State that evolution involves a change in allele frequency in a population’s gene pool over a number of generations.
Student Goals
State that populations tend to produce more offspring than the environment can support.
Explain that the consequence of the potential overproduction of offspring is a struggle for survival.
State that the members of a species show variation.
Explain how natural selection leads to evolution.
See all AP College Board objectives above
AGENDA
ACTIVITY 1
Human Stabilizing Selection DBQ
What is it that students must
be able to know, understand
and do by the end of the
activity?
Students will analyze a famous study on human childbirth weight vs mortality
How will you assess students
have learned?
Individual consultations and class discussion
How will you respond if they
cannot demonstrate learning? Re-loop and Remediate as needed
(today or tomorrow)
ACTIVITY 2
What is it that students must
be able to know, understand
and do by the end of the
activity?
How will you assess students
have learned?
Case Study - Natural Selection of the Rock Pocket Mouse
Students will analyze the natural selection of the rock pocket mouse (HHMI interactive video ~10 minutes)
Class Discussion as needed after the interactive quiz
How will you respond if they
cannot demonstrate learning? Re-loop and Remediate as needed
(today or tomorrow)
ACTIVITY 3
What is it that students must
be able to know, understand
and do by the end of the
activity?
Anchor chart - 5 Agents of Evolutionary Change
Students will create an anchor chart for the 5 agents of evolutionary change - very vocab driven
How will you assess students
have learned?
Individual Discussions as needed
How will you respond if they
cannot demonstrate learning? Re-loop and Remediate as needed
(today or tomorrow)
ACTIVITY 4
Activity - Chi Square Analysis of M&M's Review as needed
What is it that students must
be able to know, understand
and do by the end of the
activity?
Students will use a bag of M&M's for a Chi Square Analysis comparing observed results to the expected results (from the Mars Co.); Students will learn how to
use and apply Chi Square Analysis; SP 2 (2.1–2.3) The student can use mathematics appropriately
How will you assess students
have learned?
Individual consultations and class discussion
How will you respond if they
cannot demonstrate learning? Re-loop and Remediate as needed
(today or tomorrow)
ACTIVITY 5
Peppered Moth DBQ (Time permitting)
What is it that students must
be able to know, understand
and do by the end of the
activity?
Students will analyze the Kettlewell study on the Peppered Moth
How will you assess students
have learned?
Individual consultations and class discussion
How will you respond if they
cannot demonstrate learning? Re-loop and Remediate as needed
(today or tomorrow)
COMMENTS/NOTES