Evolving From Lab
to Lessons
Based on the California State
Standards in Life Science
Jules Manfreda
Solvang School
UCSB RET 2
July 16, 2009
RET 1 Experience
 My summer 2008 research project
focused on the evolutionary eye
development in male vs. female
Ostracods
 The genes involved in vision are
common amongst most organisms
with vision structures
 Understanding which genes are expressed in
different organisms and whether those genes are
producing functioning proteins, can lead to an
evolutionary understanding of where organisms
evolved differently and why.
Transitioning to RET 2
 Researching evolution during RET 1 helped give
direction to my RET 2 project – History of Life on Earth
 Curriculum topic areas include:
 Evolution
 Geologic Time Scale
 Fossils
 Each topic area will contain:
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Power Point Presentations
Computer Labs
Hands on Labs
Activities
Video/Internet
Teacher Resources
Assessments
 These lessons and activities within topic areas
are part of a larger unit and will end up leading
to a final student fossil research presentation
Material Overview
Learning Objectives
 The curriculum contains technology
components and hands on activities that
will further student understanding by
making them active participants in the
learning process
 Student’s will use Bloom’s higher order
skills by analyzing, evaluating, and
creating
 My curriculum will cover the following 7th
Grade Life Science Standards:
 Evolution
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3. Biological evolution accounts for the diversity of species developed through gradual
processes over many generations. As a basis for understanding this concept:
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a. Students know both genetic variation and environmental factors are causes of evolution and
diversity of organisms.
b. Students know how independent lines of evidence from geology, fossils, and comparative
anatomy provide the bases for the theory of evolution.
c. Students know how independent lines of evidence from geology, fossils, and comparative
anatomy provide the bases for the theory of evolution.
 Earth and Life History (Earth Sciences)
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4. Evidence from rocks allows us to understand the evolution of life on Earth. As a basis
for understanding this concept:
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a. Students know Earth processes today are similar to those that occurred in the past and slow
geologic processes have large cumulative effects over long periods of time.
b. Students know the history of life on Earth has been disrupted by major catastrophic events, such
as major volcanic eruptions or the impacts of asteroids.
c. Students know that the rock cycle includes the formation of new sediment and rocks and that
rocks are often found in layers, with the oldest generally on the bottom.
d. Students know that evidence from geologic layers and radioactive dating indicates Earth is
approximately 4.6 billion years old and that life on this planet has existed for more than 3 billion
years.
e. Students know fossils provide evidence of how life and environmental conditions have changed.
f. Students know how movements of Earth's continental and oceanic plates through time, with
associated changes in climate and geographic connections, have affected the past and present
distribution of organisms.
g. Students know how to explain significant developments and extinctions of plant and animal life
on the geologic time scale.
Student Grade and Ability
Level
 This curriculum is written for 7th grade Life
Science students
 Most materials can be adopted for higher grade
levels (i.e. high school biology)
 Curriculum design encompasses all student
abilities
 Modifications are provided for special needs and
English Language learners (EL )
 Grouping suggestions are made in the Teacher’s
Guides (Evolution Computer Lab (TG))
Examples
 Fossil Scavenger Hunt PP
 Darwin Activity Map / Darwin Activity /
Darwin Excerpts
 Jeopardy Review Game (PP)
 Rubric - Fossil Research Presentation
Assessments
 Formative Assessments include:
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Quizzes
Scavenger Hunt Questions
Lab Worksheets
Lab Projects
Activity Worksheets
 Summative Assessments include:
 Chapter (topic area) Exams
 Fossil Research Presentation
Project Analysis
 Assessing curriculum component
effectiveness will be ongoing
 Adjustments to curriculum will be made
as necessary
 Students conceptual understanding,
retention, and application will be
evaluated with assessments and
compared with past curriculum design
Conclusion
 I look forward to applying these learning
activities to my lesson plans with the
specific goal of increased student
understanding and interest
 I believe that coherent learning activities
will promote interest and make excellent
performance more likely