Unit Plan Template
Note: Type in the gray areas. Click on any descriptive text, then type your own.
Unit Authors
First and Last Names
Katie Hughes and Alyce Porawski
Authors’ E-mail Addresses
kehughes@purdue.edu; aporawsk@purdue.edu
Course
BIOL595-009 Teaching Evolution
Student characteristics
9th/10th grade Introductory High School Biology Course, Rural
School Setting in Indiana.
School(s) Name(s)
Consolidated KA Jr./Sr. High School
Unit Overview
Unit Plan Title
Modern Evolution
Curriculum-Framing Questions
Essential Question
What is evolution? How does it impact us today?
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Unit Questions
Part 1 (PowerPoint) Who Was Charles Darwin?
o From the movie and readings, evaluate what kind of person
he was other than a scientist. Why is this important?
o Were there other scientists involved in the theory of
evolution besides Darwin? If so who were they?
o What were the similarities and differences between Darwin
and other scientists?
o How do you think these similarities and differences impact
where we are today in terms of science and evolution?
o What is the theory of natural selection?
Part 2 (Review of the Nature of Science and Mutation- In class
discussion)
 Compare and contrast the terms: hypothesis, theory, and law.
o Why are these terms important to the understanding of
evolution?
 How does mutation have an impact on what we know about
evolution? How are the two related?
 How well does Darwin foreshadow what we know today about
mutation and genetics? Using information combined with your
evaluation, how well did he do without knowing what we know
today?
 How does evolution relate to natural selection and mutation?
Part 3 (Antibiotic resistance lab and simulations)
 How does evolution apply to modern life?
 What role does antibiotic resistance have on our lives?
o How effective are scientists today at displaying what
antibiotic resistance is and its implications as to our future?
o Evaluate how well we are doing our job (including
teachers, doctors, parents, and you) at spreading antibiotic
resistant bacteria to each other.
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Unit Summary
Our unit’s main goals are to teach about the fundamental concepts of evolution and how they relate to the
modern world. The topics addressed include: how Darwin and his contemporaries influenced the development
of the theory of evolution, how the nature of science is important in evolutionary theory, how mutation and
natural selection play a role in evolutionary theory, and how evolution applies to modern life.
The main concepts our students will learn are divided into three parts. Part one consists of a brief history of
Darwin and his contemporaries, similarities and differences of Darwin and his contemporaries with regard to
evolution, and an evaluation of how Darwin and his contemporaries contributed to evolution as we understand
it. In part two of our unit, students will review the nature of science, including the definitions of theory,
hypothesis, and law. They will also relate what they have learned about the nature of science to evolution. In
addition, they will evaluate how Darwin foreshadowed mutations and genetics as we know them today. In part
three of our unit, students will use real-life examples to show how evolution is apparent in modern times. They
will also identify how well scientists educate the public about antibiotic resistance of bacteria. Finally, students
will discover the implications of bacterial resistance on the future of our world.
The activities covered in this unit are designed to help students answer essential questions. After watching
the movie, The Darkest Hour, and reading Chapter 1 in Evolution: The Triumph of an Idea, students should feel
prepared to begin their research projects. After completing the research project and listening to peer
presentations, students should understand how the similarities and differences between Darwin and his
contemporaries have influenced our understanding of Evolution today. Students should also understand the
main concepts of Evolution, such as natural selection. After doing the antibiotic resistance lab and the
computer simulations, students should be able to answer all questions about antibiotic resistance. Through the
various activities they will do that relate to the resistance lab and computer simulations, students should be well
prepared to answer the unit questions relating to antibiotic resistance and examples of evolution in modern life.
After watching the video clip, Evolutionary Arms Race, students will be able to complete the higher level
thinking questions that refer to modern evolution. The activities engage the students and give them examples
and material to work with when forming their answers.
Subject Area(s) (List all subjects that apply)
The Nature of Science
Genetics
Evolution
Microbiology
Grade Level [Click box(es) of all grade level(s) that your Unit targets]
K-2
6-8
ESL
Gifted and Talented
3-5
9-12
Resource
Other:
Targeted State Frameworks/Content Standards/Benchmarks
These Indiana Standards will be covered throughout this online lesson:
B.1.34 Explain that evolution builds on what already exists, so the more variety there is, the more
there can be in the future. Recognize, however, that evolution does not necessitate long-term progress
in some set direction.
B. 1.36 Trace the relationship between environmental changes and changes in the gene pool, such as
genetic drift and isolation of sub-populations.
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B.1.31 Describe how natural selection provides the following mechanism for evolution: Some
variation in heritable characteristics exists within every species, and some of these characteristics give
individuals an advantage over others in surviving and reproducing. Understand that the advantaged
offspring, in turn, are more likely than others to survive and reproduce. Also understand that the
proportion of individuals in the population that have advantageous characteristics will increase.
Student Objectives/Learning Outcomes
Students will:
 Learn about Darwin and his contemporaries.
 Compare and contrast Darwin to other scientists of his time with regard to evolution.
 Evaluate how Darwin and his contemporaries contributed to evolution as we understand it.
 Define the terms theory, hypothesis, and law.
 Apply what they have learned about the nature of science to evolution.
 Evaluate how well Darwin foreshadowed what we know today about mutation and genetics.
 Use real-life examples to show how evolution works in modern life.
 Discover what role antibiotic resistance has on our lives.
 Evaluate if scientists are effectively educating the public about antibiotic resistance of bacteria.
 Discover the implications of bacterial resistance on the future of our world.
Procedures
Approximate Time Needed
4 weeks total.
1 day pretest or clinical interviews identifying possible misconceptions
Part 1- 5 to 7 days to work on PowerPoint presentations including watching the Darkest Hour,
readings and constructing PowerPoint. Readings and movie can be assigned for homework if
necessary. Days 6 and 7 sharing PowerPoints in class.
Part 2- 2 to 3 days in class discussion about the nature of science and mutation and its’ role in
evolution.
Part 3- 5-7 days on antibiotic resistance labs, data, simulations and questions.
End of unit review and test. 2 days.
Prerequisite Skills
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Conceptual Knowledge- Students before entering this unit will have had a unit on the nature of
science as well as genetics. They would have the knowledge of what the terms theory, law, and
hypothesis mean. They would also know and understand the concepts of mutation and how mutation
affects living things. From this prior knowledge they will then be able to apply these topics to the
idea of evolution.
Technological skills- Students will come in with a basis in PowerPoint and Microsoft Office. They
are expected to have keyboarding skills, internet search skills, the ability to work simulations, upload
to the wiki, and run video off of the computer.
Materials and Resources
Technology – Hardware (Click boxes of all equipment needed)
Camera
Laser Disk
Computer(s)
Printer
Digital Camera
Projection System
DVD Player
Scanner
Internet Connection
Television
VCR
Video Camera
Video Conferencing Equip.
Other:
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet
Image Processing
Desktop Publishing
Internet Web Browser
E-mail Software
Multimedia
Encyclopedia on CD-ROM
Web Page Development
Word Processing
Other:
Printed
Materials
Supplies
Zimmer, C. (2006). Evolution: The Triumph of an Idea. New York, NY:
HarperCollins.
Wassmer, G., Kipe-Nolt, J., & Chayko, C. (2006). Why Finish Your Antibiotics?.
American Biology Teacher, 68(8), 476-480.
Candy for antibiotic resistance lab. Beans or other materials can be used if students
have allergies to candy.
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Internet
Resources
Others
Animations of Antimicrobial Resistance
http://www.fda.gov/AnimalVeterinary/SafetyHealth/AntimicrobialResistance/ucm134
359.htm
Antibiotic Bacterial Resistance
http://www.abc.net.au/science/slab/antibiotics/resistance.htm
Evolutionary Arms Race http://www.youtube.com/watch?v=2L82V6VPJkQ
PBS—Why Does Evolution Matter Now?
http://www.pbs.org/wgbh/evolution/educators/lessons/lesson6/index.html
Why Does Milk Make You Sick?
http://www.indiana.edu/~ensiweb/lessons/tp.milk3.html
PBS—Is Evolution Still Happening?
http://www.pbs.org/wgbh/evolution/educators/course/session5/index.html
Lactose Intolerance
http://digestive.niddk.nih.gov/ddiseases/pubs/lactoseintolerance/index.htm
Drug Resistance http://www.who.int/drugresistance/en/
Article—Why Does Evolution Matter?
http://www.pbs.org/wgbh/evolution/educators/teachstuds/pdf/unit6.pdf
Movie: Darwin’s Darkest Hour (Link:
http://video.pbs.org/video/1286437550/subject/957382747)
Accommodations for Differentiated Instruction
Visually Impaired
Student
Students who are visually impaired will still be able to
complete the activity. To complete their lab analysis, they can
have an oral quiz with the teacher or they can dictate to
someone else what to write, or they can type their responses.
Also, they have modifications to the power point presentation,
if they so choose. They can still work with a partner and
complete the power point presentation.
For visually impaired students in the lab analysis simple things
can be done so they can interact as well. Instead of using
colored M&M's a teacher may choose to use candy of different
shapes so that this person can participate as well.
Gifted Student
Gifted students can seek additional resources beyond those
given in the wiki for their PowerPoint presentations. By
seeking outside resources, they will have the opportunity to
evaluate the validity of the resources used. Also, after
completing the simulations about modern evolution provided
on the wiki, any students done early, including gifted students,
can research other examples of modern evolution that they find
interesting
Student Assessment
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