ࡱ> kmhij Jbjbj$$ YF|F|B nnnnn8L<& ;<<<<<<$l>Ad%<n"%<nn:<jnn;;7:pyhO58;P<0<88AtA0:An:" "6%<%<Oz<A 4:  Course: Living Environment Class:  ***Science UNIT MAP ***  Level: 9/10 Semester: FallTopic/Unit: Unit 8: Evolution (15) Theme: Change Happens Enduring Understandings: The basic theory of biological evolution states that the Earths present-day species developed from earlier, distinctly different species. Biological evolution occurs through natural selection. Selection for individuals with a certain trait can result in changing the proportions of that trait in a population. The diversity of life on Earth today is the result of natural selection occurring over a vast amount of geologic time for most organisms, but over a short amount of time for organisms with short reproductive cycles such as pathogens in an antibiotic environment and insects in a pesticide environment. Essential Questions: How do scientists use data to support and explain claims on evolution? Why do species change over time? How are current human activities affecting the evolution of species? -How well does our scientific evidence support the theory of evolution? -How do environmental changes contribute to evolution of a species? -How are variations within a species produced? -How do new species occur in a given area? -How have humans affected the natural selection of certain species? CCS Standards-Based Skills & Processes Throughout Unit: Students will show mastery of which group of standards? NYS Standards:CCLS Reading Standards: 3-9* Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.CCLS Writing: Standards: 1b*,9 Write arguments focused on discipline-specific content. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audiences knowledge level and concerns.  3.1a, 3.1b, 3.1c, 3.1d, 3.1e, 3.1f, 3.1g, 3.1h, 3.1i, 3.1j, 3.1k, 3.1l , 6.2aSummative Assessment including Performance Task(s) Attach task(s): -Evaluation of Lab activities and summary questions for Beaks of Finches State lab -Performance task for Evolution Unit -Quizzes and Test for Evolution Unit - Argumentative Essay Drafts and Revisions - Regents CR writing for Evolution topicsFormative Assessments including benchmarks throughout the unit: -Dating determinations -Geologic Timeline representation -Qualitative Gene Frequency determinations -Explanation of speciation rate based on specific organisms. -Claim & Counter Claim template -Diagram and Regents M/C Question processing for Evolution - Graph for half-life with explanations ***SAMPLE*** Performance Task & Measures of Performance: As part of your 9th grade Living Environment course you will be taking a trip to the American Museum of Natural History. Your group has been assigned the task of explaining an alternative pathway to the Phylogenic Tree of Human Evolution found in the Anne and Bernard Spitzer Hall of Human Origins to a group of your fellow students. You must produce a written report to the Museum that includes a table and diagram that compares and contrasts the two pathways and explains how the alternative pathway could be incorporated into their Phylogenic Tree and would best represent human evolution over the last 4.5 million years. Cross-Displinary Connections: ELA: Researching background information to support an argument SS: Timeline of Earths History Math: Scaling of timelines, frequency calculations, and rate determinations Instructional Pathways:  What progression of lessons will comprise this unit? What strategies/best practices will be used to teach these higher order skills, concepts, and processes? AIM NYS Standards CCLS LESSON CONTENT/SKILLS Strategies/Best Practices1. AIM: How are fossils produced?4.3a, 4.2a, 4.6c S2b/e, S4a/b, S5bDefine fossil Preservation in amber/ice, preserved hard parts, petrification, sedimentation, imprints, other traces-2. AIM: How are fossils dated?4.3a, 4.2a, 4.6c S2b/e, S4a/b, S5bSedimentary rock layering Relative dating, correlation, index fossils Absolute dating: uranium-238, C14 (igneous rocks)-3. AIM: How can we construct a timeline of the Earths history? (optional)4.3a, 4.2a, 4.6c S2b/e, S4a/b, S5bGeologic Time Scale: Era, Period/Epoch, MYA, fauna/flora-4. AIM: What other evidence do scientists have to show that evolution has occurred?4.3a, 4.2a, 4.6c S2b/e, S4a/b, S5bComparative anatomy, embryology, and biochemistry Homologous structures, vestigial structures-5. AIM: How did Darwin explain evolution?4.3a, 4.2a, 4.6c S2b/e, S4a/b, S5bNatural Selection: overproduction, struggle for existence, variation, survival of the fittest, reproduction-6. AIM: How does variation in species occur?4.3a, 4.2a, 4.6c S2b/e, S4a/b, S5bMutations: gene and chromosome (nondisjunction, polyploidy) Crossing over, recombination, immigration/emigration-7. AIM: How do new species arise?4.3a, 4.2a, 4.6c S2b/e, S4a/b, S5bSpeciation: Isolation, geographic-reproductive Adaptive radiation-8. AIM Why do gene frequencies change over time? (optional)4.3a, 4.2a, 4.6c S2b/e, S4a/b, S5bHardy Weinburg: population must be large, no migration in/out, mutations, random reproduction Seldom occurs in any population gene pool not stable and gene frequencies change-9. AIM: How quickly does speciation occur? (can be collapsed in previous lesson)4.3a, 4.2a, 4.6c S2b/e, S4a/b, S5bRate of speciation: gradualism, punctuated equilibrium-10. How can natural selection be observed?4.3a, 4.2a, 4.6c S2b/e, S4a/b, S5bIndustrial melanism Bacterial resistance to Antibiotics Insect resistance to DDT/pesticides-11. How did life begin on Earth?4.3a, 4.2a, 4.6c S2b/e, S4a/b, S5bHeterotroph hypothesis: heterotrophs, release of carbon dioxide, autotrophs, release of oxygen, aerobic respiration12. STATE LAB: Beaks of Finches4.3a, 4.2a, 4.6c S2b/e, S4a/b, S5, S6, S7, S813. STATE LAB: Beaks of Finches4.3a, 4.2a, 4.6c S2b/e, S4a/b, S5, S6, S7, S814. Review15. Test Notes/Reflections:  Living Environment Performance Task in the Evolution Unit PERFORMANCE TASK: As part of your 9th grade Living Environment course you will be taking a trip to the American Museum of Natural History. Your group has been assigned the task of explaining an alternative pathway to the Phylogenic Tree of Human Evolution found in the Anne and Bernard Spitzer Hall of Human Origins to a group of your fellow students. You must produce a written report to the Museum that includes a table and diagram that compares and contrasts the two pathways and explains how the alternative pathway could be incorporated into their Phylogenic Tree and would best represent human evolution over the last 4.5 million years.  Your oral presentation to the class must include answer the following questions: Why are humans and Australopithecus classified in the same family as the great apes? How does the fossil record support the evolution of the Hominines into humans? How has the classification of humans changed over time? How does current research support the Out-of Africa Model which states that our genus originated in Africa and then migrated to the rest of the world? How does recent evidence suggest that Australopithecus africanus may not be a direct ancestor of humans? Also be prepared to share your opinion on the following: Homo sapiens and Neanderthals coexisted for thousands of years. How do you think the Neanderthals affected our species evolution? Why? Before the museum trip you will need to create: A table that compares and contrasts three different phylogenic trees of human evolution. A written report on the phylogenic tree that you feel best represents human evolution in the last 4.5 million years. A series of museum cards for the different species represented in the Museums Phylogenic Tree of Human Evolution (above). The front of the card should include a picture of the species best represents this species interaction and/or activities within the environment. The back of the card should include important information about the species that is organized in the same manner for all cards (think of a baseball card). Three props that you will use in your presentation at the museum. (These props can be objects or pictures that represent anatomical differences, signs with information that your classmates will hold up, colored maps, additional species pictures, pictures of researchers, a string timeline, a replica tool, etc.) A peer evaluation that provides feedback on both the presentation and the content addressed in the presentation (as compared to the information obtained at the Museum). CCS Reading: KID#1, CS#6, IKI#7/8/9 CCS Writing: TTP#2, PDW#4/6, RBPK#7/8/9, RW#10 REFLECTION: In terms of the Museum presentation, what did you feel /learn was the best part of the presentation? Why? was the part of the presentation that you would need to revise? Why? about the added-value and audience response to your presentation props? from your classmates evaluations of your presentation and the content it addressed? EVALUATION RUBRICS (Self, Peer, Teacher) Report 4321Comparison of Phylogenic Trees3 phylogenic trees are thoroughly compared with appropriate and detailed evidence3 phylogenic trees are sufficiently compared and contrasted with acceptable evidence3 phylogenic trees are minimally compared and contrasted2 phylogenic trees are poorly compared and contrastedEvidence to Support OpinionEvidence is presented represents well-chosen, relevant with numerous facts, concrete details, multiple well-selected quotations, and other appropriate informationAcceptable evidence is presented to support your opinion and selected quotes are appropriate.Limited evidence is presented to support your opinion and greater explanation is needed to make a stronger connections to your caseLittle if any appropriate evidence is presented and it does not make a strong case to support your opinionUse of multiple sourcesMultiple sources of information from print and digital sources are used, cited correctly, and assessed for credibilitySeveral sources (+3) of information are used and correctly citedOnly 2-3 sources of information have been used and are cited correctlyOnly 1 source of information have been used and are not cited correctlyAvoid Plagiarism No plagiarism, written in own words and appropriately quotedMostly written with own words with acceptable use of quoted materialA moderate amount of material should be rewritten in your own words and the number and amount of quotes is too great for the size of the reportA significant amount of materials need to be rewritten in your own words and amount of quoted material is excessiveConclusion Conclusion represents the best supports the information presented Conclusion mostly supports the information supportedConclusion has a minimal connection to evidence presentedConclusion is not appropriate for evidence presented Museum Cards & Props 4321Front of Card A well selected, completely labeled picture of the species is selected that best represents multiple species interaction and/or activities within the environmentAn acceptable labeled picture that represents 1-2 species interaction and/or activities within the environmentAn acceptable labeled picture with a generic background and no specific species interaction and/or activities within the environmentA picture with little or any detail that is not labeled or represent any interactions or activities with the environmentBack of Card 8-12, well selected fact categories with detailed information that are well organized for ease of use5-7, well selected fact categories with sufficient information that are well organized for ease of use4-7, fact categories with minimal information that are not well organized for ease of use 1-5 poorly selected fat categories with limited information and poorly organizedProps 3 different types of highly useful props that are clearly appropriate to the audiences knowledge and interest3 prop that make minimal connections to audience knowledge and interest2 props that make minimal connections to audience knowledge and interest1 prop with limited use and connect to audiences interest continued Presentation 4321Introduction A highly interesting and thorough introduction that clearly identifies what will be presented and the most important aspects of the presentationAn interesting and sufficient introduction that identifies what will be addressed in terms of the presentation questionsA minimal introduction with an incomplete connection to the goal of the presentationA very brief introductory remark that leads directly into the presentation questionsOrganization Extremely well organized presentation that follows a formal style and makes important connections and distinctions that the audience easily followsSufficient organization to keep audience connected to the flow of information and progression of evidenceSomewhat limited organization that gives the presentation a jumping or choppy feel and is not always easy for audience to follow leading to several clarifying questions.Poorly organized presentation that does not make important connections and distinctions leading to confusion in the audience and lack of interestAddress QuestionsAll questions are thoroughly answered with detailed facts and numerous examplesMost questions are answered with appropriate facts and examplesSeveral questions are answered with appropriate facts and examplesFew if any questions are answered with appropriate facts and examplesAnalyze Authors Purpose & Reasoning in DiagramA thorough assessment of the authors purpose and extent to which his/her reasoning and evidence support his/her claimA sufficient assessment of the authors purpose and extent to which his/her reasoning and evidence support his/her claimAn incomplete assessment of the authors purpose and extent to which his/her reasoning and evidence support his/her claimIncorrect identification of authors purpose and/or reasoningUse of Card/Props 3+ Cards/Props are highly effective at enhancing the content and interest of the presentation3 Cards/Props are appropriate and enhance the content and interest of the presentation2 Cards/Props are appropriate and enhance the content and interest of the presentation1-2 Cards/Props have limited value and generate little if any audience interestSupport Opinion A thoroughly convincing and well supported case is presented to support your opinion for question (e)A sufficient case is presented to support your opinion for question (e)A limited case is presented for your opinion to question (e) with incomplete support for your opinionA weak case is presented with little if any support for your opinion for question (e) LE CCS-Type Assessment Based on the information provided in the diagram below and your knowledge of biology, write an essay that will be published on your schools website for Regents Review that answers all of the following: 1. 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