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Vision - St. Louis Public Schools is the district of choice for families in the St. Louis region that provides a world-class education and is nationally recognized as a leader in student achievement and teacher quality.7620020227Mission - We will provide a quality education for all students and enable them to realize their full intellectual potential.St. Louis Public Schools – Blended Learning Weekly/Bi-Weekly Planner NameLarisa Selimovic-MiloGrade 9thSubjectBiology Week of9/28/20 - 10/9/20TopicEvolution Link to TrackerComing Soon!Blended Learning Instructional Framework: Whole Group Instructional PlanLesson/TopicLearning TargetLearning targets?are short term, student-friendly statements that clearly define what students should know and be able to do at the end of the lesson.Activities, Instruction & ModelingWhat do you need to explain, present, facilitate, or model? What instructional strategies will you use? What will students do to understand concepts or practice skills (practice, discussion, reflection, creation)? Synchronous learning refers to a learning event in which a group of students are engaging in learning at the same time. Asynchronous learning is instruction and learning that does not occur in the same place or at the same time – usually independent.Formative Assessment /Exit SlipHow will students demonstrate their daily learning? How will you know if they understand concepts or can apply skills? Please provide links.Due DateSynchronous/Live Instruction Asynchronous Playlist Lesson 6 9/29 - 9/30I can predict the likelihood that an organism with advantageous heritable traits will increase in population. I can use data to describe the likelihood of an organism with advantageous heritable traits increasing in a population.DO NOW: Make a prediction about the total number of bacteria in a Petri dish over time. (Students will draw a graph)ENGAGE: Students will engage with a bacterial growth video, then answer reflection questions. EXPLORE: Students will complete two different computer simulations, exploring the growth trend of four different types of bacteria in a simulated environment. Students will create a data table to use in the Explain section. EXPLAIN: Students will evaluate their data tables and use the data to answer critical thinking questions. ELABORATE: Students can extend their knowledge by making a prediction about the pattern of bacteria growth in swabs taken from our school (simulated). EVALUATE: Students will answer two exit slip ticket questions: What were bacteria unintentionally competing for in our simulation. How does this competition affect the bacteria growth curve models? 9/29 - 9/30Lesson 7/810/1 - 10/2I can use data to describe the likelihood of an organism with advantageous heritable traits increasing in a population.I can identify and use that changes in environmental conditions may result in:- increases in the number of individual organisms of some species-the emergence of new species over time, and-the extinction of other species.DO NOW: Students will make a prediction about what they think will happen if antibiotics are introduced into a Petri dish with bacteria. ENGAGE: Students will engage with a Megaplate video to discover how colonies of bacteria evolve. Students will record their noticings and wonderings, then discuss in whole class group. We will discuss steps we can take to investigate our next question: How do antibiotics affect bacteria populations over time? EXPLORE: Students will complete two different computer simulations, linked in their HyperDoc. Students will construct data tables they will use during the Explain section. EXPLAIN: Students will create a Claim, Evidence, Reasoning (CER) based on their claim of why or why not prescribed antibiotics should be completed as directed. Students will use data gathered during the simulations and reasoning to support their claim. ELABORATE: Students will engage with images of Petri dishes containing antibiotics and bacteria, then record their noticings and wonderings. Students who need more support can complete the Natural Selection worksheet or the NS POGIL for more practice. EVALUATE: Students will make a prediction about what patterns of bacteria growth they would expect to see if samples of bacteria from the inner and outer rings of the ZOI were plated. Students will support their prediction with reasoning based on prior or learned knowledge. 10/1 - 10/2Lesson 10 10/5 - 10/6I can use a mathematical model to explain the likelihood that an organism with advantageous heritable traits will increase in a population. I can evaluate the reliability, validity, strength, and weaknesses of evidence that environmental changes affect species populations over time.-Data indicating the change over time in the number of individual organisms in each species, the number of species in an environment, and the environmental conditions.- Environmental factors that can determine the ability of individual organisms in a species to survive and reproduceDO NOW: Students will tap into what they know about how antibiotics affect bacteria and make a prediction about why bacteria are becoming resistant to antibiotics. ENGAGE: Students will engage with How Do Antibiotics Work video, then answer reflection questions. EXPLORE: Students will complete two computer simulations modeling how antibiotics released into a population of bacteria affect bacteria growth over time. Students will collect data and construct a data table. Students record observations during the simulations. EXPLAIN: Students will analyze the data they collected, create graphs, and make predictions about what will happen to the bacteria population over time. Students will use the data to explain how the bacteria is evolving over time. ELABORATE: Stop and Jot: Students will respond to a prompt about how applying antibiotics to a population of bacteria will increase resistance over time. For students who need more help, they may complete the Evolution and Natural Selection POGIL. EVALUATE: Students will use a word bank to help them answer a prompt about different favorable traits bacteria have that make them more able to resist antibiotics than others. 10/5 - 10/6Lesson 1110/7 - 10/8I can evaluate the reliability, validity, strength, and weaknesses of evidence that environmental changes affect species populations over time.-Data indicating the change over time in the number of individual organisms in each species, the number of species in an environment, and the environmental conditions.-Environmental factors that can determine the ability of individual organisms in a species to survive and reproduceDO NOW: Students will post a reply: Using what you know about how bacteria reproduce and how they interact with antibiotics, develop a theory to explain why Addie got so sick. ENGAGE: Students will engage with the Hiding Bacteria video, then use the information as well as what they’ve learned about bacteria and antibiotic interactions to answer the prompts. EXPLORE: Students will complete two computer simulations modeling how infection is spread through populations. Students will gather data and construct graphs for multiple generations of bacteria. EXPLAIN: Students will use their data tables and graphs to describe trends in the data . Students will use the trends to help them draw conclusions about the distribution of favorable traits over generations. ELABORATE: Students can watch the Amoeba Sisters Natural Selection Video and complete the 3-2-1 chart. EVALUATE: Students will use the word bank to explain how a population of bacteria can become resistant to antibiotics over time. 10/7 - 10/8Lesson 12 10/9 - 10/12 I can evaluate the reliability, validity, strength, and weaknesses of evidence that environmental changes affect species populations over time.-Data indicating the change over time in the number of individual organisms in each species, the number of species in an environment, and the environmental conditions.-Environmental factors that can determine the ability of individual organisms in a species to survive and reproduceI can evaluate the degree to which the given empirical evidence can be used to construct logical arguments that identify causal links between environmental changes and population changes over time.DO NOW: Students will tap into what they know about systems and system interactions to answer a prompt about what systems are interacting to make Addie so sick. ENGAGE: Students will engage with a systems infographic and short reading to activate their knowledge of systems. Students will then respond to two prompts. EXPLORE: Students will engage with prior HyperDocs to synthesis the concepts they’ve learned surrounding the phenomenon of adaptation and natural selection in preparation for the unit assessment to be given next class. Students will synthesis their knowledge in a chart within their HyperDoc. EXPLAIN: Students will use their review chart in the HyperDoc to help them create a model of what is going on to make Addie so sick. They may create a physical drawing or model and upload a photo or use a digital platform to create a drawing or other type of model to upload to the HyperDoc. EVALUATE: Watch the TedEd video about bacterial resistance and answer the 3-2-1 prompts. 10/9 - 10/12 ................
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