SAMPLE UNIT MAP



Course: Living Environment

| | ***Science UNIT MAP *** | |

|Class: | |Level: 9/10 Semester: Fall |

|Topic/Unit: |Enduring Understandings: |Essential Questions: |

|Unit 8: Evolution (15) | | |

| |The basic theory of biological evolution states that the Earth’s present-day species developed from earlier,|How do scientists use data to support and explain claims on evolution? |

|Theme: |distinctly different species. | |

|Change Happens | |Why do species change over time? |

| |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. |How are current human activities affecting the evolution of species? |

| | | |

| |The diversity of life on Earth today is the result of natural selection occurring over a vast amount of |-How well does our scientific evidence support the theory of evolution? |

| |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. |-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 |CCLS Writing: | |

|Standards: 3-9* |Standards: 1b*,9 |3.1a, 3.1b, 3.1c, 3.1d, 3.1e, 3.1f, 3.1g, 3.1h, 3.1i, 3.1j, 3.1k, 3.1l , |

|Compare and contrast findings presented in a text to those from other sources |Write arguments focused on discipline-specific content. |6.2a |

|(including their own experiments), noting when the findings support or contradict |b. Develop claim(s) and counterclaims fairly, supplying | |

|previous explanations or accounts. |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 audience’s | |

| |knowledge level and concerns. | |

|Summative Assessment including Performance Task(s) – Attach task(s): |Formative Assessments including benchmarks throughout the unit: |

|-Evaluation of Lab activities and summary questions for Beaks of Finches State lab |-Dating determinations |

|-Performance task for Evolution Unit |-Geologic Timeline representation |

|-Quizzes and Test for Evolution Unit |-Qualitative Gene Frequency determinations |

|- Argumentative Essay Drafts and Revisions |-Explanation of speciation rate based on specific organisms. |

|- Regents CR writing for Evolution topics |-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: |Cross-Displinary Connections: |

|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 |ELA: Researching background information to support an argument |

|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 |SS: Timeline of Earth’s History |

|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 |Math: Scaling of timelines, frequency calculations, and rate determinations |

|human evolution over the last 4.5 million years. | |

|Instructional Pathways: |

| |What strategies/best practices will be used to teach these higher order skills, concepts, |

|What progression of lessons will comprise this unit? |and processes? |

| | | | |

| |NYS Standards | | |

|AIM |CCLS |LESSON CONTENT/SKILLS |Strategies/Best Practices |

|1. AIM: How are fossils produced? |4.3a, 4.2a, 4.6c |Define fossil |- |

| |S2b/e, S4a/b, S5b |Preservation in amber/ice, preserved hard parts, petrification, sedimentation, imprints, other | |

| | |traces | |

|2. AIM: How are fossils dated? |4.3a, 4.2a, 4.6c |Sedimentary rock – layering |- |

| |S2b/e, S4a/b, S5b |Relative dating, correlation, index fossils | |

| | |Absolute dating: uranium-238, C14 (igneous rocks) | |

|3. AIM: How can we construct a timeline of the Earth’s |4.3a, 4.2a, 4.6c |Geologic Time Scale: Era, Period/Epoch, MYA, fauna/flora |- |

|history? (optional) |S2b/e, S4a/b, S5b | | |

|4. AIM: What other evidence do scientists have to show that |4.3a, 4.2a, 4.6c |Comparative anatomy, embryology, and biochemistry |- |

|evolution has occurred? |S2b/e, S4a/b, S5b |Homologous structures, vestigial structures | |

|5. AIM: How did Darwin explain evolution? |4.3a, 4.2a, 4.6c |Natural Selection: overproduction, struggle for existence, variation, survival of the fittest, |- |

| |S2b/e, S4a/b, S5b |reproduction | |

|6. AIM: How does variation in species occur? |4.3a, 4.2a, 4.6c |Mutations: gene and chromosome (nondisjunction, polyploidy) |- |

| |S2b/e, S4a/b, S5b |Crossing over, recombination, immigration/emigration | |

|7. AIM: How do new species arise? |4.3a, 4.2a, 4.6c |Speciation: Isolation, geographic-reproductive |- |

| |S2b/e, S4a/b, S5b |Adaptive radiation | |

|8. AIM Why do gene frequencies change over time? (optional) |4.3a, 4.2a, 4.6c |Hardy Weinburg: population must be large, no migration in/out, mutations, random reproduction |- |

| |S2b/e, S4a/b, S5b |Seldom occurs in any population – gene pool not stable and gene frequencies change | |

|9. AIM: How quickly does speciation occur? (can be collapsed |4.3a, 4.2a, 4.6c |Rate of speciation: gradualism, punctuated equilibrium |- |

|in previous lesson) |S2b/e, S4a/b, S5b | | |

|10. How can natural selection be observed? |4.3a, 4.2a, 4.6c |Industrial melanism |- |

| |S2b/e, S4a/b, S5b |Bacterial resistance to Antibiotics | |

| | |Insect resistance to DDT/pesticides | |

|11. How did life begin on Earth? |4.3a, 4.2a, 4.6c |Heterotroph hypothesis: heterotrophs, release of carbon dioxide, autotrophs, release of oxygen, | |

| |S2b/e, S4a/b, S5b |aerobic respiration | |

|12. STATE LAB: Beaks of Finches |4.3a, 4.2a, 4.6c | | |

| |S2b/e, S4a/b, S5, S6, S7, S8 | | |

|13. STATE LAB: Beaks of Finches |4.3a, 4.2a, 4.6c | | |

| |S2b/e, S4a/b, S5, S6, S7, S8 | | |

|14. Review | | | |

|15. 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.

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Your oral presentation to the class must include answer the following questions:

a. Why are humans and Australopithecus classified in the same family as the great apes?

b. How does the fossil record support the evolution of the Hominines into humans?

c. How has the classification of humans changed over time?

d. 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?

e. 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. A table that compares and contrasts three different phylogenic trees of human evolution.

b. A written report on the phylogenic tree that you feel best represents human evolution in the last 4.5 million years.

c. A series of “museum cards” for the different species represented in the Museum’s 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).

d. 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.)

e. 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

| |4 |3 |2 |1 |

|Comparison of Phylogenic |3 phylogenic trees are thoroughly compared with appropriate |3 phylogenic trees are sufficiently compared and contrasted|3 phylogenic trees are minimally compared and contrasted |2 phylogenic trees are poorly compared and contrasted |

|Trees |and detailed evidence |with acceptable evidence | | |

|Evidence to Support Opinion|Evidence is presented represents well-chosen, relevant with |Acceptable evidence is presented to support your opinion |Limited evidence is presented to support your opinion and |Little if any appropriate evidence is presented and it does |

| |numerous facts, concrete details, multiple well-selected |and selected quotes are appropriate. |greater explanation is needed to make a stronger connections to|not make a strong case to support your opinion |

| |quotations, and other appropriate information | |your case | |

|Use of multiple sources |Multiple sources of information from print and digital |Several sources (+3) of information are used and correctly |Only 2-3 sources of information have been used and are cited |Only 1 source of information have been used and are not cited|

| |sources are used, cited correctly, and assessed for |cited |correctly |correctly |

| |credibility | | | |

|Avoid Plagiarism |No plagiarism, written in own words and appropriately quoted |Mostly written with own words with acceptable use of quoted|A moderate amount of material should be rewritten in your own |A significant amount of materials need to be rewritten in |

| | |material |words and the number and amount of quotes is too great for the |your own words and amount of quoted material is excessive |

| | | |size of the report | |

|Conclusion |Conclusion represents the best supports the information |Conclusion mostly supports the information supported |Conclusion has a minimal connection to evidence presented |Conclusion is not appropriate for evidence presented |

| |presented | | | |

Museum Cards & Props

| |4 |3 |2 |1 |

|Front of Card |A well selected, completely labeled picture of the species is|An acceptable labeled picture that represents 1-2 species |An acceptable labeled picture with a “generic background” and no|A picture with little or any detail that is not labeled or |

| |selected that best represents multiple species interaction |interaction and/or activities within the environment |specific species interaction and/or activities within the |represent any interactions or activities with the |

| |and/or activities within the environment | |environment |environment |

|Back of Card |8-12, well selected fact categories with detailed |5-7, well selected fact categories with sufficient |4-7, fact categories with minimal information that are not well |1-5 poorly selected fat categories with limited information |

| |information that are well organized for ease of use |information that are well organized for ease of use |organized for ease of use |and poorly organized |

|Props |3 different types of highly useful props that are clearly |3 prop that make minimal connections to audience knowledge |2 props that make minimal connections to audience knowledge and |1 prop with limited use and connect to audience’s interest |

| |appropriate to the audience’s knowledge and interest |and interest |interest | |

continued

Presentation

| |4 |3 |2 |1 |

|Introduction |A highly interesting and thorough introduction that clearly |An interesting and sufficient introduction that identifies |A minimal introduction with an incomplete connection to the |A very brief introductory remark that leads directly into the|

| |identifies what will be presented and the most important |what will be addressed in terms of the presentation |goal of the presentation |presentation questions |

| |aspects of the presentation |questions | | |

|Organization |Extremely well organized presentation that follows a formal |Sufficient organization to keep audience “connected” to the |Somewhat limited organization that gives the presentation a |Poorly organized presentation that does not make important |

| |style and makes important connections and distinctions that |flow of information and progression of evidence |“jumping or choppy” feel and is not always easy for audience to|connections and distinctions – leading to confusion in the |

| |the audience easily follows | |follow leading to several clarifying questions. |audience and lack of interest |

|Address Questions |All questions are thoroughly answered with detailed facts and|Most questions are answered with appropriate facts and |Several questions are answered with appropriate facts and |Few if any questions are answered with appropriate facts and |

| |numerous examples |examples |examples |examples |

|Analyze Authors’ Purpose &|A thorough assessment of the author’s purpose and extent to |A sufficient assessment of the author’s purpose and extent |An incomplete assessment of the author’s purpose and extent to |Incorrect identification of author’s purpose and/or reasoning|

|Reasoning in Diagram |which his/her reasoning and evidence support his/her claim |to which his/her reasoning and evidence support his/her |which his/her reasoning and evidence support his/her claim | |

| | |claim | | |

|Use of Card/Props |3+ Cards/Props are highly effective at enhancing the content |3 Cards/Props are appropriate and enhance the content and |2 Cards/Props are appropriate and enhance the content and |1-2 Cards/Props have limited value and generate little if any|

| |and interest of the presentation |interest of the presentation |interest of the presentation |audience interest |

|Support Opinion |A thoroughly convincing and well supported case is presented |A sufficient case is presented to support your opinion for |A limited case is presented for your opinion to question (e) |A weak case is presented with little if any support for your |

| |to support your opinion for question (e) |question (e) |with incomplete support for your opinion |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 school’s website for Regents Review that answers all of the following:

1. Explain how Large Ground Finches and Large Tree Finches can coexist on the same island.

2. Identify and explain why other species of finches are more likely to compete for food with the Large Ground Finch.

3. Identify and describe traits, other than those in the diagram below, that would contribute to the ability of different finch species to compete with the Large Tree Finch.

4. Describe how a change in the structure of available seeds on an island would affect the different Ground Finch populations.

You must start your Essay with an OUTLINE that contains/demonstrates the following:

- Restatement of the task and purpose

- Identification of audience

- How you will open you will open/start your essay

- How your essay will be organized

- Which information is most significant (strongest-weakest evidence)

- Science concepts/facts that will be addressed

- Details and examples that will be presented

- Connections and distinctions that will be made with the information/evidence

- Thoughts on your introduction and conclusion

Your ESSAY must contain:

- An introduction

- Vocabulary appropriate to science concepts with extended definitions

- Well-chosen, relevant and sufficient facts to support your claims

- Sufficient details to demonstrate connections and distinctions of your ideas

- At least one table/diagram to present information you are using to support your claims

- Appropriate examples to support claims

- An experimental design that could be used to prove that one of the traits identified from statement #3 would contribute to the ability of different finch species to compete with the Large Tree Finch.

- A concluding statement

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