Evolving From Lab Evolving From Lab to Lessonsto Lessons

Based on the California State Based on the California State Standards in Life ScienceStandards in Life Science

Jules ManfredaJules Manfreda

Solvang SchoolSolvang School

UCSB RET 2UCSB RET 2

July 16, 2009July 16, 2009

RET 1 ExperienceRET 1 Experience My summer 2008 research project My summer 2008 research project

focused on the evolutionary eye focused on the evolutionary eye development in male vs. female development in male vs. female Ostracods Ostracods

The genes involved in vision are The genes involved in vision are common amongst most organisms common amongst most organisms with vision structureswith vision structures

Understanding which genes are expressed in Understanding which genes are expressed in different organisms and whether those genes are different organisms and whether those genes are producing functioning proteins, can lead to an producing functioning proteins, can lead to an evolutionary understanding of where organisms evolutionary understanding of where organisms evolved differently and why.evolved differently and why.

Transitioning to RET 2Transitioning to RET 2 Researching evolution during RET 1 helped give Researching evolution during RET 1 helped give

direction to my RET 2 project – History of Life on Earthdirection to my RET 2 project – History of Life on Earth Curriculum topic areas include:Curriculum topic areas include:

EvolutionEvolution Geologic Time ScaleGeologic Time Scale FossilsFossils

Each topic area will contain:Each topic area will contain: Power Point PresentationsPower Point Presentations Computer LabsComputer Labs Hands on LabsHands on Labs ActivitiesActivities Video/InternetVideo/Internet Teacher ResourcesTeacher Resources AssessmentsAssessments

These lessons and activities within topic areas These lessons and activities within topic areas are part of a larger unit and will end up leading are part of a larger unit and will end up leading to a final student fossil research presentationto a final student fossil research presentation

Material OverviewMaterial Overview

Learning ObjectivesLearning Objectives

The curriculum contains technology The curriculum contains technology components and hands on activities that components and hands on activities that will further student understanding by will further student understanding by making them active participants in the making them active participants in the learning processlearning process

Student’s will use Bloom’s higher order Student’s will use Bloom’s higher order skills by analyzing, evaluating, and skills by analyzing, evaluating, and creatingcreating

My curriculum will cover the following 7My curriculum will cover the following 7thth Grade Life Science Standards:Grade Life Science Standards: Evolution Evolution 3. Biological evolution accounts for the diversity of species developed through gradual 3. Biological evolution accounts for the diversity of species developed through gradual

processes over many generations. As a basis for understanding this concept: processes over many generations. As a basis for understanding this concept: a. Students know both genetic variation and environmental factors are causes of evolution and a. Students know both genetic variation and environmental factors are causes of evolution and

diversity of organisms. diversity of organisms. b. Students know how independent lines of evidence from geology, fossils, and comparative b. Students know how independent lines of evidence from geology, fossils, and comparative

anatomy provide the bases for the theory of evolution. anatomy provide the bases for the theory of evolution. c. Students know how independent lines of evidence from geology, fossils, and comparative c. Students know how independent lines of evidence from geology, fossils, and comparative

anatomy provide the bases for the theory of evolution. anatomy provide the bases for the theory of evolution. Earth and Life History (Earth Sciences)Earth and Life History (Earth Sciences) 4. Evidence from rocks allows us to understand the evolution of life on Earth. As a basis 4. Evidence from rocks allows us to understand the evolution of life on Earth. As a basis

for understanding this concept: for understanding this concept: a. Students know Earth processes today are similar to those that occurred in the past and slow 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. 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, 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. 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 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. 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 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 approximately 4.6 billion years old and that life on this planet has existed for more than 3 billion years. years.

e. Students know fossils provide evidence of how life and environmental conditions have changed. 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 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 associated changes in climate and geographic connections, have affected the past and present distribution of organisms. distribution of organisms.

g. Students know how to explain significant developments and extinctions of plant and animal life g. Students know how to explain significant developments and extinctions of plant and animal life on the geologic time scale.on the geologic time scale.

Student Grade and Ability Student Grade and Ability LevelLevel

This curriculum is written for 7This curriculum is written for 7 thth grade Life grade Life Science studentsScience students Most materials can be adopted for higher grade Most materials can be adopted for higher grade

levels (i.e. high school biology)levels (i.e. high school biology)

Curriculum design encompasses all student Curriculum design encompasses all student abilitiesabilities Modifications are provided for special needs and Modifications are provided for special needs and

English Language learners (English Language learners (ELEL )) Grouping suggestions are made in the Teacher’s Grouping suggestions are made in the Teacher’s

Guides (Guides (Evolution Computer Lab (TG)Evolution Computer Lab (TG)))

ExamplesExamples Fossil Scavenger Hunt PPFossil Scavenger Hunt PP

Darwin Activity MapDarwin Activity Map / / Darwin ActivityDarwin Activity / / Darwin ExcerptsDarwin Excerpts

Jeopardy Review Game (PP)Jeopardy Review Game (PP)

Rubric - Fossil Research Presentation Rubric - Fossil Research Presentation

AssessmentsAssessments

Formative Assessments includeFormative Assessments include:: QuizzesQuizzes Scavenger Hunt QuestionsScavenger Hunt Questions Lab WorksheetsLab Worksheets Lab ProjectsLab Projects Activity WorksheetsActivity Worksheets

Summative Assessments include:Summative Assessments include: Chapter (topic area) ExamsChapter (topic area) Exams Fossil Research PresentationFossil Research Presentation

Project AnalysisProject Analysis

Assessing curriculum component Assessing curriculum component effectiveness will be ongoingeffectiveness will be ongoing

Adjustments to curriculum will be made Adjustments to curriculum will be made as necessaryas necessary

Students conceptual understanding, Students conceptual understanding, retention, and application will be retention, and application will be evaluated with assessments and evaluated with assessments and compared with past curriculum design compared with past curriculum design

ConclusionConclusion

I look forward to applying these learning I look forward to applying these learning activities to my lesson plans with the activities to my lesson plans with the specific goal of increased student specific goal of increased student understanding and interestunderstanding and interest

I believe that coherent learning activities I believe that coherent learning activities will promote interest and make excellent will promote interest and make excellent performance more likelyperformance more likely