9th/10thGradeBiology

ErikaMitkus,BriannaMalone,VinayMallikaarjun

Inquiry Based Evolution Unit Plan

Day

Lesson Title

Description

DayOne=

NaturalSelection

Studentswillexplorehow
naturalselectioncanimpact
allelefrequenciesofa
population.

DayTwo=

Darwin'sTheoryofEvolution

Studentswillunderstandhow
thetheoryofevolutionevolved.

DayThree

Darwin'sTheoryofEvolution

Studentswillexplorevarying
viewsonthetheoryof
evolution.

DayFour

HardyWeinbergEquation

Studentswillbeableto
calculatetheHardyWeinberg
Equation

DayFive

GeneticVariationandNatural
Selection

DayOneofOrigamiBirdsLab

DaySix

SpeciationandSelection
Pressure

DayTwoofOrigamiBirdsLab

DaySeven

FounderEffectandGenetic
Drift

DayThreeofOrigamiBirdsLab

DayEight

WrapUpandConceptMapping

WrapUpConceptMappingof
EvolutionaryTopics

DayNine=

Micro/Macro/Assisted
EvolutionandEvolution
Research

Studentswilllearnabout
micro/macroevolution,aswell
ascurrentresearchinevolution
aroundtherelatedconceptof
assistedevolution.

DayTen=

SocraticSeminaronAssisted
Evolution

Studentswilldiscusstheir
opinionsonassistedevolution
throughtheformatofaSocratic
Seminar.

SymbolsKey:
=Inquiry

=Differentiation

=RealWorldCompetency

=Assessment

=NGSSPractices

=Argumentation

=NGSSCrossCutting
Themes

Standard

FirstDayofUnit:NaturalSelection(=)

BIO.B.3.1.1:Explainhownaturalselectioncanimpactallelefrequenciesofa
population.
BIO.B.3.1.2:Describethefactorsthatcancontributetothedevelopmentofnew
species(e.g.,isolatingmechanisms,geneticdrift,foundereffect,migration).

Objective
EssentialQuestion
Tounderstandnaturalselection.
Howdoesatheoryevolveovertime?
Tounderstandevolutionoccursbetween
Howdoesstructureaffectfunction?
populationsnotindividuals

Tounderstandhowfactorscancontributeto
thedevelopmentofanewspecies
LessonAgenda
Agenda/Time
5Es
LearningActivities
51minute

Teacherwill
Studentswill
period
Showstudentsannewspaper Respondtothecartoonprompt.
Practicetheirskillsof
Engage cartoonimage:Manisbuta
Wormandaskthemwhatdo
observationandinference.
(Quick
theysee,whatdotheythink,
6min
Start/
Review) andwhatdotheywonder
abouttheimage

1.Askingquestionsanddefining
problems

37min

Explore

Splitstudentsintoagroupof
4andgiveeachgroupafork,
spoon,knife,pincher,beans,
andpaperplate.Askstudents
tocompletethebird
investigation.
inquirylab
2.CauseandEffect:Mechanism
andExplanation

Explorehownaturalselectionin
birdsleadstoevolution.

1.StructureandFunction

5min

Explain

Extend

Askstudentsbasedofftheir
observationswhatdothey
thinkisnaturalselection?

Formulateadefinitionfor
naturalselectionfromwhatthey
observedinthebird
investigation.

Writeaquestiontheyhave
aboutevolution.

Askstudentstowriteonan
indexcardonequestionthey
Evaluate
haveaboutevolution.
(Assessme
3min
(diagnostic=)
nt/
Thiswillgivemeanideaof
Closure)
whatstudentswouldliketo
learnaboutevolution.
AskstudentstowatchTheMakingofaTheory:Darwin,Wallace,andNatural
Homework
Selection(https://www.youtube.com/watch?v=XOiUZ3ycZwU)andwritea5
sentencesummary.
Core
Population,variation,naturalselection,allelefrequency
Vocabulary

Notes/Lesson IfstudentsfinishactivityearlytheycanbeginwatchingTheMakingofa
Differentiation Theoryvideo()

MaterialsforDay1Lesson:
Engageimage:

SeeThinkWonder
1.Whatdoyousee?(Justthefacts)
2.Whatdoyouthink?(Whatdoesitmakeyouthink?)
3.Whatdoyouwonder?(Whatquestionsdoyouhave?)
BirdInvestigation
Materials:beans,fork,spoon,knife,clothespin,andpaperplate

Standard

SecondDayofUnit:DarwinsTheoryofEvolution(=)

BIO.B.3.1.1:Explainhownaturalselectioncanimpactallelefrequenciesofa
population.

BIO.B.3.1.2:Describethefactorsthatcancontributetothedevelopmentofnew
species(e.g.,isolatingmechanisms,geneticdrift,foundereffect,migration).

BIO.B.3.2.1:Interpretevidencesupportingthetheoryofevolution(i.e.,fossil,
anatomical,physiological,embryological,biochemical,anduniversalgenetic
code).

BIO.B.3.3.1:Distinguishamongthescientificterms:hypothesis,inference,law,
theory,principle,fact,andobservation.
Objective
EssentialQuestion
Tounderstandhowthetheoryofevolution
Howdoesatheoryevolveovertime?
developed.
Howdoesstructureaffectfunction?
Todeterminehowscientifictermsrelateto
thedevelopmentofatheory.
Tounderstandevolutionoccursbetween
populationsnotindividuals
TounderstandLamarck,Linnaeus,Cuvier,
Wallace,andDarwinstheoriesofevolution.
LessonAgenda
Agenda/Time
5Es
LearningActivities
51minute

Teacherwill
Studentswill
period
Askstudentstowritedown
Usetheirsummariesfrom
twointerestingfactsthey
homeworktowritedowntwo
learnedaboutDarwinand
interestingfactsaboutDarwin
Engage
Wallaceinlastnightsvideo? andWallace.
(Quick
(fromative=)
6min
Start/
Thiswillallowmetoassess
Review)
howwellthestudentsgrasped

thevideoandawayformeto
keepthemaccountablefor
theirwork.

Explore

Discussthescientistsinvolved Connecttermssuchas
Explain inthehistoryand/or
hypothesisandinferencetothe

developmentoftheTheoryof developmentofscientific

Evolution.
theories.
42min
Askstudentstocreateatweet Usetheinternetandclassnotes

foreachofthefollowing
tocomeupwithatweetforeach
Extend
scientists:Lamarck,Linnaeus, scientist.
Cuvier,Wallace,Darwin.

Thetweetactivitywillrequire
studentstosummarizeintheir
ownwordswhatthemost
importantcontributionsof
eachscientistare.
8.Obtaining,Evaluating,and
CommunicatingInformation

3min

Homework
Core
Vocabulary

Askstudentstowritedownon Thinkaboutwhattheyhave
anindexcardonething
heardaboutevolutionfrom
theyveheardaboutthetheory friends,relatives,orthemedia.
ofevolutionthattheyrenot

Evaluate
sureisfactormyth?

(Assessme
(diagnostic=)
nt/
Thiswillallowmetohave
Closure)
timebeforethenextclassto
readthroughthemythssothat
Icanbestaddressthestudents
needs.
Studentswillfinishcompletingthetweetactivityforhomework(dueday4)
andreadthefollowingarticleforday3:Doesevolutionarytheoryneeda
rethink?():
http://www.nature.com/news/doesevolutionarytheoryneedarethink1.16080
Hypothesis,inference,law,theory,principle,fact,andobservation

IfstudentsfinishtweetactivitytheycanbeginreadingtheNaturearticlefor
Notes/Lesson homework()
Differentiation Dependingonstudentsabilitytoreadscientificliterature,anarticlecomparing
viewsonevolutionshouldbeselectedthatisappropriatefortheirlevel()

MaterialsforDay2Lesson:
TweetActivityFormat

Standard

ThirdDayofUnit:DarwinsTheoryofEvolution()

BIO.B.3.2.1:Interpretevidencesupportingthetheoryofevolution(i.e.,fossil,
anatomical,physiological,embryological,biochemical,anduniversalgenetic
code).

BIO.B.3.3.1:Distinguishamongthescientificterms:hypothesis,inference,law,
theory,principle,fact,andobservation.

Objective
EssentialQuestion
Todevelopskillstoaddresssocietal
Howdoesatheoryevolveovertime?
preconceptionsaboutevolutionusing
Howdoesstructureaffectfunction?
evidence.
Tounderstandhowthetheoryofevolution
evolves.
Todevelopscientificargumentationskills.
Tounderstandwhetherornotthestructureof
thetheoryofevolutionsupportshowwe
believeevolutionoccurs.
LessonAgenda
Agenda/Time
5Es
LearningActivities
51minute

Teacherwill
Studentswill
period
1. (10min)Postmyths
Explorehowtouseevidenceto
(anonymously)about addresssocietalpreconceptions
evolutionthatstudents aboutscientifictheories.()
wrotedownandask
themtowritedown
Engage
howthepreviousdays
(Quick
lessononthetheoryof
15min
Start/
evolutionandthe
Review)
readinglastnight

addressedthemyth.
2. (5min)Discusswith
students,evidencethey
usedtoaddress
specificmythsabout
evolution.
Askstudentstocreatealistof Beabletodistinguishwhatis
evidenceforwhyweshould
goodevidenceforeachsideof
15min
Explore
reevaluatingthetheoryof
theargument.
evolutionandoneforwhywe

Explain
(10min)

21min

Extend
(11min)

shouldnotreevaluatethe
theory.
Discusswithstudentsthe
readingfromlastnightand
answeranyclarifying
questionsthestudentsmay
have.

Askforclarificationson
confusingtopicsorvocabulary
discussedinthearticle.The
articlefromNaturewillallow
studentstounderstandwhatare
goodonlinesourcesfor
scientificinformation.
1. (8min)Askstudentsto Developscientific
partnerup.One
argumentationskillsbyusing
studentwillbePartner evidencetobackuptheirclaim.
AandotherPartnerB.
PartnerAwillbefor
revaluatingthetheory
ofevolutionand
PartnerBwillbefor
notreevaluatingthe
theoryofevolution.
Eachstudentwillhave
4minutestotry
changetheirpartners
mindusingtheirlists
ofevidencefromthe
reading.
2. (3min)Debriefwith
thestudentsbyasking
themiftheirpartner
convincedthemto
changetheirassigned
viewandifsowhat
evidenceconvinced
youtoreconsideryour
side?
(Argumentation)
7.EngagingInArgumentFrom
Evidence

Homework
Core
Vocabulary

Evaluate

(Assessme
nt/
Closure)
Tweetactivityfromthepreviousdaywillbeduethefourthday.

Dependingontheclassandstudentsabilities,adifferentarticlemayneedtobe
Notes/Lesson selectedthatisatthestudent'sreadingability.()
Differentiation ThePro/Conlistcanactuallybecreatedasaclassratherthanindividuallyif
studentsarestrugglingtofindtheevidenceforprosandconsontheirown.()

Standard

FourthDayofUnit:HardyWeinbergEquation()

BIO.B.3.1.1:Explainhownaturalselectioncanimpactallelefrequenciesofa
population.
BIO.B.3.1.2:Describethefactorsthatcancontributetothedevelopmentofnew
species(e.g.,isolatingmechanisms,geneticdrift,foundereffect,migration).
BIO.B.3.3.1:Distinguishamongthescientificterms:hypothesis,inference,law,
theory,principle,fact,andobservation.

Objective
EssentialQuestion
Tounderstandtheconditionsnecessaryfora Howdoesstructureaffectfunction?
populationtobeatequilibrium.
TounderstandthattheHardyWeinberg
equationcannotbeusedforapopulation
undergoingnaturalselection.
Tobeabletocalculategenotypicfrequencies
usingtheHardyWeinbergequationofa
populationatequilibrium.
LessonAgenda
Agenda/Time
5Es
LearningActivities
51minute

Teacherwill
Studentswill
period
1. Projectamapofthe
1. Reviewtermsfromthe
prevalenceinthe
geneticunitsthatwillbe
worldoflactose
necessaryto
intolerance.
understandingand
2. Givestudentsthe
calculatingHardy
Engage
phenotypesofafamily
Weinbergfrequencies.
(Quick
withlactose
2. Beengagedthroughthe
8min
Start/
intoleranceandask
useofahumangenetic
Review)
themtolabelthe
exampletheymostlikely

homozygousdominant
haveheardof.
trait,theheterozygous
dominanttrait,andthe
homozygousrecessive
trait.

3. (3min)Reviewwith
studentswhatthe
followingtermsare:
genotype,phenotype,
homozygous,
heterozygous,
dominant,recessive.
(RealWorldCompetency)
4.AnalysingandInterpretingData

30min

Explore

Asktheclasstocompletethe
goldfishactivity,which
modelstheHardyWeinberg
equationinapopulationat
equilibriumandhownatural
selectiondoesnotfitthe
conditionsnecessaryfor
HardyWeinberg.
4.SystemsandSystemModels
7.StabilityandChange
4.Usingmathematics,information,
computertechnology,andcomputational
thinking

13min

1. Explaintostudentsthe
conditionsnecessary
forHardyWeinberg.
2. Showhowtheformula
(p2 +2pq+q2 =1)is
derivedfromp+q=
1usingthequadratic
formula.
3. Usinglactose
intoleranceasan
example,show
studentshowto
calculateHardy
Weinbergfrequencies
usingtheequation.

Explain

Practicecalculatingp,q,p2,
2pq,q2forapopulationat
equilibriumusingtheHardy
Weinbergequation.Students
willthentrycalculatetheHardy
Weinbergfrequenciesina
populationaffectedbynatural
selection(afactorthatdoesnot
meettheHardyWeinberg
conditions).
Begintounderstandhowthe
conditionnecessaryforHardy
Weinberg,wheretheequation
comesfrom,andhowtheycan
useitcalculategenotypic
frequenciesinapopulationat
equilibrium.

4.Usingmathematics,information,
computertechnology,andcomputational
thinking

Extend
Evaluate
(Assessme
nt/
Closure)

Homework
Core
Vocabulary

StudentswillcompleteforhomeworkthreeHardyWeinbergproblemsonline
at
http://www.phschool.com/science/biology_place/labbench/lab8/hardwein.html

Studentsshouldhaveusedthequadraticformulainmath,howeverifnot,
studentsmaystruggletounderstandthemathematicalderivationofthe
Notes/Lesson equation.()
Differentiation Dependingonthestudentpopulation,notallstudentsmayhaveaccessto
computersathome.Forthosewhodont,provideahandoutofthequestions
forhomeworksotheycancompletetheassignmentbyhand.()

EngageActivity
HardyWeinbergLactoseIntoleranceExample:

Imagefromhttp://www.foodbeast.com/news/mapofmilkconsumptionlactoseintolerancearoundtheworld/

Lactoseisasugarfoundinmilk.Theenzymelactasebreaksdownlactose.Lactoseintoleranceis
theinabilitytodigestmilkduetoamutationintheenzymelactase.

Inafamilyoffourchildren,onesiblingofthefourhaslactoseintolerance,whiletheotherthree
siblingsareabletodigestmilk.Basedonthesegivenphenotypesfindthegenotypesforthe
mom,thedad,andeachofthefourchildren.Thenbasedonyourknowledgelistwhichare
homozygousdominant,homozygousrecessive,orheterozygous.

MaterialsforDay4Lesson:
(Explanationandactivityfromhttp://www.carolina.com/teacherresources/Interactive/teachinghardyweinbergintheclassroom/tr10630.tr)

Explain
TheHardyWeinbergprinciplestatesthatalleleandgenotypefrequenciesremainstableina
populationovergenerationsifcertainconditionsaremet:
1. Thepopulationisverylarge.
2. Matingisrandom.
3. Thereisnoimmigrationoremigration.
4. Therearenomutations.
5. Naturalselectionisnotoccurring.
Whenalloftheseconditionsaremet,thepopulationissaidtobeinHardyWeinberg
equilibrium.Ifthealleleorgenotypefrequenciesdochangeovertime,thenscientistsassume
that1ormoreoftheconditionsisnotbeingmetandthepopulationmaybeevolving.
TheHardyWeinbergequationallowsscientiststoestimatethealleleandgenotype
frequenciesinapopulation.Thefrequenciescanbecomparedacrossgenerationsto
determinewhetherevolutionmaybeoccurring.Assumingthatapopulationincludesonly2
allelesforagiventrait,theproportionofdominantalleles(p)plustheproportionofrecessive
alleles(q)isequalto1(i.e.,100%ofthepopulation).Squaringbothsidesoftheequationp+
q=1producestheequationp2 +2pq+q2 =1.Herep2 isthenumberofindividualswitha
homozygousdominantgenotype,2pqisthenumberofindividualswithaheterozygous
genotype,andq2 isthenumberofindividualswithahomozygousrecessivegenotype.
GoldFishActivity
Materials:2BagsofCheeseGoldfishCrackers,2BagsofPretzelGoldfishCrackers,
PlatesorNapkins,StudentDataSheet
Preparation:
1. Pourthecontentsofall4bagsofGoldfishsnacksintoalargebowlthelake.
2. Dependingonclasssize,youmaywishtodivideyourclassintopairsorallow
themtoworkindividually.
3. GiveeachstudentorpairacopyoftheStudentDataSheetandaplateor
napkinhavethemwashtheirhandsbeforebeginning.

4. Explainthatbrown(pretzel)Goldfisharehomozygousrecessiveindividuals
(gg)andthatorange(cheese)Goldfishdisplaythedominantphenotypeand
thereforemaybeeitherhomozygousdominant(GG)orheterozygous(Gg).
Activity:

ActivityConclusion:
Onceclassdataiscollected,havestudentscomparethegenotypefrequenciesinboth
simulations.Theclassdatafromthefirstactivityshouldresultinfairlyconstantfrequencies
overthe5generations.Whenselectionisintroducedinthesecondactivity,thegenotype
frequenciesshouldvaryoverthe5generations.Discusswhatconditionsmustexistfor
frequenciestoremainstableovermultiplegenerations.Whatdochangingfrequencies
indicateinapopulation?HavestudentsdiscusswhetherHardyWeinbergequilibriumis
possibleinnature.

Standard

DayFive:GeneticVariationandNaturalSelection()

3.1.B.C1Describespeciesasreproductivelydistinctgroupsoforganisms.
Analyzetherolethatgeographicisolationcanplayinspeciation.Explainhow
evolutionthroughnaturalselectioncanresultinchangesinbiodiversitythroughthe
increaseordecreaseofgeneticdiversitywithinapopulation.Describehowthe
degreeofkinshipbetweenspeciescanbeinferredfromthesimilarityintheirDNA
sequences.

BIO.B.3.1.3Explainhowgeneticmutationsmayresultingenotypicand
phenotypicvariationswithinapopulation.

BIO.B.3.1.1Explainhownaturalselectioncanimpactallelefrequenciesofa
population.

Objective
EssentialQuestion
Studentswillunderstandthatdueto
Howdodifferencesbetweenorganismsofthe
geneticmutationsinapopulation,
samespeciesoccur?
variabilitycanoccurinoffspring.
Howdothosedifferencescontributetothe
Studentswillunderstandthatdueto
organism'ssurvival?
limitedresources,individualswill
Howdothesetrendsshapeaspeciesovertime?
havetocompeteforresourcessuchas Howdoesevolutionproduceanideallyadapted
food/water/space.
speciesifgeneticvariationisrandom?
Studentswillunderstandthatdueto
geneticvariability,someoffspring
willbebettersuitedtothe
environmentthanoffers,andbeable
tooutcompeteotherindividualsfor
theseresources(naturalselection.)

LessonAgenda
Agenda/Time
5Es
LearningActivities

Teacherwill
Studentswill
DoNow:Acartoonof3
WritedownanswertoDoNow,
siblingswillbeshownonthe thenshareoutresponses.
Engage
board,alongwiththis
(Quick
5minutes
question:Thinkofyourown
Start/

siblings(orcousins,or
Review)
siblingsthatyouknow).Your

geneticswerepasseddownto
youfromyourmotherand

5minutes

Explain

father,andthesameprocess
happenedforyoursiblings.If
thisistrue,howcanwe
accountforthedifferences
betweensiblings?Howare
youandyoursiblings
different?
Responseswillbesharedout
inclassandteacherwillask
guidedquestionssuchas
Howdoyouthinkthis
differenceoccurredifyou
bothhaveDNAfromthe
exactsamepeople?

ForthisDoNow,Iwanted
studentstothinkbacktothe
geneticsandrecallhow
geneticmaterialispassed
downfromparentsto
offspring.Ialsowantedto
introducetheideabehind
geneticvariabilitythatthe
randommixingofthegenes
leadstoslightphenotypicand
genotypicdifferencesevenin
highlyrelatedindividuals.

Showdefinitionsofgenetic
Copydowndefinition,getinto
variability/naturalselection
labgroups.
andaskstudentstocopythem
downonthelabsheet.Tell
studentsthatwewillbedoing
anactivityforthenextfew
daysthatwilldemonstrate
howsmallchangesingenetic
variabilityandnatural
selectioncanleadtolarge
changesovermany
generations.
Iwantedtostartstudentsoff
withthedefinitionsofthese
difficulttopicstogroundtheir
understandingofthelabwe
areabouttodo,andputthem

25minutes

Explore

intherightframeofmindto
approachthelabasan
evolutionexerciseinsteadof
justanexcusetothrowthings
aroundtheroom.
Studentswillgothroughthe
procedureofDayOneofthe
OrigamiBirdExperiment.
Theteacherwillmovefrom
groupmakingsurestudents
arefocused,ontask,and
understandingthegreater
meaningbehindthe
experiment.Thiscanbe
accomplishedbyasking
selectivequestionssuchas,
Doyouunderstandhowthis
parentbirdcanproduce
offspringthatlookdifferent?
Ifthisbirdhastoflylong
distances,whichofthese
offspringwouldbebestat
that?
Whatdoyouthinkwould
happentotheotherbirds(that
dontflyaswell?
Ichosethisparticularactivity
becauseIthoughtitwasa
goodwaytoforstudentsto
explorenaturalselectionvia
geneticvariationina
handson,tangibleway.As
theymakebirds,theywill
discoverthatsomedesigns
arebetterthanothers,butthey
willnotbeabletojust
createthebestbirdoutof
nothingtheywillhaveto
relyonrandom(viadiceand
coins)mutationstoslowly
shifttowardsabetterOrigami
Bird.Thismimicstherandom
yetdirectednatureof
evolutionintherealworld,
aconceptIamespecially

Workingroupsoffourto
followtheprocedureofDay
OneoftheOrigamiBird
experiment.Createbirds,create
adatatable,andanalyzeresults
inthelensofvariationand
selection.

10minutes

Extend

anxiousforthemto
understand.Thislabalso
involveselementsofinquiry,
astheywillhavetoconstruct
adatatablethatbestsuits
theirresultsanddeterminethe
mostefficientwayto
constructtheirnewbirds.
However,Iwillhaveadata
tablepremadeforthose
studentswhowouldbeunable
toconstructadatatableon
theirowninthetimeframe
required.
4.Analysingand
InterpretingData

Createdatatableonboardfor
classdata.Whenstudents
appeartobefinished,call
theirattentiontoalargeclass
mapthatdetailsthehabitats
oftheOrigamiBirds.Onthis
day,onlythecenterofthe
mapshouldbefilledout,asa
desertwithoasesbetween.
TheoriginalOrigamiBird
willbetapedtothecenter,
withacirclearoundit.Ask
eachgrouptotapetheir
winningorigamibirdson
thedesertpartofthemap,
surroundingtheoriginal
OrigamiBird.Explainthat
wewillseehowthemap
changesaswecontinuewith
thelab.

RealWorldConnection:Iwill
introducethestudentstheto
TurkeyVulture,abirdthey
maybefamiliarwithalready.
Italsolivesinthedesert,and
hasevolvedseveralabilities
thathelpitsurvivethere,

Asstudentsfinish,theywillturn
theirattentiontothediscussion
questions.Theywillentertheir
classdataontheboardfortheir
bestbirds,andwillcopy
downtheclassdatatoaidthem
inansweringthediscussion
questions.

5minutes

Evaluate
(Assessme
nt/
Closure)

includinganabilitytoglide
verylongdistanceswitha
largewingspanandtheability
togodayswithoutmeals.I
willremindstudentsthatthese
traitsevolvedovercountless
yearsofrandomvariationin
theturkeyvulturesevolution.

Iwantedtointroducetheidea
ofthisbigmaptotietogether
thethreedaysofthelab.It
willbeanexcellentvisual
representationofhowwecan
takeoneparenttheoriginal
OrigamiBird,whichIwill
tapetotheverycenterofthe
map.Overthenextfewdays,
studentswillseehowdifferent
populationsandevenspecies
theevolvedtheOrigamibird
spreadoverthemap.The
mapwillalsoserveasavisual
modelofourexperiment.I
alsowantedtoincludeareal
lifeexampleofthetheories
wewerestudyingafterevery
dayofthelab.
2.DevelopingandUsing
Models
4.SystemsandSystem
Models
7.StabilityandChange
Askstudentstoanswerthe
Writedownanswertoexit
followingquestiononasmall ticket.
pieceofpaper.Howdid

geneticvariationcontributeto
ourexperimenttoday?What
roledidgeneticvariationhave
inshapingyourwinning
origamibird?
Sincewehadexplicitly
definedgeneticvariation
earlierinthelesson,Iwantto

Homework
Core
Vocabulary

seeifthestudentscould
connecttheideaofrandom
geneticmutationsleadingto
differencesinfitnesstothelab
wehadjustdone.Ifstudents
strugglewiththisexitticket,I
knowwewillneedtoaddress
themechanismsofthelab
moreexplicitlyonDayTwo.

Studentswillanswerrestofdiscussionquestionsforhomeworkandcometo
classpreparedtosharetheiranswersout.
GeneticVariability,NaturalSelection,SurvivaloftheFittest

Notes/Lesson
Differentiation

Materials

Studentswhostrugglewithexperimentalinquirywillbeprovidedwith
adatatableforthelabinsteadofbeingaskedtocreateone
Studentswillbedeliberatelyplacedinlabgroupsofdifferentiated
abilitytoallowstudentstoshareknowledge/technique
Sincestudentsareworkingindividually,teacherswillbeavailableto
providesupport/promptingforgroupsthatarestruggling

Paper,tape,straws,ruler,scissors,coin,sixsideddie,largemap,Fly
Zonewithtapelineandmetersticksonsidesetupinclassroom..

DayOneofOrigamiBirdsLab:

OrigamiBirdExperiment

Name:
Date:
N

Vocab:Definethefollowingterms:
GeneticVariation:

NaturalSelection:

DAYONE:

INTRODUCTION:TheOrigamiBirdlivesinagreatdesertwherewaterandfoodarescarce.
However,thereareoases(patchesofwaterandfood)inthisdesert,althoughtheyarefarapart.
TheOrigamiBirddependsonfindingtheseoasestosurvivetheharshconditionsofthedesert.
However,itcantstayinoneoasistoolongorallthefoodandwaterwillbedepleted.Therefore,
thesurvivaloftheOrigamiBirddependsonitsabilitytoflylongdistanceseveryfewdays.

InthislabyouwillbreedseveralgenerationsofOrigamiBirdsandobservetheeffectof.various
genotypesontheevolutionarysuccessoftheseanimals..

MATERIALS:
Paper,tape,straws,ruler,scissors,coin,sixsideddie.

PROCEDURES:
1.Prepareyourparentbird.
Cuttwostripsofpaper,each3cmx20cm..
Looponestripofpaperwitha1cmoverlapandtape.Repeatfortheotherstrip..Tapeeachloop
3cmfromtheendofthestraw,likethediagrambelow.

PROCEDURE:.

1.TakeyourparentbirdtotheareaintheroomdesignatedastheFlightZone.Standonthe
lineandreleaseyourbirdwithagentle,overhandthrow.Recordthedistanceflow.Repeatthe
flightandrecordtheaverage((Flight1+Flight2)/2=Average)inadatatableyoucreate
below.

3.TimetobreedyournextgenerationtheF1generation!Eachtimetheparentbirdbreeds,it
willlay3eggs.Thefirsteggwillbeacloneoftheparent(youcanjustusetheparentagain.)The
secondtwoeggswillhaveslightmutationsfromtheparent.Todeterminethemutations,follow
thisprocedure.


a)Flipthecoin.Thecoindetermineswhetherthemutationwilloccuratthe
headortail.Heads=head.Tail=tail.

b)Rollthedice.TheDicewilldeterminethespecificmutation.

birds

4)IntheFlightZone,testallthreebirdsofthenewgenerationtwice.Themostsuccessfulbirdis
theonethatcanflythefarthest.Markwhichchickwasthemostsuccessfulonyourdatatable.

5)Usethemostsuccessfulbirdastheparentofthenextgeneration.Repeattheprocessabove
startedwithstep3forthenewgeneration,F2.Foreachnewbirdproduced,recordits
measurementsandflightinthedatatable.

6)StopwhenyouhavedeterminedthebestbirdingenerationF2.Enteryourdataintheclass
datatableontheboard.

DataTable:

Createadatatabletorecordyourresults.Makesureyourdatatableincludesthebirds
generation(P,F1,F2),thebirdsnumber,itsmeasurements,thedistanceflown,andwhetherit
wasthewinnerofitsgeneration.

DISCUSSION:.
Answerthequestions.Usecompletesentences..
1.
Didyourexperimentresultinbetterflyingbirds?.

2.
Evolutionistheresultoftwoprocesses:geneticvariationandnaturalselection..
a.Howdidyourexperimentproducevariationamongtheoffspring?.
b.Howdidyourexperimentselectoffspringtobreedthenextgeneration?.

3.
Compareyourwinningbirdwithyourneighborsyoungestbird.Explainwhysome
aspectsofthebirdsaresimilar,andexplainwhysomeaspectsofthebirdsaredifferent..

4.
Predicttheappearanceofyouryoungestbirdsdescendantsif....
a.theselectionconditionsremainthesameandthelongestflyingbirdsurvivestoproducethe
most.
offspring..
b.theselectionconditionschangetheworstflyingbirdsurvivestoproducethemostoffspring.

5.Darwincoinedthetermsurvivalofthefittest,whichmeansthattheorganismsthatarebest
adaptedtosurviveintheirenvironmentslivelongenoughtoproduceoffspringandpassontheir
genes.Whichbirdswerethefittestinthisexperiment?Whywouldtheybemorelikelyto
surviveandhaveoffspring?

Standard

DaySix:SpeciationandSelectionPressure()

3.1.B.C1Describespeciesasreproductivelydistinctgroupsoforganisms.
Analyzetherolethatgeographicisolationcanplayinspeciation.Explainhow
evolutionthroughnaturalselectioncanresultinchangesinbiodiversitythroughthe
increaseordecreaseofgeneticdiversitywithinapopulation.Describehowthe
degreeofkinshipbetweenspeciescanbeinferredfromthesimilarityintheirDNA
sequences.

BIO.B.3.1.2Describethefactorsthatcancontributetothedevelopmentofnew
species(e.g.,isolatingmechanisms,geneticdrift,foundereffect,migration).

Objective
EssentialQuestion
Studentswillunderstandhow
Howdoesonespecieschangeintoanother
populationscanbecomesodistinct
species?
thatnewspeciesarecreated
Whatexternalforcesmightcreatenewspecies?
Studentswillgraspthatfactorssuch

asgeography,resources,or
competitioncandrivespeciation,and
wecallthemselectionpressure.

LessonAgenda
Agenda/Time
5Es
LearningActivities

Teacherwill
Studentswill
Askstudentstopairshare
Pairsharediscussionquestions
withapartneraboutthe
fromlastnight,thenshareoutto
discussionquestionsthey
class.
weresupposedtodofor
homework.Warnstudentsthat
theteacherwillbe
coldcallingpairstoanswer
discussionquestions,soagree
onyouranswersandbe
prepared.Allowabout5
minutesofdiscussionand5
minutestoshareouttothe
class.Beforemovingon,
Engage
addressanymisconceptions
(Quick
10minutes
thatarosefromdiscussionor
Start/

exitticket.
Review)
Iwantedtostartoffby

makingsurestudentshad
drawnthecorrectconclusions
aboutyesterdayslab,andI
havefoundthatallowing
studentstopairshareallows
themtoprepareandsortout
theiranswersbefore
participatingingroup
discussions.Thepairshare
willalsohelpstudentsthat
needextrasupporthavethe
chancetoverbalize/refine
theirideaswithapartner.

3minutes

30minutes

Explain

Explore

Explainthatwewillbe
continuingthelabtodayby
splittingupthelabgroupsinto
threedifferentscenarios.
Provideeachgroupwiththeir
originalOrigamiBirdfrom
thepreviousclass(parent.)
andallnecessarymaterials.
Beforegettingstarted,define
thetermpopulationandask
studentstowriteitdownon
theirlabsheet,sincethatisthe
conceptwewillbeexploring
today.
Knowingthebiological
definitionforpopulationis
essentialtothestudents
comprehensionofspeciation,
soitshouldbedefinedbefore
thelesson.
Handgroupshandoutswith
oneofthreescenarios.
Studentswillcomeupwith
procedure,butteachershould
circulateandhelpstudents
whoarestuck.

Ichosetocontinuethislabso
thatstudentscouldgetanidea
ofhowdifferentselection
pressurescouldcontinuethe
variation/selectiontoapoint
wherenewspeciesarise.I
chosetohavestudentsdesign
morethelabprocedurethis
timetohavethemscaffold
intoinquiry,althoughtheycan
usemanyoftheirtechniques
fromthepreviousday.Ialso
chosetomakeoneofthe
scenariosverysimilartothe
scenariofromyesterday.I
wouldmakesurethatstudents
whoInoticedstrugglingwith
yesterdaysexperimentor

Prepareforlab,fillindefinition
ofpopulation.

Eachgroupswilldesignan
experimenttotestatleast2
generationsofbirdsintheirnew
habitat.Thelabsheet
providessomescaffoldingto
helpthemsetupthis
experiment.Italsorequiresthat
ateacherchecktheirprogress
beforetheyexperiment.
1.Askingquestionsand
definingproblems.
2.Analysingand
InterpretingData
3.PlanningandCarrying
OutInvestigations
7.Obtaining,Evaluating,
andCommunicating
Information

4.SystemandSystemModels
6.StructureandFunction
7.StabilityandChange

Extend

10minutes

Evaluate
(Assessme
nt/
Closure)

whoIthoughtneededmore
structurewouldendupgetting
thatscenariosincetheir
experimentwouldbevirtually
identicaltoyesterdays,it
wouldrequiremuchless
experimentaldesignandbe
moresuitableforstudents
whoneededalevelof
differentiation.

Studentswouldcomeback
togetherandagaincreatea
classdatatable,andvisually
comparetheshapesofbirds
fordifferentscenarios.The
mapwillbeextendedto
includeanisland,aforestat
theendofthedesert,and
large,widestretchinthe
desert,wherestudentswillpin
theirbirds.Mostimportant,I
willtellthestudentsthatifan
OrigamiBirdeverdiffersin
anydimensionmorethan3cm
fromtheuniversalparent,it
canbeconsideredanew
species.Iwillaskthestudents
toconsiderwhichnew
specieswerecreated,and
placecoloredstarstickerson
thewingstoIDournew
species.

RealWorldConnection:Iwill
introducethestudentstheto
AfricanCichlidFishesin
LakeVictoria.Onefounder
fishspecieswasintroducedto
thelakeapprox200,000years
ago,andnowthereareover
200uniquespeciesofthese
fishwithdifferenthabitats,
behaviors,morphology,etc.A

IDnewspecies,pinbirdson
map,andcomparespecies
visuallyandmathematicallyto
groupswithdifferentorsimilar
scenarios.

Homework

Core
Vocabulary

reallifeexampleofrapid
speciation.
Iwantedtokeepthemap
goingsotheclasscan
continueseeingthespreadof
traitsanddifferencesfroman
originalspecies,both
geographicallyandvisually.I
wantedtowaituntiltheendto
introducetheideaof
speciationbecauseIwanted
studentstofocusonthe
selectionpressureswhen
conductingthelab,andthen
eventuallyhavethatleadinto
speciation,asitdoesinthe
realworld.
Onthelabsheet,therewillbeafewnewdiscussionquestionsandalsosome
newvocab:speciation,selectionpressure,andpopulation.Thevocabwillbe
defined,andIwillaskthestudentstotellmehoweachtermappearedinthe
labandhowitwasrelatedtotheOrigamiBirds.Warnstudentsthatlabswill
becollectedattheendofthedaytomorrow,sotofillinanyblankparts
fromDayOneandDayTwothatnight.
Ithoughtthiswouldbeagreatwaytopracticetheinquirytechniqueof
experimentfirst,explainlatertoseeifstudentscancorrectlyconnectthese
vocabtermstotheactivitiesthattheyhadjustperformed.
Speciation,SelectionPressure,Population

Notes/Lesson
Differentiation

Materials

studentswhostrugglewithexperimentaldesignwillbeplacedingroup
withdesignmostsimilartopreviousexperiment
Studentswillbedeliberatelyplacedinlabgroupsofdifferentiated
abilitytoallowstudentstoshareknowledge/technique
Sincestudentsareworkingindividually,teacherswillbeavailableto
providesupport/promptingforgroupsthatarestruggling

Paper,tape,straws,ruler,scissors,coin,sixsideddie,largemap,Fly
Zonewithtapelineandmetersticksonsidesetupinclassroom..

ThreeScenariosforstudents:
1) ApopulationofOrigamiBirdsiscaughtinahurricaneandblownoutofthedesertand
ontoasmallisland.Therearenonaturalpredatorsontheground,butthewindsareso
strongthatbirdscanbeblownouttoseaanddieiftheyspendanytimeintheair.

2) ApopulationofOrigamibirdsfliestotheveryedgeofthejungle,wheretheyfindahuge
forestwithlotsoffoodandwater.However,therearepredatoryhawksinthisnewhabitat
whowilltrytopreyontheOrigamiBirds.However,thehawkscanonlyflyinastraight
line.
3) Thereisagreatdroughtinthedesert,andapopulationofOrigamiBirdsiscaughtonthe
edgewhereoasesareevenfartherapart.Thebirdswillneedtoflyveryfartoget
resources.

DayTwo:
VocabDefinethefollowingterms:
Population:

1)Taketheoriginalparentbirdhandedtoyoubytheteacherandthescenarioyouareassigned.
Withyourlabgroup,considerhowyouwilldesignanexperimenttotesttheperformanceofyour
OrigamiBirdpopulationinthisparticularsituation.Yourexperimentmusttakethefollowing
intoaccount:

YoumustproduceoffspringwithgeneticvariabilityinthesamewayasDayOne(withthe
heads/tailsanddice).
Theremustbe3offspringineachgeneration,andtheymustbetestedagainsteachother.
Justlikethefirstday,oneoftheoffspringmustbeacloneoftheparent(cankeepusing
paren).
Themostsuccessfuloffspringwillbetheonlyparentofthenextgeneration
Youmusttestatleasttwogenerations.P>F1>F2

Thinkofthefollowingquestionstodesignyourexperiment:

a)Givenyourscenario,howshouldyourOrigamiBirdsflytosurviveintheirnew
environment?

b)Whatwillbeconsideredagoodflight?Whatwillbeconsideredabadflight?How
canyoumeasurethis?

c)Writedowntheproceduralstepsyouwillusetotesttheflightofyourbirds.

d)Drawadatatabletorecordflightdataandbirdmeasurements.

e)Haveateachercheckyourworkbeforemovingon!

DiscussionQuestions:
1)Didyourexperimentproducebirdsthatwerebettersuitedforyourenvironment?

2)Howdidyourbirdscomparetootherbirdsinthesamescenario?

3)Howdidyourbirdscomparetootherbirdsinadifferentscenario?

4)Whydoyouthinkthebirdsendeduplookingdifferentindifferentscenarios?

Speciationisthetermusedwhenapopulationoforganismsissodifferentfromtheoriginal
populationthattheycanbeconsideredanewspecies.
Forthepurposesofthisexperiment,anyOrigamiBirdthatdiffersby3cmormoreinany
measurementfromtheparentbirdisanewspecies.
5)Intotal,howmanynewspeciesdidtheclasscreate?

Homework:

Thefollowingtermsaredefinedforyou.Foreachone,explainhowthelabyoudidtodayrelates
totheterm.Forexample,onDayOnewelearnedthetermGeneticVariation.GeneticVariation
relatestoourlabbecausethedicerollssimulatetherandomgeneticvariabilitythatoffspring
havethatmakethemdifferentfromtheparentbird.
Speciation:Theformationofnewanddistinctspeciesinthecourseofevolution.

Population:Agroupoforganismsofthesamespeciesthatliveinthesamearea.

SelectionPressure:Anyfactorwhichaltersthebehaviorand/orsurvivaloflivingorganisms
withinagivenenvironment.

Standard

DaySeven:FounderEffectandGeneticDrift()

BIO.B.3.1.2Describethefactorsthatcancontributetothedevelopmentof
newspecies(e.g.,isolatingmechanisms,geneticdrift,foundereffect,
migration).

Objective
EssentialQuestion
Studentswillunderstandthemechanisms
Howcanthegeneticdiversityofapopulationbe
behindgeneticdriftandthefoundereffect.
suddenlylimited?
Studentscanexplainwhyfoundereffect
Whataretheresultsoflimitedgeneticdiversity?
limitsgeneticdiversity.
Whatrandomeventscaninfluenceevolution?
Studentscanexplainthatgeneticdrift
disproportionatelyaffectssmallpopulations,
andlimitsgeneticdiversity.

LessonAgenda
Agenda/Time
5Es
LearningActivities

Teacherwill
Studentswill
PutupDoNow:Tellstudent AnswerDoNow.
toconsiderthefollowing
Engage
scenario:Ifsomeonewasto
(Quick
5minutes
randomlydrawnthenamesof
Start/

20studentsatthehighschool,
Review)
wouldtheygeta

representativesampleofthe
highschoolintermsofage,

5minutes

25minutes

Explain

Explore

race,gender,andgrade?Why
orwhynot?

IwantedtodothisDoNowto
introducestudentstotheidea
thatrandomsamplingisnot
goingtoperfectlyreproduce
theoriginalpopulation,and
anyrandomeventthatisolates
afewindividualsisgoingto
resultinanincomplete
picture.
DiscussDoNow.Answer
shouldbeno,thattheywould
notgetatotallyrepresentative
sample.Togetatotally
representativesample,they
wouldhavetohaveperfect
samplingmethodsorsample
thewholeschool.Explainto
studentswearegoingtosee
theeffectofrandomsampling
onevolutiontoday.

Performexercisesinlab
groupsdesignedtosimulate
geneticdriftandfounder
effect.Walkaroundandmake
surestudentsareonright
track.Iwantedtoillustrate
twootherevolutionary
mechanisms,geneticdriftand
foundereffect.Ithought
studentsmightbeboredby
makingandthrowingstraw
birdsatthispoint,soI
focusedthelabtodayona
familiarscenario(Origami
Birds)butitwasmoreofa
thoughtexperimentas
opposedtoaphysicalone.I
wantedstudentstoprimarily
understandthatrandom
samplingofasmallgroupin
Foundereffectcouldleadto

Participateinclassdiscussion.

Studentswillfirstsimulate
foundereffectandgeneticdrift
inDay3ofthelab.

4.Analyzingand
InterpretingData
4.Usingmathematics,
information,computer
technology,andcomputational
thinking.

7.StabilityandChange

15minutes

Extend

drasticallydifferent
populationmakeups,whichis
whyitisessentialforthemto
comparetheirislandtotheir
neighborstoseedifferences.
Forgeneticdrift,Iwanted
themtoseethatgeneticdrift
wasmoreextremeinasmall
popthanalargeone,whichis
whyIincludedaquestion
aboutalargerpopulation.To
differentiate,studentswhoI
knowarestrugglingwithmath
willbeprovidedwith
handoutsthatexplainhowto
solveproblemswithpercents
inamoreexhaustiveway.
Thiscanbeprovidedforall
studentsifmathliteracyislow
throughouttheclass.

Onceagain,pinsurviving
birdsonextendedmap,and
createclassdatatable.

RealWorldConnection:Iwill
tellthestudentsaboutthis
study,whichtracedthehigh
prevalenceofHuntingtons
Diseaseinalakecommunity
inVenezuelabacktoits
source,anwomanwhowas
oneoftheoriginalfoundersof
thecommunity.Sincethe
communitywasfoundedby
suchasmallnumberofpeople
andshehad10children,there
isamuchhigherrateof
Huntingtonsintheregion
nowthanwouldbeexpected.

Iwantedtofinishouttheclass
mapsowecanseeallthe
differentwaysourOrigami
Birdschangedphenotypes,

Compareresultstoothersin
classdatatable,copydown
results,andfinishworkon
discussionquestions.
2.DevelopingandUsing
Models
4.SystemsandSystem
Models

1minute

Homework

species,and/orlocationsfrom
theoriginalpopulation.I
liketheexamplebecauseitis
agreatrealworldexampleof
thefoundereffectandalso
showshowthesemechanisms
affecthumans.
Collectlabsheets(students
Handinlabsheets.
werewarnedyesterdaythat
theywouldbecollectedatthe
endofday3).Thesesheets
willbeusedasaformative
assessmenttodesign
instructionalwrapupofthese
conceptstomorrow.
Irealizethatthislabcoversa
lotofimportantmaterialin3
days,soIwantedtocollect
Evaluate theirlabsheetsandmakesure
(Assessme thattheinformationImeantto
nt/
impartactuallygotthrough.
Closure) Obviouslyitwillbehardto
gradeallthelabsheetsthat
night,butaquickskim
throughshouldshowpatterns
wherestudents
excelled/struggled.Since
DayFourofthelabis
designatedasa
wrapup/discussion,thiswill
allowmetotailorthetopics
thestudentsseemtobe
strugglingwithforrevision.
Studentswillbegivenaseparatesheetwhichcontainsthedefinitionsofallthe
conceptswecoveredwiththeOrigamiBirdsLabNaturalSelection,Genetic
Variation,Speciation,SelectionPressure,Population,GeneticDrift,and
FounderEffect.Studentswillbeasked.tomatchthedefinitionwiththe
scenariofromtheOrigamiBirdslabthatillustratedthatprinciple.
Sincethestudentswillbeaskedtodrawaconceptmaptomorrowlinkingallof
theseprinciplestogether,Iwantedtomakesuretheytheygotadditional
practiceinlinkingthedefinitionstoexamples,especiallysinceItooktheirlab
sheetsawayfromthem.Myhopeisthattheywillcometoclasshaving
reviewedtheconceptsfromthelastthreedays,readytoworkwiththemall
together.

Core
Vocabulary
Notes/Lesson
Differentiation

FounderEffect,GeneticDrift,DecreasedGeneticVariability
Studentswillcontinuetoworkindiversegroups
Forstudentsstrugglingwiththemathinvolvedinthislab,theteacher
willprepareasheetlistingexampleproblemsandhowtosolvethem
(conceptsofpercents,etc.)

DayThree:

Forthefollowingscenarios,considerthefollowingpopulationofOrigamiBirds.Theyalllivein
thesamearea,andareofthesamespecies,butthereare5differentphenotypes.Eachphenotype
representsexactly1/5(or20%)ofthetotalpopulation.

PhenotypeABirds:havethesamedimensionsastheParentOrigamiBird
PhenotypeBBirds:havealongerbackwingthantheParentOrigamiBird
PhenotypeCBirds:havealongerfrontwingthantheParentOrigamiBird
PhenotypeDBirds:haveashorterfrontwingthantheParentOrigamiBird
PhenotypeEBirds:haveashorterbackwingthantheParentOrigamiBird

ScenarioOne:
SomevacationinghumanshavecometovisitthedesertwheretheOrigamibirdslive.They
decidethatthebirdsaresobeautifultheywanttobringthemhometotheirprivateisland,which
currentlyhasnoOrigamiBirdslivingonit.Theydecidetocapture5birdstobringbackwith
them.
Rollthedice5timestodeterminethephenotypeofthebirdcaptured.Rollinga1meansthata
birdofphenotypeAiscaptured.Rollinga2meansthatabirdofphenotypeBiscapturedetc.
Ifyourollasix,chooseaphenotypeofyourchoice.

NumberRolled

PhenotypeofBirdCaptured

The5birdsareremovedtotheislandandbecomeanewpopulation.Calculatethenewpercent
makeupofthepopulationbasedonphenotype.

Forexample,ifyouhavetwobirdsofPhenotypeAoutof5birdstotal,yourpopulationis40%
birdsofPhenotypeA.
PhenotypeofBird

PercentofNewPopulation

PhenotypeA

PhenotypeB

PhenotypeC

PhenotypeD

PhenotypeE

ThisscenarioillustratesaphenomenoncalledFounderEffect.
FounderEffectiswhengeneticdiversityisreducedbecauseaverysmallnumberofindividuals
aretakenatrandomfromalargerpopulation.
1)HowthedefinitionofFounderEffectrelatetothescenarioyoujustexplored?

2)Compareyourpopulationtothepopulationsonotherislands(othergroups).Arethe
populationsthesame?Whyorwhynot?

3)Overtime,whatdoyouthinkthepopulationoftheislandwouldlooklikeasthebirdsbreed
andreproduce?Howwillitbesimilar/differentfromthepopulationleftbehindinthedesert?

4)Doyouthinkthismadetheoverallpopulationmoregeneticallydiverseorlessgenetically
diverse?Why?

ScenarioTwo:
ThesamepopulationofOrigamiBirdshappenstoliveinapartofthedesertwheresandstorms
arecommon.Everytimeasandstormcomesalong,someOrigamiBirdsarekilledrandomly
thisisnotasurvivalofthefittestscenario,asallbirdshaveanequalchanceofbeingrandomly
killedbythesandstorm.Yourpopulationcontains25individualbirds,with5birdsofeach
phenotype.Tocalculatewhichsurviveandwhichdie,rollthediceonceforeachphenotype.
Ifyourolla1,100%ofbirdswiththatphenotypedie.
Ifyourolla2,80%ofbirdswiththatphenotypedie.
Ifyourolla3,60%ofbirdswiththatphenotypedie.
Ifyourolla4,40%ofbirdswiththatphenotypedie.
Ifyourolla5,20%ofbirdswiththatphenotypedie.
Ifyourolla6,0%ofbirdswiththatphenotypedie.

Forexample,ifyourfirstrollisa4,then40%ofbirdswithphenotypeAdie.Thatis2/5birds,
leavingyouwith3birdsofphenotypeA.

Phenotype

Roll

#ofIndividuals
BeforeSandstorm

#ofIndividualsafter
Sandstorm

TotalNumberof
BirdsLeft>

Calculatethetotalnumberofindividualsleftbyaddingupthetotalofthefarrightcolumn.
Then,calculatethenewpercentofthepopulationforeachphenotypebydividingthenew#of
individuals/totalindividuals,andmultiplyingby100.
Phenotype

#ofIndividuals
aftersandstorm

TotalNumber
ofAllBirds

%ofTotal
BirdsBefore
Sandstorm

%ofTotal
BirdsAfter
Sandstorm

20%

20%

20%

20%

20%

ThisscenarioillustratesaphenomenoncalledGeneticDrift
GeneticDriftiswhenrandomeventssuchasnaturaldisastersrandomlyremovesomegenes
fromthepopulationandchangetheoverallgeneticmakeupofthegroup.

1)Howdoesthescenarioyoujustperformedillustrategeneticdrift?

2)Beforethesandstorm,eachphenotypewasexactly20%ofthepopulation.Howdidthis
changeafterthesandstorm?

3)Howdidyourpopulationlookdifferent/similarfromothergroups?Whydoyouthinkthere
aredifferences?

4)Didanyphenotypestotallydisappear?Whataboutinothergroups?

5)Doyouthatphenotypeswouldhavedisappearedifthepopulationofbirdswas1000?
100,000?Thinkaboutnaturaldisastersinreallifebeforeanswering.

6)Doyouthinkthismadetheoverallpopulationmoregeneticallydiverseorlessgenetically
diverse?Why?

Homework:

OrigamiBirdsWrapUpHomework
Name/Date:

MatchthefollowingdefinitionswiththescenariosfromtheOrigamiBirdslabthatillustrate
them.

Population:Agroupoforganismsofthe
samespeciesthatliveinthesamearea.

A)Youhadtoflipacoinandrolldiceto
determinehowoffspringweregoingto
chanceinappearancefromtheparentbird

FounderEffectiswhengeneticdiversityis
reducedbecauseaverysmallnumberof
individualsaretakenatrandomfroma
largerpopulation.

B)IfaOrigamiBirdchangedmorethan
3cmfromtheoriginalParentBird,itwas
consideredanewspecies

Speciation:Theformationofnewand
distinctspeciesinthecourseofevolution.

C)Asandstormcamealongandchanged
thefrequencyofdifferentphenotypesofa
populationofOrigamiBirds

SelectionPressure:Anynewfactorwhich D)AgroupofOrigamiBirdswholivein
altersthebehaviorand/orsurvivalofliving thesameareaandhaveonlysmall
organismswithinagivenenvironment.
differencesingenotypeandphenotype
fromeachother
GeneticDriftiswhenrandomeventssuch
asnaturaldisastersrandomlyremovesome
genesfromthepopulationandchangethe
overallgeneticmakeupofthegroup.

E)TheOrigamibirdsthatflewbestwere
selectedtobetheonlyparentforthenext
generation.


GeneticVariation:therandommutations
thatallowoffspringtohavesmall
differencesinphenotypeorgenotypefrom
theirparents.

F)TheoriginalOrigamiBirdpopulation
neededtoflybetweendistantoasesto
survive,andonlytheOrigamiBirdsthat
couldflywellsurvived.

NaturalSelection:Someindividuals
survivebetterthanotherindividuals
becauseofsmalldifferencesinphenotype.

G)ApopulationofOrigamiBirdswere
suddenlyblownontoanislandwhereflying
wouldcausethemtobeblownouttosea,
killingthem.Therefore,theorganismsthat
wereworseatflyingsurvivedand
reproduced.

SurvivaloftheFittest:theorganismsthat
arebestadaptedtosurviveintheir
environmentslivelongenoughtoproduce
offspringandpassontheirgenes

H)Richtouristscameandrandomly
selectedonly5OrigamiBirdstopopulate
theirislandswith

SampleClassMap:
Black:DayOne
Pink:DayTwo
Red:DayThree

Standard

DayEight:WrapUpandConceptMapping()

3.1.B.C1Describespeciesasreproductivelydistinctgroupsoforganisms.
Analyzetherolethatgeographicisolationcanplayinspeciation.Explainhow
evolutionthroughnaturalselectioncanresultinchangesinbiodiversitythroughthe
increaseordecreaseofgeneticdiversitywithinapopulation.Describehowthe
degreeofkinshipbetweenspeciescanbeinferredfromthesimilarityintheirDNA
sequences.

BIO.B.3.1.3Explainhowgeneticmutationsmayresultingenotypicand
phenotypicvariationswithinapopulation.

BIO.B.3.1.1Explainhownaturalselectioncanimpactallelefrequenciesofa
population.

BIO.B.3.1.2Describethefactorsthatcancontributetothedevelopmentofnew
species(e.g.,isolatingmechanisms,geneticdrift,foundereffect,migration).
Objective
EssentialQuestion
SWBATconnectthedifferentevolutionary
Howdoallthefactorsthatdriveevolutionwork
conceptswehaveexploredtogetherintoa
together?
conceptmap.

SWBATdemonstratetheirknowledgeofthe
interconnectednessofevolutionary
mechanisms.

LessonAgenda
Agenda/Time
5Es
LearningActivities

Teacherwill
Studentswill
Teacherwillhavereviewed
AnswerDoNow.
thelabreportshandedinby
thestudentsanddetermined
thetopicsstudentsunderstood
Engage wellandthosethattheywere
(Quick
stillstrugglingwith.TheDo
5minutes
Start/
Nowshouldreflectatopic
Review) thatwaslessunderstood.For

instance,ifthelabsheets
indicatedthatthestudents
struggledtodifferentiate
foundereffectandgenetic
drift,theDoNowcouldtake

15minutes

Explain

theformofthreescenarios
whichthestudentshadtoID
aseitherfoundereffector
geneticdrift.Obviously,the
topicshouldberevisitedand
discussedwiththeclassas
studentsrespondtotheDo
Now.Teachershouldalso
circulateandnoteifstudents
havedonethematching
homeworkfromlastnight.
Teachershouldhandback
labsheets,asstudentswill
needtousethemfortheir
conceptmaps.
Sincethelabswerebeingused
asformativeassessments,this
willbeapowerfultoolto
assesswhichofthetopicsthe
studentshadthegreatest
difficultywithandreadressit
beforetheconceptmapping
assessment.
Asaclass,reviewthe

homeworkmatchingsheet.
Itisimportantthatstudents
understandwhichtopicsgo
alongwithwithdefinitions
beforestartingtheconcept
map,socheckingfor
understandingisusefulhere.

Explaintostudentsthatthe
OrigamiBirdslabshowedus
someofthemechanismsof
evolution,butthatthelabwas
abituntruetolifebecauseit
treatedtheeventsasseparate
andhappeningoverashort
periodoftime,whereinfact
theycouldbehappeningallat
once,usuallyovermuch
longertimeperiods.Givean
example:Inthelab,every
singleoffspringhada

mutationfromtheparentsthat
causedthemtoflyfartheror
shorter(geneticvariation).In
reallife,thosevariations
wouldbesosmallthatthey
wouldntproducethosebig
changesinphenotypesfor
many,manygenerations.At
thesametimeasthatprocess
isgoingon,thedesert
ecosystemcouldbechanging
slowlyovertimetomakethe
oasesfarbetween.Emphasize
thelengthoftimeand
interconnectednessoffactors
forstudents.Iwillthen
reintroducetheideaof
DarwinsFinchesasareallife
exampleoffounder
effect/selection
pressure/geneticvariation
workingtogethertocreate
manydifferentspeciesofthe
samebird.
Iwantstudentstounderstand
thatwhiletheactivitieswedid
inlabareuseful,theydonot
mimicreallifescenariosin
someways,andgetachance
tocritiquethelabactivitiesfor
theirscientificsoundness.

Explaintostudentsthatwe
willbesummingupthelabby
creatingindividualconcept
mapsthatlinktheseterms
together.Ifstudentsare
unfamiliarwithconceptmaps,
showasampleconceptmap
foranunrelatedtopic.See
exampleconceptmaphandout
anddrawingbelow.
Ifstudentswereunfamiliar
withtheideaofconceptmaps,
Iwantedtogivethemsome

10minutes

Explore

examplesandpracticetoease
intotheidea.Iwantedtolet
studentsworkindividually
first,togetthemthinking
aboutthelabandhowthey
personallyviewtheconcepts
workingtogether.Then,I
wantedtogivethemachance
torevise,revisit,and
collaboratewiththeirpeersto
makeastronger,moreunified
conceptmap.ThisisthemapI
wanttoassess,sinceitisthe
morerefinedproduct.

Monitorindividualprogress, Workindividuallyontheir
givesuggestions.If
conceptmaps.
severalstudentswillstruggle
withtheassociationand
conceptlinkingassociated
withthisassessment,bring
themintoasmallgroup
sessionwithinthecornerof
theclassandhelpguidetheir
thinking.
Workingindividuallytothink
creativelycanbeastruggle
forsomestudents,andI
wantedtogivethema
differentiatedoptionthat
wouldprovidesupport
withoutjustmakingthe
assignmenteasierorgiving
themtheanswers.
2.DevelopingandUsing
Models
4.Analysingand
InterpretingData
6.Constructing
ExplanationsandDesigning
Solutions
8.Obtaining,Evaluating,
andCommunicating
Information

20minutes

Extend

Homework
Core
Vocabulary
Notes/Lesson
Differentiation

Materials

4.SystemsandSystem
Models
7.StabilityandChange
Groupstudentsbackintolab
groups.Monitorstudentwork
bycirculatingthroughoutthe
class.
Makesurestudentsareon
track,givetimewarnings,
helpsettlearguments,andask
studentstobackupassertions
withevidencepromote
scientificthinking.
2.DevelopingandUsing
Models
4.Analysingand
InterpretingData
6.Constructing
ExplanationsandDesigning
Solutions
8.Obtaining,Evaluating,
andCommunicating
Information

4.SystemsandSystem
Models
7.StabilityandChange
Collectconceptmapsatend
ofperiod.

Evaluate
(Assessme
nt/
Closure)
Nohomework.

Workwithlabgroupstocreate
onelarge,unifiedconceptmap.
Usetheirindividualroughdrafts
andlabexperiencesto
collaborate,argue,and
ultimatelydecideononeunified
conceptmap.Putitonlarge
posterpaperusingmarkers.

Groupwork.
Studentswhoneeditwillreceivehelpfromteacherduringindividual
conceptmapping.

Largeposterpaper,markers.

OrigamiBirdsConceptMapAssessment:
Name:
Date:

Instructions:Youwillcreateaconceptmapaboutevolutionusingvocabwordsfromthelab.The
conceptmapshouldconnecttheseconceptswithlinkingwordsinawaythatisscientifically
accurateandallowstheviewertoeasilyseeconnectionsbetweenthetopics.Youwillfirstmake
aroughdraftindividually,andthenworkasalabgrouptocomeupwithalarge,unifiedconcept
mapthatwillbegraded.
Youmustuseallthewordsinthewordbankonyourmap.
Youcanaddasmanyadditionalwords/phrasesasyouneed.Youcanalsousewordsfrom
thewordbankmorethanonce.
Youdonothavetouseallthesuggestedlinkers,butcanusethatlistasaguidetohelpyou
startlinkingconceptstogether.Youmayuselinkingwordsthatarenotpartofthesuggestedlist.
Yourwordbankwordsmustbecircled
Yourconnectinglinesmusthavearrowsindicatingthethoughtprocess.However,youcan
alsodrawlineswitharrowsatbothends.
Youmayuseyourlabs,homework,andnotestohelpyouwiththisassessment.

WordBank

SuggestedLinkers

NaturalSelection

Isdrivenby

GeneticVariation

Iscausedby

Population

Resultsin

FounderEffect

CanLeadto

Speciation

Becauseof

SelectionPressure

Whichcancause

SurvivaloftheFittest

Whichaffects

DifferencesinGenotype/Phenotype

In

DecreasedGeneticVariation

By

And

Asaresultof

Whichproduces

Drawyourroughdraftconceptmaphere.(evolutionwouldbecircledinthemiddleasastarting
point.)

SampleConceptMap:

DayNine:Macro/Micro/AssistedEvolution&EvolutionResearch(=)

Standard

BIO.B.3.1:Explainthemechanismsofevolution.

BIO.B.3.3:Applyscientificthinking,processes,tools,andtechnologiesinthe
studyofevolution.
Objective
EssentialQuestions
SWBATdifferentiatebetweentheconcepts
Doesmicroevolutioninfluencemacroevolution?
ofmacroandmicroevolutionandrelatethese
conceptstoassistedevolution.
Inwhatwaysdoestheprocessofscientific
researchrelatetoandaffectknowledgeregarding
SWBATanalyzescientificresearch
evolution?
regardingevidenceandformulatean

educatedstanceregardingtheethicsof
assistedevolution..

LessonAgenda
Agenda/Time
5Es
LearningActivities

Teacherwill
Studentswill
Promptstudentstoengage
AnswerDoNow.
withthefollowingDoNow
throughdiscussionwiththeir
classmates.Studentswill
Engage
thenshareouttotheclass.
(Quick
DoNow:Ifevolutiononly
5minutes
Start/
occursatapopulationlevel,
Review)
atwhatpointdoindividuals

showdifferenttraits?
Thiswillprimestudentsfor
thefollowingdirect
instructiononmicroand
macroevolution.
Throughdirectinstruction,
Takenoteson
micro/macro/assistedevolution.
teacherwilldefineand
10minutes

Explain

explaintheconceptsof
macroandmicroevolution,
andfurtherapplythose
conceptstothemechanism
ofassistedevolution.
2.CauseandEffect:
MechanismandExplanation

10minutes

15minutes

Explore

Extend

Transitionstudentstothe
scientificresearchsegment
ofthelesson.Teacherwill
promptstudentstotalkabout
scientificresearchthatthey
haveheardofinanyfieldof
science.Teacherwillthen
discussbrieflyhowscientific
researchisgenerally
conducted,specifically
touchingoncurrentresearch
onassistedevolution.
Thiswillnaturallytransition
intodiscussingthearticles
onevolutionforthenext
daysSocraticSeminar.
Introduceandhandoutthe
twoarticlesforthefollowing
daysSocraticSeminar.
Teacherwillalsobriefly
discussthepurposeofand
formatoftheSocratic
Seminar.
Teacherwillpromptstudents
toreadthearticletogetherin
smallgroups.Whilestudents
arereading,teacherwillgo
aroundtoeachgroup
periodicallytoaddressany
questionsthattheymaynot
havebeenabletoanswer
themselves.

Providestudentswiththe
followingexitticket:Relate
thescientificresearch
Evaluate
processbacktothearticles
(Assessment
giveninclass.(=)
/Closure)
Asstudentsleave,teacher
willprovidethemwiththe
rubricthattheywillbe

Shareouttotheclassabout
scientificresearchthattheyhave
heardofthroughtheir
experiences,media,etc.()
Thiswillrequirestudentsto
drawontheirrealworld
experiencesandconnecttheir
experiencesbacktothe
academicsetting.

Readtheprovidedarticles
togetheringroups,helpingeach
otherworkthroughthearticles
andanycontentquestionsthat
arise.
Thiswillallowstudentsto
becomefamiliarwiththeideas
presentedinthearticles,while
allowingforpeersupportifany
readingdifficultiesarise.
Additionally,thepresenceofthe
teacherwhilethesearticlesare
beingreadwillallowfor
studentstoaskclarifying
questionsifneedbe,allowing
themtomorecoherently
developtheirpositionforthe
nextdaysSocraticSeminar.
Studentswillcompletetheexit
ticket.
Theexitticketwillbeusedas
anungradedformative
assessment.Basedonthe
studentsresponsestotheexit
ticket,theteachercanchooseto
devotesometimetoclarify

Homework

Core
Vocabulary

assessedonforthefollowing facetsofthescientificresearch
daysSocraticSeminar.
processasneededinthenext
daysclassperiod.
Studentswillhavetoformulateastanceonassistedevolutionwithconcrete
pointsofevidencesurroundingit,tobediscussedinthefollowingdays
SocraticSeminar.
Studentswillhavetofillinatleast5sentencesontheSocraticSeminar
GuidingQuestionshandout,tohelpprimethemfortheSeminar.Studentswill
alsobehighlyencouragedtoreadthePartnerEvaluationrubrictounderstand
whattheywillbeassessedon,aswellaswhattheywillbeassessingtheir
partnerson.
Microevolution,Macroevolution,Assistedevolution

Notes/Lesson Differentiationintheformofpresentingthesameconceptthroughdirect
Differentiation instructionandgroupwork.()
Studentswhoneeditwillreceivehelpfromteacherduringthegroupreadings

ofthearticles.
Materials

CopiesofthetwoarticlesfortheSocraticSeminar

Article1:
http://www.nytimes.com/2015/11/10/opinion/therisksofassistingevolution.html?_r=2

Article2:
https://www.washingtonpost.com/news/energyenvironment/wp/2015/02/03/coralreefsareinsu
chbadshapethatscientistsmayhavetotakecontroloftheirevolution/


SocraticSeminarGuidingQuestionsHandout:
ThefollowingmaterialsarefromMs.NabeehahParker,BiologyTeacheratJuliaR.MastermanLaboratoryandDemonstrationSchool.

SocraticSeminarPartnerEvaluationRubric:

Standard

DayTen:SocraticSeminaronAssistedEvolution(=)

BIO.B.3.3:Applyscientificthinking,processes,tools,andtechnologiesinthe
studyofevolution.
Objective
EssentialQuestions
SWBATarticulatetheireducatedopinions
Whataretheprosandconsofassistedevolution,
regardingassistedevolution,andwillbeable andwhy?
touseconcreteevidencetosupportthese
:AskingQuestionsandDefiningProblems,as
stances.(,)
studentswillbeposingquestionsregarding
assistedevolutionanddefining/debatingthe
7.StabilityandChangeasthatisakey
benefitsandproblemsofassistedevolution.
componentinthedebatearoundassisted

evolution.

SWBATdiscusstheiropinionswithother
studentsinareasonable,rational,and
respectfulmanner.(,)

Bothoftheseobjectivesarenecessary
realworldcompetencyskills.Regardlessof
theacademicarea,oneneedstobeableto
articulateandarguetheirstanceclearly,
providerelevantsupport,andbeableto
considerothersopinionsrationallyaswell.

LessonAgenda
Agenda/Time
5Es
LearningActivities

Teacherwill
Studentswill
Remindstudentsofthe
Listentotheinstructionsforthe
guidelinesandformatforthe SocraticSeminar.
SocraticSeminarandsolicit
anyquestionsfromstudents
regardinganylogistical
Engage
issuesregardingtheSocratic
(Quick
Seminar.
5minutes
Start/
Theseminarwilltakeplace
Review)
intwodifferentroundsina

fishbowlseating
conformation.Studentswill
bepartneredtogether,with
onepartnerparticipatingin
thediscussionandtheother

10minutes

10minutes

Explain

Explore

Extend

partnerassessinghis/her
contributionfromtheoutside
ofthefishbowl.Thiswill
helppromotestudent
engagementevenamong
thosestudentsthatare
observingandnot
discussing.Afterthefirst
roundofdiscussionends,
studentsthatwereobserving
willnowparticipateinthe
discussion,andviceversa.
FacilitatetheSocratic
seminar.
Teacherwillpromptthe
discussiontobebetween
students,asopposedto
studentsdirecttheir
commentsattheteacher.
Thiscanbeatoughhabitto
break,butitisimportantthat
studentslearnto
communicatetheirideasto
theirpeersandrespond
directlytotheirpeersideas
aswell,withtheteacher
ideallyonlyservingasa
looseguidingforceforthe
seminar.
Teacherwillfacilitatethe
secondroundoftheSocratic
Seminarinthesamemanner
asthefirstround.
Leadsdebriefwiththewhole
classtodiscusssalientpoints
thatemergedoutofthe
SocraticSeminar.Students
willbepromptedtoraisekey
pointsthatstrongly
resonatedwiththem.
Thiswillhelpstudentsbe
awareofthekeypointsthat
hadarisenfromthe

The1stgroupofstudentswill
discusstheirstancesonassisted
evolutionthroughthemedium
oftheSocraticseminar.The2nd
groupofstudentswillobserve
andassessthe1stgroupusing
theprovidedrubric.

2ndgroupofstudentsdiscusses
while1stgroupobservesand
assesses.
Participateinthedebriefofthe
SocraticSeminarasledbythe
teacher.

15minutes

Homework

Core
Vocabulary

discussionandprovidean
impetusforfurtherreflection
uponthesame.

Explainthesummative
Listentoteachersexplanation
assessmentpaperassignment offinalsummativeassessment
Evaluate andprovidestudentswith
andaskanyrelevantquestions
(Assessment therubricforbothoptions.
thatmayarise.
/Closure) Teacherwillalsofieldany
questionsonthisassignment
thatmayarise.
Summativeassessmentpaperwithtwooptions:
1.Writeaclaimevidencereasoningopinionpaperonanytopicinevolution
thatyouhaveastrongopinionabout,usingevidenceandreasoningto
strengthenyourclaim.Studentswillalreadyexplicitlyhavebeenexposedtothe
CERframeworkthroughpreviousassignmentsinpreviousunits.
2.Presentabriefliteraturereviewofanycontemporaryevolutionresearchthat
youfindinteresting.
Theassessmentwouldbedueaweekfromthislesson.
(=,)
Assistedevolution

TheSocraticSeminarisadifferentiatedmethodofdiscussingassisted
evolution,asinthepreviousdaywewouldhavehadstudentsdiscussing
differentiatedevolutioninsmallgroups,whereastheSocraticSeminarisa
largerdiscussionwhichallowseverystudenttobothparticipateandobservein
Notes/Lesson
thediscussionoftheconcept.()
Differentiation
Thesummativeassessmentisdifferentiatedtoallowstudentstopickthe
assignmentthattheyfeelwouldbemostinterestingandmeaningfulforthem.
()

SocraticSeminarhandouts(givenonDay9),rubricsforthesummative
Materials
assessment

SummativePaperAssessmentRubrics:

Option1,CERRubric:

Document
Claim
Formatting Astatementor
conclusionthat
answerstheoriginal
question/problem.

Evidence
Reasoning
Scientificdatathat Ajustificationthatconnects
supportstheclaim. theevidencetotheclaim.It
Thedataneedstobe showswhythedatacounts
appropriateand
asevidencebyusing
sufficienttosupport appropriateandsufficient
theclaim.
scientificprinciples.
1 Documentis Noclaimmadeandno Nodataisprovided Noreasoningisprovidedto
lessthantwo areasofsupportstated.tosupporttheclaim. linktheevidenceandthe
pagesInlength
claim.
anddoesnot
AND/OR
follow
Noconclusionisprovidedto
requested
summarizetheoverall
formatting.
argument.
2 Documentis Aclaimisstated
Thedataand/or
Reasoningisprovidedto
1.)Twoor
withoutareasof
examplesusedas
linktheevidenceandthe
morepagesin support.
evidencedonot
claim,butnoconclusionis
length
AND/OR
adequatelysupport providedtosummarizethe
2.)Double
Anideaisarticulated theclaim.
overallargument.
spaced
withoutbeing
AND/OR
3.)12ptTimes presentedasan
Evidencemaybe
NewRoman explicitclaim.
sufficientlyrelatedto
font
theclaim,butnotbe
4.)1inch
thoroughly
margins
explained.
AND/OR
Evidencemaynotbe
providedfromtwo
different,credible
sources.
3
Areasonableor
Thedataand/or
Reasoningisprovidedthat
probableclaimis
examplesusedas
describeswellthe
establishedatthe
evidencedonot
relationshipbetweenthe
beginningofthe
stronglysupportsthe claimandevidence,ANDa
paper,andreasonsfor claim.
conclusionisprovidedto
supportofclaimare AND/OR
summarizetheoverall
statedinasuccinct
Evidenceis
argumentandshowsproof
andwellarticulated thoroughly
ofdeepthoughtregarding
manner.
explained.
theargument.

AND/OR

Evidenceisprovided
fromtwodifferent,
crediblesources.

Option2,ContemporaryResearchRubric:

2
CATEGORY 3

Format

Documentis1.)Two Documentislessthan
ormorepagesinlength twopagesInlengthand
2.)Doublespaced3.) doesnotfollow
12ptTimesNew
requestedformatting.
Romanfont4.)1inch
margin

MainTopic

Maintopicisa
relevantand
contemporarytopicin
thefieldofeducation
research,andis
clearlydefinedand
wellarticulated.The
greaterimplications
ofthistopicisalso
clearlyarticulated
throughoutthepaper.

MaintopicMaintopic
isarelevantand
contemporarytopicin
thefieldofeducation
researchandisclearly
defined,butgreater
implicationsofthis
topicisnotdetailed.

Maintopicisnotclearly
definedand/orisnota
contemporarytopicin
thefieldofevolution
research.

Qualityof
Information

Informationclearly
relatestothemain
topic.Itincludes
severalsupporting
detailsand/or
examplesfrom
crediblesources.

Informationclearly
relatestothemain
topic.Itprovides12
supportingdetails
and/orexamplesfrom
crediblesources..

Informationhaslittleor
nothingtodowiththe
maintopic,and/orno
examplesaregiven.

Conclusion

Informationisvery
organizedwith
wellconstructed
paragraphs.Thereisa
clearintroduction,
body,andconclusion
totheessay.

Informationis
organizedwith
wellconstructed
paragraphs.However,
theessaylacksaclear
introduction,body,
and/orconclusion.

Informationisnot
organizedwith
wellconstructed
paragraphs.Thereisno
clearintroduction,body,
orconclusiontothe
essay.