With the extra advisory period inserted into the day to enable students to complete the final school-wide writing to explain assessment, we used the shortened class period to review the learning thus far in the evolution unit. We crowd-sourced a set of class notes and an example from one of the class periods is pictured below. We covered the major learning concepts from the Cosmos video, the malaria/sickle cell case study, the icefish video, and the evolution of Darwin’s finches.
Occasionally we need to learn content that involves a lecture-style delivery with students taking lots of notes. Today was one of those days. The PowerPoint includes content as well as links to the videos we watched. Briefly, students were introduced to Linnaeus, Lamarck, and Darwin for some background information on how our understanding of evolution has changed over time. We then transitioned into learning about concepts that help explain how the DNA available to an organism can change over time, and how changes in DNA can be used as a tool to track the relationships between species. The videos embedded in the PowerPoint are also provided below:
As an entry task, students watched the HHMI video Mutations and the Birth and Death of Genes, which explains how icefish have evolved to live in the frigid waters of the Antarctic.
Students completed and turned in the icefish video worksheet after the video, and then transitioned to a review of our work from yesterday. Using the Chromebooks, students navigated to yesterday’s post on the class website and analyzed the data, using their findings to write a summary paragraph explaining how the data provides evidence in support of the Theory of Evolution. Instructions from the white board are shown below:
For students who would like to learn more about gene mutations (both the loss of gene function, as well as when genes are re-activated), check out this interesting scientific article about The Genetics of Vitamin C Loss in Vertebrates.
Taking advantage of the beautiful weather, we spent the majority of class outside today playing an evolution game. The class was divided into thirds, with one-third of students receiving a plastic fork, spoon, or knife. All students received a cup. The cup served as the “mouth” and the eating utensil was the “hand”. Dried pinto beans were scattered in a section of the front lawn, and students had to move the beans from the ground to the cup using only the utensil. After three minutes, the students gathered in their utensil groups and counted the total number of beans collected. We repeated the activity again, changing the number of students with each utensil and collecting data for round two. For the third and final round, students foraged for both beans and rice. We then went back into the classroom and analyzed our results. Students calculated the percentage of beans obtained by each group (percent of total collected for each round) and the average number of beans collected by the students in each group. Students then brainstormed factors that could have affected class results and those are reported below:
The data for each class period is shown in the pictures below:
We kicked off our Evolution Unit with Episode 2 of Neil deGrass Tyson’s reboot of the Cosmos series called Some of the Things That Molecules Do. The video does an excellent job presenting evolution as the product of genetic mutation, and differentiates between natural and artificial selection. Students received a worksheet and time to collaborate on the responses both during (intermission) and after the video.
The Evolution Project concluded today with students reflecting on their learning during the project and using their rubric to grade their project. The reflection and grading was recorded on the evolution project reflection worksheet and turned in along with the rubric, the written summary, and the additional project item. The variety of topics covered, the depth of student research, and the quality of work was impressive. Examples of student work are located on the Evolution Projects page.
Students are continuing to work hard on their Evolution Projects. Students have the option of presenting their work on Thursday for 10 points of extra credit. Projects are due Friday, with students using their grading rubric to grade their projects and completing a reflection worksheet. Students who finish the project early are encouraged to complete any missing assignments. Looking for inspiration? Check out the videos below:
Students spent the rest of this week working on their Evolution Projects. We are taking full advantage of our access to the computer cart in our room and student research is progressing rapidly as a result. As a reminder, there is a list of possible research topics listed on Day 1 of the project, along with links to a website resource for each topic. Remember, projects are due next Friday and are worth 100 points.
Students created a rubric for their Evolution Projects today. They used an example project and rubric as a guide, then filled out their own based on the type of project they intend to complete.
With the Biology EOC behind us, and the end of the school year rapidly approaching, we began our last project of the year. The Evolution Project is designed to provide students with the opportunity to research a topic of high interest and consider what the future holds for their topic. Today, students received the Evolution Project outline. They were tasked with selecting a topic from those provided, or coming up with their own. Some students were quickly able to identify their project of interest and jumped right into the research. Other students spent much of the class period learning more about the listed topics and it was exciting to watch them research and eventually determine their project topic. The project is worth 100 points and is due next Friday (June 12).
Evolution Project Resources:
Science with Swart 
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