Digital Unit Plan Goals, Objectives and Assessments

Unit Title: Life Diversifies Over Time Name:Phillip Pham. Daniel Pilchman, Kelsey Stehle

Content Area: Biology Grade Level: 9th

Next Generation Science Standards/Performance Expectations

HS-LS4-2: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to
increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited
resources, and (4) the proliferation of those organisms that are better to survive and reproduce in the environment.

HS-LS4-3: Apply the concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in
proportion to organisms lack this trait.

HS-LS4-4: Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

HS-LS4-5: Evaluate the evidence supporting the claims that changes in environmental conditions may result in: (1) increases in the number of individuals
of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints,
including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

Also includes material relevant to:

HS-LS4-6: Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.

Anchoring Activity
 Students will be presented with a real-life scenario: Imagine you get injured playing your favorite sport, you have a large cut on your leg that requires you
to see medical attention. Your bodys inflammatory response includes a fever and swelling to fight off any bacteria in the wound. Upon inspection, your
doctor diagnoses the injury as a possible infection. Luckily, your doctor has prescribed you antibiotics, which she requires you to take daily for the next
two weeks. You take the antibiotics as directed, and begin to feel a lot better after a few days, leading you to forget to take it the second week. However,
your fever comes back that second weeks, which prompts you to start taking the antibiotics again. However, your symptoms only get worse, as if this
antibiotics are suddenly ineffective. Why is that?

This anchoring activity can either be done through an in-class re enactment, a video, or relating to students personal stories.

Driving Question of the Unit

Big Idea: Natural Selection, Adaptation, and Impact on Humans

Main Questions:
1.)How do populations change?
2.) How can changing populations impact human life and society?

Unit Goals---Describe what you want students to be able to do. For example, I wanted my students to be able to know when to use the epistemic practices
when I gave them verbal or visual cues. Students will need to be able to recognize science even if it is not in the verbal form. See the article Outside the
Pipeline: Reimagining Science Education for Nonscientists. A summary of the article is in the appendix of this unit plan template.

1) Students will understand how populations change over time

2) Student will be able make a claim about a scientific phenomenon using evidence they collected and develop an evidence based reasoning to support their
claim.
3) This is important for students to learn because it is a pressing social issue that will have real significance for their lives and the prosperity of our world.
4) Scientific community goals:
a) How people interact with science: students will have to evaluate scientific methods and tools to address primary social issue
b) Knowing science: Students will learn facts, be able to negotiate expository scientific text, and use scientific literacy to gather evidence for their
claim
c) Thinking scientifically: Students will have to make judgments about credibility and be scientifically literate
d) Appreciating science: This is a relevant topic that influences their lives directly.

Lesson 1 [Natural Selection: How do environmental factors influence bacterial population growth?]
Lesson 1: Natural Selection Formative and/or Summative Assessment:
Performance Expectation: Formative Assessment-Because this is the first lesson in this unit, an entry level assessment will be given to see what the
Construct an explanation based on background knowledge the students possess about this topic. This assessment will be given in the form of a free response to
evidence for how natural selection the anchoring activity. This will give the students a base model to work with and give the teacher an idea of where the
leads to adaptation of populations. students are in their knowledge of evolution and antibiotic resistance.
HS-LS4-4
Planning out and carrying out
Investigations. Acceptable Evidence Evidence in the form of a well thought out written response or diagram is acceptable for this
HS-LS4-2 assessment. The response does not have to be right as it is a model that the students will revise over time. Students will be
assessed on their effort and thought process, not on the accuracy of their statements.
Student Learning Objective:
Students will develop an
investigation and collect data to
determine the effect of differing
environments on bacterial growth.

Lesson 2 [Adaptation: ]

Lesson 2: Adaptation
Performance Expectation:
Construct an explanation based on
evidence for how natural selection
leads to adaptation of populations.
HS-LS4-4
Evaluate the evidence supporting
claims that changes in
environmental conditions may
result in (1) increases in the
number of individuals of some
species (2) the emergence of new
species over time, and (3) the
extinction of other species
HS-LS4-5
Formative and/or Summative Assessment: The formative assessment is to have students interpret and graph the data they
have collected previously and then make a claim about survivorship of bacteria based on the data they collected.. Students will
need to think through what they already know about bacteria and population dynamics as well as incorporate what they data
shows into their claim. The students will then develop an evidence based reasoning that supports and explains the claim. This
will show both the student and the teacher how much the students are grasping the material and how well they are learning
the experimentation process.
Acceptable Evidence Students will need to graph their evidence correctly. Students will also need to have a claim that is well
thought out and based on the evidence they collected. Lastly students will need to develop a reasoning that supports/explains
the claim, is based in the evidence, and also ties back to what has been learned in class about population changes and natural
selection.

Student Learning Objective:

Students will interpret the data
previously collected and develop a
claim based on the evidence. The
students will provide an evidence
based reasoning
explaining/rationalizing the claim.

Lesson 3 [Mutation: How mutation in bacterias DNA results in evolution of new strains ]

Lesson 3: Mutation Formative and/or Summative Assessment:

Performance Expectation: Formative Assessment: After a lesson in gene mutations leading to beneficial/detrimental traits by luck, students will be placed
Students select appropriate tools to in groups of 4 and each will be assigned a certain mutation (ex. Resistance to heat, cold, antibiotics) each student will research
collect, record, analyze, and and argue why their mutation is the more favorable trait in regards to the environments available on earth.
evaluate data on variation in traits
that leads to differences in Acceptable Evidence
performances among individuals. Students will be allowed to use their chromebooks/access the computer lab and use appropriate tools to research their
HS-LS4-2 assigned gene mutation. Students will be assessed by the quality of their research presentations, which as a class, will be
presented alongside the other groups. Students will engage in a collective in-class debate about which mutation is the most
Student Learning Objective: favorable.
Students will engage in argument
from evidence to support their
claims regarding favorable bacteria
mutations. Students will be able to:
construct an explanation based on
evidence that the process of
evolution primarily results from
four factors: (1) the potential for a
species to increase in number, (2)
the heritable genetic variation of
individuals in a species due to
mutation and sexual reproduction,
(3) competition for limited
resources, and (4) the proliferation
of those organisms that are better
able to survive and reproduce in the
environment.
Lesson 4 - [Stability and Change of Bacterial Populations]

Lesson 4: Stability and Change Formative and/or Summative Assessment:

Performance Expectations: Formative Assessment: Students will now be given articles of the effects of these new adapted bacteria in different countries in
Students will critically read the world, for example, Egypt for heat, Russia for cold, and Los Angeles for the Center for Disease Control and its high human
scientific literature (about how) population density. Students will use mathematical models to calculate the percentage of the population that may be affected
evolution is a consequence of the by their assigned bacteria, depending on the number of bacteria adapted to the stimuli. The question for students to ponder is:
interaction of four factors to What does the emergence of antibiotic resistant bacteria mean for humans and society?
determine the conclusions and
paraphrase them in simpler but still
accurate terms. HS-LS2-5 Acceptable Evidence
Students will be given a graphic organizer worksheet that will help guide them in their reading. They will be required to
correctly calculate the percentage of the human population affected, as well as identify the 4 factors that are the result of
Student Learning Objective: evolution. Together, they will gain a greater understanding of the impact of bacteria, which will transition into the summative
Students will be able to analyze and assessment of Lesson 5 below.
interpret data as well as use
mathematical and computational
thinking to determine the
percentage of human population
affected by their assigned bacteria.
Much of science deals with
constructing explanations of how
things change and how they remain
stable. HS-LS2-6 and HS-LS2-7

Lesson 5 - Persuasive Research Assignment on Social Issues

Student Learning Objective: Formative and/or Summative Assessment:

Students will evaluate a solution to
a antibiotic resistance that is based
on scientific knowledge, student-
generated sources of evidence,
prioritized criteria, and tradeoff
considerations. (HS-ETS1-3)
Summative Assessment: Students will now be given a research assignment, in which they will choose which solution should be
taken: A.) Should we continue testing antibiotics to develop new medicines? This may risk creating a potentially untreatable
bacteria though. B.) Should we halt developing antibiotics altogether since this creates more antibiotic resistant bacteria? This
will affect the advancement of modern medicine though C.) Based on what you learned this unit, do you have another
proposed solution? Take into consideration your evidence, tradeoffs, and criterias. Students will research their solution
independently and write short paragraphs about the pros and cons of that approach.

Acceptable Evidence Students should incorporate both the data they have collected about changing populations and
 information about the mechanism of natural selection leading to evolution and how this relates to antibiotic resistance. The
students will be given a rubric and the teacher will provide feedback to the students.

Unit Summative Assessment

The summative assessment for this Unit will be an extension of the summative assessment given in lesson 5. Students will share their recommendations on what should be
done to mitigate the antibiotic resistance and then team up with other students who have similar stances. They will then dive further into the issue and look at it from the side
of all stakeholders (medical industry, individual consumers, government, etc). Students should do extensive research and be able to defend their stance with evidence. The
students will prepare to debate their side in class. This will highlight all they have learned and show that they can think critically and synthesize the information gained
throughout the unit. This will be a chance for students to show what they have learned and discuss difficult issues in the safe environment of class. Students will prepare
opening and closing statements as well be prepared to form a rebuttal during the debate. There will be a rubric with guidelines on exactly how the students should prepare and
debate with their peers. Students will not only be graded on their content knowledge, but also their collaboration skills and professionalism. This will be a good representation
of what the students have learned throughout the unit.

Useful Websites:

Resources:
Crosswalk Prezi: https://prezi.com/view/02m3vYXSvq8fw7Que99I/
Digital Unit Plan: http://bacterialevolutionunit.weebly.com/
Multicultural Education in STEM: http://multiculturalstem.weebly.com/
TED Talks: What causes Antibiotic resistance? https://youtu.be/znnp-Ivj2ek
Its Okay To Be Smart: Rise of the Superbugs: https://youtu.be/fyRyZ1zKtyA
In a Nutshell: The Antibiotic Apocalypse Explained: https://youtu.be/xZbcwi7SfZE
A Cinematic Approach to Drug Resistance: https://www.eurekalert.org/pub_releases/2016-09/hms-aca090216.php
World Health Organization:Antibiotic Resistance http://www.who.int/mediacentre/factsheets/antibiotic-resistance/en/