S+Stevenson,Elizabeth+Kate


 * Teacher: Ms. Stevenson**
 * Office: Ed Center 128**
 * Office Phone: 207-774-8926**
 * Office Hours: Monday and Tuesday 2-4, Friday 1-3.** ** E-mail: elizabeth.stevenson@maine.edu **

=Summary of Unit=

In this unit we will be exploring the concepts of evolution. Students will familiarize themselves with the theories of natural selection and genetic transfer. We will explore the vital links between environment, species and populations. Students will master concepts of phyletic gradualism, punctuated equilibrium and structural and behavioral adaptations. Students will also master the concept of mutation and genetic drift. Students will also become proficient in the use of Google Earth, Garage band, iMovie, Glogster and the use of wikipages.

=Establish Goals= Maine Learning Results: Science and Technology- E. The living Environment E5. Evolution Grade 9-Diploma Students describe the interactions between and among species, populations, and environments that lead to natural selection and evolution.

=Students will understand that= •all life as we know it has evolved through genetic transfer and natural selection •interactions between species, populations, and environments lead to natural selection and evolution •natural selection provides an evolutionary mechanism that can be advantageous or disadvantageous to the next generation

=Essential Questions= •How has life as we know evolved through genetic transfer and natural selection? •Why do interactions between species, populations, and environments lead to natural selection and evolution? •How natural selection provides an evolutionary mechanism that can be advantageous or disadvantagoues tothe next generation?

=Students will know= •terminology: natural selection,genetic transfer, evolution, phyletic gradualism, punctuated equilibrium, species, population, environment, extinction •key factual informantion: different evolutionary theories, variences in concepts (natural selection, gradualism, effects of environment, etc.) •important events: major extinction events, eras, epochs and periods, darwin and evolution

=Students will be able to= describe the premise of biological evolution •evaluate why some organisms have characteristics that have no apparent survival or reproductive advantages •exhibit knowledge of the origins of life and other theories of evolution •analyze concepts of natural selection of evolution •relate structural and behavioral adaptations of an organism to its survival in the environment •recoganize evidence from the fossil record and evidence based on observation of similarities within the diversity of existing organisms

**Performance Task Overview** You are a writer for //Science// Magazine. Recently a new online special has started and your online director is looking for the perfect pilot article for the special. Your director is offering a promotion for whoever's article is chosen. The topic he has chosen is Evolution. In order to have your article selected to be the featured article you must create an interactive web page that fully explains evolution. The page must be informative and professional. You should include links, pictures and/or videos, and provide a section for comments or questions on your website.

=Expectations=


 * Absent and Late Policy:** Students are expected to arrive to class on time with all materials and assignments completed. I will allow a 5 minute grace period at the start of class. If a student is unable to for any reason not make it to class or is unable to complete the necessary work for that class then students should contact the professor. I will meet with each student and create an agenda that will allow them to complete work to their satisfaction. This will allow students to not be overwhelmed and still complete assignments on time.


 * Written Work:** Expectations are that students will have all written work completed in a professional manner. There should be no spelling or grammatical errors in assignemts once they are assessed. Students are always welcome to ask for assisstance or another set of eyes to review or edit their work.


 * Academic Integrety:** Students are expected to follow the academic policies that are laid out in the student handbook. Plagarism is a crime and I am obligated to report if students knowingly plagarised. Students will be given a 0 on the assignment and will not be given an opportunty for redo.


 * Participation:** Students are expected to attend class and in a timely manner. Students are expected to participate in class. students are encouraged to ask questions, ask for help, contribute to class discussions, work together on team projects and participate in labs. Students participation will be taken into account when assessed.

=Benchmarks=

iMovie: Using iMovie or another vidoe editing program, students will create a a digital short that futher explores a theory of evolution. Students will be working in groups. Each group will be given a different evolutionary theory to produce a movie about. Each film should include factual knowledge, any historical figures that are relivant to their theory, at least one song, and at least on special effect. Students will be assessed based on rubric that they have a copy of. 150 points.

Google Earth: Students will further explore structural and behavioral adaptations of an organism to its survival in the environment. After being introduced to Google Earth software, students will follow a chosen specie and relate some adaptations or mutations from the environment. By using Google Earth students will be able to experience first hand the varying environments. Students will present their findings to the class. 75 points.

Glogster: Students will create a digital poster using glogster the recognizes evidence from the fossil record and evidence based on observation of similarites. The glogster should reflect students learning of fossil based evidence and observational evidence supporting evolution. Students will be graded based on a checklist. 120 points.

Podcast: Students will create a podcast using garge band that anlyses concepts of natural selection of evolution. Students will create podcasts in teams of 2-3. Each podcast should highlight major themes and concepts of natural selection. Students can use podcasts as a creative tool (i.e. create a talk show, be a radio dj, create a commercial, etc.). 120 points.

Wiki: Students will create a wiki that describes biological evolution. Students will be teamed up to create wikipages. Students can pick a major theme of evolution to base their wikis on. Students will be graded on a rubric. 150 points.

Article: Students will create a newspaper/ magazine article that evaluates why some organisms have characteristics that are beneficial and passed from generation to generation. Students will do this project individually and will be graded on a rubric. 75 points.

Total points: 690 points.

=Grading Scale= **A** (93 -100), **A-** (90 - 92), **B+** (87 - 89), **B** (83 - 86), **B-** (80 - 82), **C+**(77 - 79), **C** (73-76),
 * C-** (70 - 72), **D+**(67 - 69), **D** (63 - 66), **D-** (60 - 62), **F** (0 - 59).