Evolving From Lab to Lessons Based on the California State Standards in Life Science Jules Manfreda Solvang School UCSB RET 2 July 16, 2009

RET 1 Experience  My summer 2008 research project focused on the evolutionary eye development in male vs. female Ostracods  The genes involved in vision are common amongst most organisms with vision structures  Understanding which genes are expressed in different organisms and whether those genes are producing functioning proteins, can lead to an evolutionary understanding of where organisms evolved differently and why.

Transitioning to RET 2  Researching evolution during RET 1 helped give direction to my RET 2 project – History of Life on Earth  Curriculum topic areas include:  Evolution  Geologic Time Scale  Fossils  Each topic area will contain:  Power Point Presentations  Computer Labs  Hands on Labs  Activities  Video/Internet  Teacher Resources  Assessments  These lessons and activities within topic areas are part of a larger unit and will end up leading to a final student fossil research presentation

Material Overview Material Overview

Learning Objectives  The curriculum contains technology components and hands on activities that will further student understanding by making them active participants in the learning process  Student’s will use Bloom’s higher order skills by analyzing, evaluating, and creating

 My curriculum will cover the following 7 th Grade Life Science Standards:  Evolution  3. Biological evolution accounts for the diversity of species developed through gradual 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 diversity of organisms.  b. Students know how independent lines of evidence from geology, fossils, and comparative anatomy provide the bases for the theory of evolution.  c. Students know how independent lines of evidence from geology, fossils, and comparative anatomy provide the bases for the theory of evolution.  Earth and Life History (Earth Sciences)  4. Evidence from rocks allows us to understand the evolution of life on Earth. As a basis for understanding this concept:  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.  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.  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.  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 years.  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 associated changes in climate and geographic connections, have affected the past and present distribution of organisms.  g. Students know how to explain significant developments and extinctions of plant and animal life on the geologic time scale.

Student Grade and Ability Level  This curriculum is written for 7 th grade Life Science students  Most materials can be adopted for higher grade levels (i.e. high school biology)  Curriculum design encompasses all student abilities  Modifications are provided for special needs and English Language learners (EL ) EL  Grouping suggestions are made in the Teacher’s Guides (Evolution Computer Lab (TG)) Evolution Computer Lab (TG)Evolution Computer Lab (TG)

Examples  Fossil Scavenger Hunt PP Fossil Scavenger Hunt PP Fossil Scavenger Hunt PP  Darwin Activity Map / Darwin Activity / Darwin Excerpts Darwin Activity MapDarwin Activity Darwin Excerpts Darwin Activity MapDarwin Activity Darwin Excerpts  Jeopardy Review Game (PP) Jeopardy Review Game (PP) Jeopardy Review Game (PP)  Rubric - Fossil Research Presentation Rubric - Fossil Research Presentation Rubric - Fossil Research Presentation

Assessments  Formative Assessments include:  Quizzes  Scavenger Hunt Questions  Lab Worksheets  Lab Projects  Activity Worksheets  Summative Assessments include:  Chapter (topic area) Exams  Fossil Research Presentation

Project Analysis  Assessing curriculum component effectiveness will be ongoing  Adjustments to curriculum will be made as necessary  Students conceptual understanding, retention, and application will be evaluated with assessments and compared with past curriculum design

Conclusion  I look forward to applying these learning activities to my lesson plans with the specific goal of increased student understanding and interest  I believe that coherent learning activities will promote interest and make excellent performance more likely