1. Project ARISE February 2, 2009

2. Teachers’ Domain  http://www.teachersdomain.org/ http://www.teachersdomain.org/  http://www.teachersdomain.org/ http://www.teachersdomain.org/

3. Lesson Plans  Molecular Evidence for Evolutionary Relationships  Chain Reaction Chain Reaction  Molecular Evidence for Evolutionary Relationships  Chain Reaction Chain Reaction

4. Molecular Evidence for Evolutionary Relationships  NECAP Science Inquiry Constructs able to be implemented:  Formulating Questions and Hypothesizing #1, 2, and 3  Developing and Evaluating Explanations #11, 12, 13  NECAP Science Inquiry Constructs able to be implemented:  Formulating Questions and Hypothesizing #1, 2, and 3  Developing and Evaluating Explanations #11, 12, 13

5. The Lesson Part I 1.Show the video “The Common Genetic Code”“The Common Genetic Code” Inquiry-focused questions:  What was the research question or hypothesis which Nurse posed?  What was the argument Nurse made to support the question or hypothesis? Part I 1.Show the video “The Common Genetic Code”“The Common Genetic Code” Inquiry-focused questions:  What was the research question or hypothesis which Nurse posed?  What was the argument Nurse made to support the question or hypothesis?

6. The Lesson Part I 2. Students do the Molecular Connection Worksheet Inquiry strategy:  Emphasize that analysis of data is critical to answering the questions scientists ask. Part I 2. Students do the Molecular Connection Worksheet Inquiry strategy:  Emphasize that analysis of data is critical to answering the questions scientists ask.

7. The Lesson Part I 3. Optional  The website is missing the Chromosome Clues Handout. Part I 3. Optional  The website is missing the Chromosome Clues Handout.

8. The Lesson Part I 4. Show the “Genetic Tool Kit” video“Genetic Tool Kit” Inquiry strategy:  Highlight the role of questions in science research, for example:  What was evolution tinkering with?  How did the embryo know what shape to take? Part I 4. Show the “Genetic Tool Kit” video“Genetic Tool Kit” Inquiry strategy:  Highlight the role of questions in science research, for example:  What was evolution tinkering with?  How did the embryo know what shape to take?

9. The Lesson Part I 4a. Students read “Animal Body Plans: Homeobox Genes” 5. Teams of students write questions which are then exchanged with other teams for research. Inquiry strategy: Once again the importance of questions in scientific research. Part I 4a. Students read “Animal Body Plans: Homeobox Genes” 5. Teams of students write questions which are then exchanged with other teams for research. Inquiry strategy: Once again the importance of questions in scientific research.

10. Chain Reaction  NECAP Science Inquiry Constructs able to be implemented:  This activity supports all 13 of the Inquiry constructs  Suggestion: emphasize #4-10, since these are often more difficult to include on in many activities  NECAP Science Inquiry Constructs able to be implemented:  This activity supports all 13 of the Inquiry constructs  Suggestion: emphasize #4-10, since these are often more difficult to include on in many activities

11. Chain Reaction the Lesson Part I: Introductory activity 1.Animal behavior is often a response to environmental changes. 2.Stimulus and response 3.Animal migration  Video: Planetary MovesPlanetary Moves 4.Review the focus question Part I: Introductory activity 1.Animal behavior is often a response to environmental changes. 2.Stimulus and response 3.Animal migration  Video: Planetary MovesPlanetary Moves 4.Review the focus question

12. Chain Reaction the lesson Part I (continued) 5. What was the stimulus for migration? 6. Testing a prediction Video: monarch migrationmonarch migration 7. Review the focus of the monarch migration Part I (continued) 5. What was the stimulus for migration? 6. Testing a prediction Video: monarch migrationmonarch migration 7. Review the focus of the monarch migration

13. Chain Reaction the lesson Part I (continued) 8. Video: Hungry beastsHungry beasts 9. Video: Arctic summerArctic summer 10. Review the focus questions 11. Exit slips Part I (continued) 8. Video: Hungry beastsHungry beasts 9. Video: Arctic summerArctic summer 10. Review the focus questions 11. Exit slips

14. Chain Reaction the lesson Part I I: Learning Activity 1  This activity has two objectives:  Research Isopods  Design an experiment Part I I: Learning Activity 1  This activity has two objectives:  Research Isopods  Design an experiment

15. Chain Reaction the lesson Part I I I: Learning Activity #2 This part of the activity has the students set up their control and experimental chambers. Part I I I: Learning Activity #2 This part of the activity has the students set up their control and experimental chambers.

16. Chain Reaction the lesson Part IV: Culminating activity this final part of the activity involves three processes: 1.Organizing data (graphing) 2.Analyzing data 3. Writing a conclusion Part IV: Culminating activity this final part of the activity involves three processes: 1.Organizing data (graphing) 2.Analyzing data 3. Writing a conclusion

17. Chain Reaction the lesson Part IV: Culminating activity this final part of the activity involves three processes: 1.Organizing data (graphing) 2.Analyzing data 3. Writing a conclusion Part IV: Culminating activity this final part of the activity involves three processes: 1.Organizing data (graphing) 2.Analyzing data 3. Writing a conclusion