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SEPUP Workshop. Unit F Evolution Dick Duquin [email protected] Opening Reflection. In your journal At the end of this unit on evolution, what would you want your students to understand?. SEPUP Notebook. How is the journal improving learning?. White space

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Sepup workshop

SEPUP Workshop

  • Unit F

  • Evolution

  • Dick Duquin

  • [email protected]


Opening reflection

Opening Reflection

In your journal

At the end of this unit on evolution, what would you want your students to understand?


Sepup notebook

SEPUP Notebook

  • How is the journal improving learning?


Activity 89 here today gone tomorrow

Whitespace

Do you know an organism that has become extinct?

What is the difference between extinct and endangered?

Challenge: What are the tradeoffs in saving an endangered species or re-creating an extinct one?

Vocabulary: endangered species, extinct, evidence, tradeoffs, species

Procedure: Reading strategy – 3 level reading

Discussion web

Activity 89: Here Today, Gone Tomorrow


Activity 89 here today go tomorrow

Activity 89: Here Today, Go Tomorrow

  • Data: What would students record in notebook?

  • Evolution tree (next slide)

  • Compare pictures (next slide)

  • Read map (next slide)

  • ConclusionAnalysis question

  • Assessment – AQ #4

  • What did I learn?

  • Re-visit of white space

  • Notes to myself:


Activity 90 figuring out fossils

Whitespace

Have you ever found a fossil?

Where?

Challenge: What can fossils tell you about organisms?

Background: Notes from introduction

Vocabulary: fossil, geologic time scale, extinct, species, evidence

Procedure: How many fossils will the students draw?

Teach drawing

Activity 90: Figuring out Fossils


Activity 90 figuring out fossils1

Activity 90: Figuring out fossils

  • Data: Fossil drawings with comments

  • ConclusionDo analysis question 3

  • What did I learn?

  • Notes to myself: Where would I go to look for fossils?


Activity 91 fossilized footprints

Whitespace

What is the difference between an observation and an inference?

Challenge: How can footprints be used to study animal behavior?

Background: Scenario,

Close book and TG

Vocabulary: hypothesis, observation, inference

Procedure: do as a class.

Activity 91: Fossilized Footprints


Activity 91 fossilized footprints1

Activity 91: Fossilized Footprints

  • Data: 3 columns

  • Observation I Inference I Theory

  • ConclusionDo analysis question 3

  • What did I learn?

  • Notes to myself: Do I know the difference between evidence and inference


Activity 92 time for change

Whitespace

How old do you think the earth is?

How long has man been on the earth?

Challenge: How long have organisms been living on Earth?

Background: How do you construct a timeline?

Vocabulary: extinction, geologic time scale, fossil

Procedure: Part 1 - personal

Part 2 - Geologic

Activity 92: Time for Change


Activity 92 time for change1

Activity 92: Time for Change

  • Data: Part 1 – your time line

  • Part 2 Geological time line

  • Conclusion: Rules for a timeline

  • Place fossils

  • Reflection – AQ #3

  • Notes to myself: Return to white space. Was I close?


Activity 93 reading the rocks

Whitespace

Have you ever seen rocks in layers?

Where?

(next slide)

Challenge: How can you determine which fossils are older, which are younger, and which are likely to be from extinct species?

Background: How do we know which layer is the oldest?

Vocabulary: Law of superposition, stratigraphic column

Procedure: Alternative ideas

What do you see about the columns?

Activity 93: Reading the Rocks


Activity 93 reading the rocks1

Activity 93: Reading the Rocks

  • Data: Drill cores

  • Step 7 – Fossils in order

  • Conclusion

  • Law of Superposition

  • What did I learn?

  • Observations vs. Inference


Activity 94 a meeting of the minds

Whitespace

What do you know about Charles Darwin?

Challenge: How does evolution happen?

Background: Breeding dogs story (TG: F-69). What do your students know about genetics?

Vocabulary: adaption, evolution, natural selection, variation

Procedure: How do you do a role play?

Intra-act sheet (F-73)

Activity 94: A Meeting of the Minds


Activity 94 meeting of the minds

Activity 94: Meeting of the minds

  • Data: Darwin vs. Lamarck

  • Similarities | Differences (Venn Diagram)

  • Vocabulary

  • Conclusion:

  • AQ #3 Assessment?

  • What did I learn?

  • Notes to myself: Reflection AQ #4


Activity 95 hiding in the background

Whitespace

Can you think of an animal that is difficult to find because it blends into it surroundings?

Challenge: What factors effect natural selection?

Background: Scenario of worms on TG F-77

Vocabulary: adaption, competition, natural selection, variation

Procedure: Do as a class

Set up data table

Activity 95: Hiding in the Background


Activity 95 hiding in the background1

Activity 95: Hiding in the background

  • Data:Set up data table

  • Do math as a class

  • Ratio

  • Conclusion: What does the data show?

  • AQ # 3

  • What did I learn? Compare change in population to adaption.

  • Notes to myself:


Activity 96 battling beaks

Whitespace

What is natural selection?

Give evidence.

Challenge: What role does variation play in the process of natural selection ?

Background: Scenario

Vocabulary: mutation, speciation

Procedure: do as a class.

Length of time.

Line graph

Activity 96: Battling Beaks


Activity 96 battling beaks1

Activity 96: Battling Beaks

  • Data: 4 columns (next slide)

  • ConclusionProcess AQ #1

  • AQ #2 – AD assessment

  • How does the model support natural selection?

  • Process with AQ #4

  • What did I learn?

  • Reflection: AQ #5


Activity 97 origins of species

Whitespace

What is a mutation?

How is it related to natural selection

Challenge: What role do mutations play in natural selection?

Background: Anticipation Guide (next slide)

Vocabulary: review of words

Procedure:

How do you do the reading?

Activity 97: Origins of Species


Activity 97 origins of species1

Activity 97: Origins of Species

  • Data: Stop to think

  • Key facts

  • ConclusionDo analysis question 1 – review white space

  • What did I learn?

  • AQ # 3 - apply

  • Notes to myself: Do I understand evolution?


Activity 98 family histories

Whitespace

What is a family?

Can you list the classification scheme?

Challenge: What can you learn about evolution by comparing the fossil record of fish, mammals, and reptiles?

Background: What is a family? explain fossil record

Vocabulary: fossil record

Procedure:

Do fish as a class.

Reptile and mammal to groups

Activity 98: Family Histories


Activity 98 family histories1

Activity 98: Family Histories

  • Data: first appearance, last appearance

  • What era?

  • ConclusionDo analysis question 1

  • Related to Darwin

  • AQ #4 – application

  • Draw evolutionary tree

  • Notes to myself: What do I know about evidence for evolution


Activity 99 a whale of a tail

Whitespace

Are whales mammals or fish?

How do you think whales evolved?

Mammals move to sea or fish develop mammal traits?

Evidence needed.

Challenge: How are modern and fossil skeletons used to investigate evolution?

Background: Scenario,

Vocabulary: adaption, extinction, fossil record

Procedure: Use Cards.

Activity 99: A Whale of a Tail


Activity 99 a whale of a tail1

Activity 99: A Whale of a Tail

  • Data: Data Table

  • Your exhibit

  • ConclusionReason for choice

  • AQ #2 – assessment?

  • What did I learn?

  • Evolutionary tree

  • Notes to myself: Re-visit white space


Activity 100 dna the evidence within

Whitespace

Why do we classify species?

How do we do it?

Challenge: How does DNA provide evidence about how animals are related?

Background: Classification from Ecology. Review DNA

Scenario

Vocabulary: DNA,

Procedure:

Part 1 Student sheet 100.1

Part 2 Student sheet 100.2

Activity 100: DNA: The Evidence Within


Activity 100 dna the evidence within1

Activity 100: DNA: The Evidence Within

  • Data: Compare DNA

  • Similarities and differences

  • Unusual animals (Ecology Act 76)

  • ConclusionDo analysis question 3

  • What did I learn?

  • Application AQ #4

  • Notes to myself: How have my ideas about evolution changed?


Activity 101 birds of a feather

Activity 101: Birds of a Feather

Closing

AQ #4 Assessment

AQ #5b - Assessment


Sepup lesson plan

SEPUP Lesson Plan


Conceptual flow

Conceptual Flow

  • Activity 89-93: Fossils, time line, layers of earth - evidence

  • Activity 94-97: Theory – Lamarck vs Darwin

  • Activity 98-100: More evidence

  • Activity 101: Issue completion


Assessment final thought

Assessment: Final Thought

  • Establish Criteria

  • Are there clear expectations?


Scoring guide

Scoring Guide

  • 4Above and beyond

  • 3Complete and correct

  • 2Incomplete

  • 1Incorrect

  • 0No response/wrong question


Reflection

Reflection

Who owns the learning?

If actions speak louder than words, how will you show ownership?


Focus questions

Focus questions

  • What is the most important part(s) of a SEPUP unit training?


Focus question

Focus question

  • Put the following 5 aspects of training in order of importance

    • Student journals

    • Assessment

    • Literacy (reading & writing) strategies

    • Misconceptions

    • Vocabulary development


Focus question1

Focus question

  • How many hours of training do you think is needed for each SEPUP unit? (6 hours is a full day)

  • What will be the biggest roadblock to adopting SEPUP in your school and district?


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