High School Biology [11th-12th Grade]4 Days (3 hours/day)

Vidhya Sankaranarayanan

Virginia Standards of Learning (SOLs)BIO.5 The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts includef) genetic variationi) use, limitations, and misuse of genetic information;BIO.7 The student will investigate and understand how populations change through time. Keyconcepts includeb) how genetic variation, reproductive strategies, and environmental pressures impact the survival of populations;c) how natural selection leads to adaptations; d) emergence of new species; e) scientific evidence and explanations for biological evolution.BIO.8 The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems. Key concepts includec) succession patterns in ecosystems;d) the effects of natural events and human activities on ecosystems

Biodiversity Threat of Galapagos Islands

PBL Unit Overview

TOPIC

Ecosystem and Evolution

Virginia Standards of Learning (SOLs)BIO.5 The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts includef) genetic variationi) use, limitations, and misuse of genetic information;BIO.7 The student will investigate and understand how populations change through time. Keyconcepts includeb) how genetic variation, reproductive strategies, and environmental pressures impact the survival of populations;c) how natural selection leads to adaptations;d) emergence of new species;e) scientific evidence and explanations for biological evolution.BIO.8 The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems. Key concepts includec) succession patterns in ecosystems;d) the effects of natural events and human activities on ecosystems

THEMEEffect of human activities on the biodiversity of Galapagos islands

SCENARIOYou are a Biologist and a conservationist, who recently heard about the endangerment of the Galapagos giant Tortoises, Sea cucumbers and other species. You come to know that this biodiversity threat was caused by the actions of Galapagos islands residents – local fishermen and politicians (anti-conservationists), who wants to take control over the island’s natural resources. Using some of the relevant scientific information (adaptation, speciation, species competition, genetic drift, natural selection, evolution, biodiversity, extinction and succession patterns in the ecosystem) provided in the case studies about the Galapagos Islands, you are trying to convince the fishermen and politicians to stop destructing the natural habitat of the Galapagos islands.

PROBLEM QUESTIONUsing scientific information, how do we effectively convince the local fisherman and politicians (anti-conservationists) to stop destructing the natural habitat of the Galapagos islands?

STUDENT ROLEBiologist and Conservationist – Using scientific information convince local fishermen and

politicians of Galapagos islands to stop destructing the island’s natural habitat.CULMINATING ACTIVITY

Using the information that students found was relevant from the case studies provided, students in groups of 4, present a convincing argument using scientific information to stop the fishermen and politicians from destructing the natural habitat of the Galapagos islands through a physical

model, presentations, argumentative speech or position paper.

Question Map

Level 1

Level 2

Level 3

Using scientific information, how do we effectively convince the local fisherman and politicians (anti-conservationists) to stop destructing the natural habitat of the Galapagos islands?

How does human activities affect the ecosystem of the Galapagos islands?

How does fishing affect the ecosystem of the Galapagos islands?

BIO.8 (d)

How does tourism affect the ecosystem of the Galapagos islands?

BIO.8 (d)

How does an imbalance in the ecological succession of Galapagos

island species affect the biodiversity of the islands?

How does the absence of sea cucumber populationaffect the Galapagos island's ecosystem?

BIO.8 (c)

How does the absence of tortoise populationaffect the Galapagos

island's ecosystem?BIO.8 (c)

How is biodiversity of the Galapagos islands influenced by adaptation, natural selection and evolution?

Why are certain variations selected by the environment, adapted and lead to

the evolution of a new species?BIO.7 b, c, d & e

What is genetic drift and how could it be involved in evolution?

BIO.7 b & e

What is the genetic makeup (qualitative view) of the evolved

populations of Galapagos Tortoises and Sea cucumbers? Why did these

species evolve?BIO.5 f & i and BIO.7 b & e

Unit Background

This 4 lessons unit (3 hours/lesson) was designed for a High School (11 th-12th grade) Biology classroom, addressing VA SOLS: BIO.5 f & i; BIO.7 b, c, d & e; BIO.8 c & d on Ecology and Evolution. Collaboratively and Cooperatively working in heterogeneous grouping – 4 students/group (based on varied readiness levels), as Scientists students conduct literature review, manipulate food chain & evolution of finches beaks simulation and interpret Galapagos islands species complex food webs to determine the effect of tourism and fishing on the Galapagos island’s habitat. As a summative assessment (performance task), students use the information gained from their research and as conservationists complete a present a convincing argument to stop the fishermen and politicians (anti-conservationists) from destructing the natural habitat of the Galapagos islands through a physical model, presentations, argumentative speech or position paper. The content & skills and level 3 questions addressed in this unit are described below along with the individual lesson plan summaries:

******************************************************************************First, students will learn the adverse effects of human activities on the Galapagos Islands. Lesson 1: Think-Pair-Share strategy - Students as Scientists actively engage in a literature review activity individually (“Think”), researching the effect of fishing and tourism on the habitat of Galapagos islands. Teacher assist students with finding resources (suggest some reliable resources) and other technological difficulties, when in need. Students collaboratively discuss about their findings with their base groups and cooperatively list down the information relevant for this study. Teacher goes around the class, identifying and clearing misconceptions. Finally, students share their findings with the class. Teacher will trigger critical thinking during the whole-class discussion by posing probing questions.

Virginia Standards of Learning (SOLs)BIO.8 The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems. Key concepts included) the effects of natural events and human activities on ecosystems

Level 3 Questions addressed: 1. How does fishing affect the ecosystem of the Galapagos islands?2. How does tourism affect the ecosystem of the Galapagos islands?

Assessment – Worksheet#1 and participation during discussion (small group and whole-class discussions) and group activities.

Learning Objectives Know – Human activities disrupt the balance of an ecosystem. Understanding – How human activities can adversely affect an ecosystem? Do – Identify the adverse effects of human activities on an ecosystem.

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*****************************************************************************Second, students will learn about the succession patterns in an ecosystem. Lesson 2: Students interact with the food chain simulation individually to learn about the succession patterns in an ecosystem. As a base group (4 students/group), students analyze the Galapagos island’s food webs on how the absence of the giant tortoise and sea cucumber population affect the succession pattern of the Galapagos island’s ecosystem. Teacher moves around the class, helping students with technical difficulties and clearing any misconceptions that may arise. Further, the teacher emphasizes the importance of working collaboratively and cooperatively during group activities.

Virginia Standards of Learning (SOLs)BIO.8 The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems. Key concepts includec) succession patterns in ecosystems

Level 3 Questions addressed: 1. How does the absence of sea cucumber population affect the Galapagos island's ecosystem?2. How does the absence of tortoise population affect the Galapagos island's ecosystem?

Assessment – Worksheet#2 and participation during small group activities.

Learning Objectives Know – A food chain is a linear sequence of organisms through which nutrients and energy

pass as one organism eats another. While a food web is interconnected food chains. Understanding – A disturbance in even one particular biotic element (species) of the

ecosystem can disrupt the entire ecosystem’s succession pattern. Do – Predict the changes in the succession pattern of an ecosystem resulting from

disturbance in one or more biotic elements.

******************************************************************************Second, students will how the biodiversity of the Galapagos islands is influenced by adaptation, natural selection and evolution. Lesson 3: Students interact with the evolution of finch’s beaks simulation: https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=620 as a group to learn about the adaptation, natural selection and evolution. Students work collaboratively and cooperatively reading case studies (literature review) to analyze how the biodiversity of the Galapagos islands is influenced by adaptation, natural selection and evolution. Teacher moves around the class, helping students with technical difficulties and clearing any misconceptions that may arise.

Virginia Standards of Learning (SOLs)BIO.8 The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems. Key concepts included) the effects of natural events and human activities on ecosystems

Level 3 Questions addressed: 1. Why are certain variations selected by the environment, adapted and lead to the evolution of

a new species? 2. What is genetic drift and how could it be involved in evolution?3. What is the genetic makeup (qualitative view) of the evolved populations of Galapagos

Tortoises and Sea cucumbers? Why did these species evolve?

Assessment – Worksheet#3 and participation during discussion (small group and whole-class discussions) and group activities.

Learning Objectives Know – Definition of adaptation, natural selection, evolution and genetic drift. Understanding – With change in the environmental conditions (including human activities

and genetic drift), the genetic variations that are more adaptable with the environment is naturally selected and evolves with time. However, the rate of evolution is sometimes not adequate and leads to extinction of many species.

Do – Explain how a change in the environmental conditions (genetic drift or human activities) sometimes causes threat to biodiversity.

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Finally, students will complete the performance task (summative assessment). Lesson 4: Using the information that students found was relevant from the activities done during lesson 1, 2 and 3, students in groups of 4, as Scientists and Conservationists present a convincing argument using scientific information to stop the fishermen and politicians from destructing the natural habitat of the Galapagos islands through a physical model, presentations, argumentative speech or position paper. Teacher uses the assessment rubric attached in the end of this document to assess students.

Virginia Standards of Learning (SOLs)BIO.5 The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts includef) genetic variationi) use, limitations, and misuse of genetic information;BIO.7 The student will investigate and understand how populations change through time. Keyconcepts includeb) how genetic variation, reproductive strategies, and environmental pressures impact the survival of populations;c) how natural selection leads to adaptations; d) emergence of new species; e) scientific evidence and explanations for biological evolution.BIO.8 The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems. Key concepts includec) succession patterns in ecosystems;d) the effects of natural events and human activities on ecosystems

Level 3 Questions addressed: 1. How does fishing affect the ecosystem of the Galapagos islands?2. How does tourism affect the ecosystem of the Galapagos islands?3. How does the absence of sea cucumber population affect the Galapagos island's ecosystem?4. How does the absence of tortoise population affect the Galapagos island's ecosystem?5. Why are certain variations selected by the environment, adapted and lead to the evolution of

a new species? 6. What is genetic drift and how could it be involved in evolution?7. What is the genetic makeup (qualitative view) of the evolved populations of Galapagos

Tortoises and Sea cucumbers? Why did these species evolve?

Assessment – Summative assessment (performance task) - physical model, presentations, argumentative speech or position paper.

Learning ObjectivesKnow Human activities disrupt the balance of an ecosystem. A food chain is a linear sequence of organisms through which nutrients and energy pass as

one organism eats another. While a food web is interconnected food chains. Definition of adaptation, natural selection, evolution and genetic drift.Understanding How human activities can adversely affect an ecosystem? A disturbance in even one particular biotic element (species) of the ecosystem can disrupt the

entire ecosystem’s succession pattern. With change in the environmental conditions (including human activities and genetic drift),

the genetic variations that are more adaptable with the environment is naturally selected and evolves with time. However, the rate of evolution is sometimes not adequate and leads to extinction of many species.

Do Identify the adverse effects of human activities on an ecosystem. Predict the changes in the succession pattern of an ecosystem resulting from disturbance in

one or more biotic elements. Explain how a change in the environmental conditions (genetic drift or human activities)

sometimes causes threat to biodiversity.

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Suggested Resources

1. The Galapagos file:///C:/Users/twink/Documents/vidhya/Spring2018/Dr.%20Mumba/PBL/galapagos.pdf

2. Incentive measures for conservation of biodiversity and sustainability: a case study of the Galapagos islands https://www.cbd.int/doc/case-studies/inc/cs-inc-ec-galapagos-en.pdf

3. Modelling Tourism in the Galapagos Islands: An Agent-Based Model Approach http://jasss.soc.surrey.ac.uk/17/1/14.html

4. Food Chain https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=381

5. Rainfall and Bird Beaks https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=620

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Assessment Rubric

Performanceexpectation

Beginning(0)

Developing(1 )

Accomplished(2 )

Score

Individual Work

Worksheets were not submitted or were submitted late.

Many questions on the worksheet was unanswered.

All 4 worksheets are complete and submitted on time.

Actively participation during the class discussion and demonstration of critical thinking was not demonstrated.

Actively participation during the class discussion and demonstration of critical thinking was merely demonstrated.

Actively participated during the class discussion and demonstrated critical thinking in the process.

Group Work

Assignment not submitted or a lot of the components of the summative assessment is missing.

Some of the components of the summative assessment is missing.

All components of the summative assessment are present.

Collaboration and Cooperation was not exhibited during group activities and small group discussions.

Collaboration and Cooperation was merely exhibited during group activities and small group discussions.

Collaboration and Cooperation was exhibited during group activities and small group discussions.

All members of the group contributed towards the work being submitted.

All members of the group contributed towards the work being submitted.

All members of the group contributed towards the work being submitted.

Content Knowledge &

Skills

Student did not meet most of the UKD’s for the unit (reflected through irrational and irrelevant argument and explanations on worksheets, class discussions and summative assessment)

Student meets some of the UKD’s for the unit (reflected through somewhat rational and relevant argument and explanations on worksheets, class discussions and summative assessment)

Student met all the UKD’s for the unit (reflected through rational argument and explanations on worksheets, class discussions and summative assessment)

Worksheet and Worksheet and Worksheet and

Professional Writing

Summative assessment responses does not follow most of the following criteria: typed, 12 point Times New Roman font and double-spaced.

Summative assessment responses follow meet some of the following criteria: typed, 12 point Times New Roman font and double-spaced.

Summative assessment responses are all typed, 12-point Times New Roman font and double-spaced.

Total Score = _______________

Feedback________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Team Action Plan Worksheet

What do we know? What do we need to know? Where or how will we find out? Who is responsible?

References

Schiller, N.A & Herrid, C.F. The Galapagos. National center for teaching case study in science. Retrieved from file:///C:/Users/twink/Documents/vidhya/Spring2018/Dr.%20Mumba/PBL/galapagos.pdf

Novy, J. W. Incentive measures for conservation of biodiversity and sustainability: a case study of the Galapagos islands. UNEP. Retrieved from https://www.cbd.int/doc/case-studies/inc/cs-inc-ec-galapagos-en.pdf

Pizzitutti, F. Modelling Tourism in the Galapagos Islands: An Agent-Based Model Approach. JASSS. Retrieved from http://jasss.soc.surrey.ac.uk/17/1/14.html

Gizmos. Food Chain. Retrieved from https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=381

Gizmos. Student Exploration: Food Chain. Retrieved from https://el-gizmos.s3.amazonaws.com/materials/FoodChainSE.pdf

Gizmos. Rainfall and Bird Beaks. Retrieved from https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=620

Gizmos. Student Exploration: Rainfall and Bird Beaks. Retrieved from https://el-gizmos.s3.amazonaws.com/materials/RainfallBirdMetricSE.pdf