By request :) (and thanks - I wouldn't have thought to do this....), sharing a plan for my AP evolution unit this is limited on lecture, and uses a lot of different activities/labs/whiteboards to get students interacting with the unit. This unit is taking me (we are still in it) about 13-14 days including all labs. I'm probably spending a little more time - but it's evolution, so I'm feeling it's pretty critical. I've only done 3 days of lecture - and I use a SmartBoard to make them more interactive (I will post example PDF files later - on another computer).
Day one: "Cricket Evolution" Cartoon from http://evolution.berkeley.edu/evolibrary/article/0_0_0/sneakermales_01
- "Survival of the Sneakiest" - I printed (in color) 8 sets of these, so kids have to share, but it works fine. They must answer the questions at the end AND
Day one/two: Article of the same: http://evolution.berkeley.edu/evolibrary/news/061201_quietcrickets
and students must also look up Darwin's observations & inferences in their book and explain how the article/cartoon demonstrate Darwin. They must also answer Bullets #3 & #5 in the "For Teachers" section on this same page.
Day three: I have two articles (and I'm sorry - I can't remember where I got them - they are PDF - it's probably from the Evolution @ Berkeley site or Kim Foglia) that describe Darwin's theory & Lamarck's theory. They then use whiteboards in groups to make a diagram to compare/contrast the two theorists - this is then put on the SmartBoard up front and I post it on my website (http://mysite.cherokee.k12.ga.us/personal/jennifer_forsyth/site/pag...
) for them to print/copy as needed.
Note: still no lecture
Days four/five: Kim Foglia's Strawfish lab - end of day 5 - we start discussing/some lecture by me of what we've done so far
Day six: lecture on Evolution - darwin (review) and population genetics/hardy-weinberg equations and theory
Day seven: finish up lecture (as needed - usually more discussion) - review lab info for the actual AP lab 8
Days eight & nine - AP lab 8 (mating takes us a while for some reason......)
Day ten: WBs on Types of Selection (Stabilizing, Directional, Disruptive) - attached
Day eleven: Lecture - speciation, macroevolution - again more interactive with smartboard
Day twelve: wrap up of speciation (allopatric, sympatric, parapatric) and final info on evolution
Day thirteen: Salamander speciation lab - this is from: http://www.nescent.org/media/NABT/
go to Macroevolution & its the first article/lab from the BSCS curriculum. I'll attach my "clean" student copy below. The site has the teacher info on it.
Day fourteen: Cladograms activity using smartboard and something called "cladisticules" activity - if you search online you'll find it in a couple of places I'm sure. You could also use this: http://www.indiana.edu/~ensiweb/lessons/mclad.html#anchor95195
Day fifteen: I'm playing around with this idea - a working timeline around my room for the rest of the year using http://science.nationalgeographic.com/science/prehistoric-world/pre...
and making a chart paper for each major era/time period - then linking them with major events listed on each one. As we move through kingdoms/plants/animals - adding in major events and tying them back to the time period so we can see the evolution/development of major events throughout time (i.e. endosymbiont theory, plant development to land, etc.) Also, neat "Evolution in 60 seconds" video: http://seedmagazine.com/content/article/the_evolution_of_life_in_60...
that's it :) Hopefully this helps show how a massive amount of content can be done, with minimal effort on my part as the "teacher" - I'm starting to view myself more as a facilitator - and the lectures are there to delve into more info that I can't fit in through activity, but also to stimulate class discussion.
I'll try to do another post once all the evolution smartboard stuff is done and re-post as PDF here :) Jen