Course: Science Teacher(s): Cindy Combs and Sadie Hamm Unit Title: Embryonic Relationships Unit Length: 9 Days Unit Overview Focus Question: What embryological evidence can show relationships between species? Learning Objective: The student is expected to analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Standards Set What standards will I explicitly teach and intentionally assess? (Include standard number and complete standard). Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Evidence of Common Ancestry and Diversity: Comparison of the embryological development of different species also reveals similarities that show relationships not evident in the fully-formed anatomy. Summative Assessment How will I assess my students after explicitly teaching the standards set? (Describe type of assessment). Ø Unit Exam- Multiple Choice, Short Answer, Extended Response Patterns in Data-Graphs, charts, and images can be used to identify patterns in data. Empirical Evidence-Ask questions that require sufficient and appropriate empirical evidence to answer. Construct, Analyze, Interpret-Construct, analyze, and/or interpret graphical displays of data and/or large data sets to identify linear and non-linear relationships. Common Core ELA/Literacy RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or
descriptions. RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). SL.8.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Common Core Mathematics None Program Review, FAL, & LDC Connections How will I integrate writing and/or arts & humanities or PLCS in this unit? What FAL or LDC Module is included in this unit? Vocabulary What content vocabulary words (Tier 3) are essential? Anatomy Embryological Development Cladogram Instructional Sequence Day/Date Standard # Daily Learning Target(s) Instructional Activity Formative Assessment
Day 1/ ü I can explain embryologic development. Teacher: Introduce Focus Question: What embryological evidence can show relationships between species? Students: View image and discuss the following questions: FA- 1. Class Discussions 1. Which physical properties help you identify the objects in the picture? 2. What are some similarities and differences between the objects? 3. What can you infer about the origin and history of these objects based on what you know and can observe? Students will Journal responses the discussion questions. Teacher: Use pre-discussion question What is an embryo? to engage students in the lesson. Show video clip of chicken developing. After video, give each student an embryo card or a director card. Students: Watch the video clip of a chicken developing. After watching the video, directors will lead the class in organizing themselves in the correct order for development. Teacher: Discuss activity and results as a whole class. Teacher/Students: Create PDSA. Students: Homework-Read article Where do Bat Wings Come From? Answer MC Questions and be ready to discuss in class tomorrow.
Day 2-4 ü I can create and use a model to explain similarities in embryological development. Teacher: Use homework to discuss embryologic development. Use the pre-activity discussion questions below to engage students in lesson. 1. What are some examples of invertebrate organisms? 2. What are some examples of vertebrate organisms? 3. What are the characteristics of vertebrates and invertebrates? 4. Focusing on the characteristics of vertebrates, prepare a two-column table in your lab journal. In the left column, write down each of the vertebrate characteristics in one of the table rows. In the righthand column, briefly describe how you think that adult characteristics can be seen in an embryo. FA-2 Analysis of Text FA-3 Model/Questions (Scored) Following the discussion, distribute the printed materials and project the picture of the Developmental Homologies on a classroom screen. Review and discuss the parts of the picture, making sure that students understand the vocabulary terms used. These are the similarities found in all vertebrate embryos. Review classification and characteristics of vertebrate animals with students. The characteristics should include what is found in the picture and also amniotic fluid for developing embryos. Set expectations for peer review and feedback. Students work in groups of four to complete this task. Students: Working in groups of four, design and construct a model of a basic embryo of a vertebrate using materials provided by teacher. Follow directions on sheet provided to label and peer review models. After all models have
been reviewed, revise your model as a group. Individually, draw a diagram of your model and answer the following questions. Turn in for a formative assessment grade. 1. What changes did you make to your model based on feedback from the comment sheet? 2. What similar embryonic characteristics of vertebrates are reflected in the model? 3. List one characteristic with the common function of keeping the body stable, which develops as a different characteristic between vertebrates and invertebrates. Day 5-6 ü I can compare embryos of plants at different stages of development. Teacher:- Prepare seeds 30 days ahead of time for investigation. 1. Do plants develop from embryos like animals do? 2. Where is a plant embryo located? 3. Do plant embryos resemble adults or do plant embryos share similarities but, as with vertebrates, look different as adults? FA-4 Constructed Explanation Show students a diagram of a bean seed germination. Students: Discuss the diagram of the bean seed germination with your table partner. Identify similarities and differences in the days. What questions do you have? Discuss aloud as a class. Working with a partner, follow directions for dissecting
seeds at different stages of development. Put all data in your journals and answer the following questions: 1. How did the seeds compare to each other? 2. Compare the embryos of the different plants. 3. How did the plants change over time? 4. Was there a difference in the leaves or stems of the different plants? After analyzing all data, individually, write a scientific explanation on how the beans compare over time? (FA-4) Teacher:- Monitor students as they work through the lab investigation asking guiding questions. Provide feedback on questions and assist with explanation as needed. Day 7-8 ü I can identify patterns in data and organize images into developmental stages. Teacher: Use the student reference cladogram to introduce students to reading cladograms. Allow students time to practice reading the cladogram. Discuss the following questions. 1. Name two different kinds of animals and identify at least one characteristic that makes them different from each other. 2. What is a cladogram? Students: Create a data table and cladogram template in your journal. Working in groups of 3-4, organize a set of embryonic development cards in order. Compare your organization with another group and make changes as
needed. Next, identify the key characteristic that indicates a divergence for one of the animals compared to the rest at the same development stage. On your cladogram, write the symbol of the divergent animal at the end of the branch and list the shared characteristic at the open circle just above that node. Lastly, obtain a set of identity cards. Match the cards to each of the symbols. Complete your data table and cladogram. Answer the following questions in your journal. 1. What does the cladogram infer about the relationships between those five organisms? 2. Based on your findings, which two organisms would you conclude have the closest relationship out of the five you studied? Explain. 3. Even after one organism branched off from the group, that divergent organism may have later shown similar growth characteristics to the others. Why do you think that is the case? 4. Consider just one of the animals featured in the Embryonic Development Cards. What is another organism that seems like a closer relative to your chosen animal compared to the other four animals included in this activity? If you could follow the complete cycle of development for those two close cousins, what characteristics would be initially shared in their branch off from the original card group? What characteristics would you look for that indicated divergence between the two cousins?
Day 9 ü Students: Take Unit Exam. SA-1 Unit Exam