Unit Overview
This six-week unit introduces viral behaviors and different evolutionary concepts, such as natural selection and phylogenies. The goal is to have students take the content they have learned over this period and apply it by answering the units driving question "How can we use evolutionary concepts to support/refute the Bulgarian medics innocence in the Libyan HIV Trial?" Each week, students will write an article to Time Magazine that allows them to apply their knowledge acquired from that week's lessons which promotes conceptual understanding. With their knowledge on viral behaviors and evolution, students will be able to conduct research to provide evidence to support/refute the Bulgarian medics innocence.
Does this unit encompass the elements of Project-Based Instruction?
Project-Based Instruction allows students to acquire a deeper conceptual understanding on the content being introduced in the classroom. Being able to learn by applying new ideas and concepts by conducting investigations that requires data collection, research, and collaboration allows students to steer from a obtaining superficial knowledge and understanding. The five main elements of project-based learning include having a relevant driving question that will engage students in inquiry. Students will use technology to help conduct their investigations by gathering and analyzing data. Students will ultimately collaborate to find a solution and create a final artifact to demonstrate what they have learned. This unit's driving question is: How can we use evolutionary concepts to support/refute the Bulgarian medics innocence in the Libyan HIV Trial? This question is relevant to students because it allows them to apply their knowledge to a fairly current events. Students will collaborate and engage in inquiry by answering the driving scientific question and researching evidence to help them develop a scientific argument on their position. They will be able to use technology, such as computers/tablets, to conduct their research. Their final artifact will be a group documentary were students presents their position and use evidence, along with prior knowledge to help justify their explanations.
Unit Accommodations
Students must presented with equal opportunities to learn. To ensure this happens, the following unit lessons can be altered to accommodate any student. A key concept to keep in mind is to be able to provided different modes to learning "with out watering down content" (Siegel 2008). English language learners assessments can be altered by reducing the language challenge. Examples on how to accommodate for challenging language and vocabulary is by provided word banks were students can use multiple representations to define a specific concept. Providing dyslexic students with this word bank allows students to model words or concepts with clay or any other artistic outlet. This ultimately helps dyslexic students make new mental pathways for those new words/concepts and their meaning. Graphic organizers (ex. T-charts) can allow students check their understanding by organizing new concepts to ultimately answer a predetermined prompt. The topic of evolution can develop many different views and emotions from students, and accommodations must be made to make sure students views are not excluded and shut down. A good way to kick off the topic is to have students define what evolution means to them and have each student discuss (think-pair-share) with a partner before sharing with the class. As a teacher, we must also reinforce the idea that we are not their to change students beliefs but rather teach them evolutionary facts.
Reference List
Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-Based Learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the Learning Sciences (pp. 317-333). New York: Cambridge Press
Marshall, A. (2003.) Brain scans shows dyslexics read better with alternative strategies. The Dyslexic Reader, 33(4) 1-6 [See also references at end].
Scott, E. C. DEALING WITH ANTIEVOLUTIONISM. Retrieved May 16, 2015, from http://www.ucmp.berkeley.edu/fosrec/Scott1.html
Siegel, M. Wissehr, C., Halverson, K. (2008). Sounds like success: A framework for equitable assessment. The Science Teacher.
Website logo adapted from this link.
Marshall, A. (2003.) Brain scans shows dyslexics read better with alternative strategies. The Dyslexic Reader, 33(4) 1-6 [See also references at end].
Scott, E. C. DEALING WITH ANTIEVOLUTIONISM. Retrieved May 16, 2015, from http://www.ucmp.berkeley.edu/fosrec/Scott1.html
Siegel, M. Wissehr, C., Halverson, K. (2008). Sounds like success: A framework for equitable assessment. The Science Teacher.
Website logo adapted from this link.