5E Lesson Plan

Teacher: Donetha Groover and Amanda Maher

Date: February 8th, 2016
Subject / grade level: 9th or 10th grade biology
Materials: Flashcards, Internet or text capable devices, TV or board connected to computer and Internet, websites
polleverywhere.com and youtube.com, paper, pens
Science Standards
Strand: Heredity and Evolution
Standard 4: Students shall demonstrate an understanding of heredity.
HE.4.B.3 Use the laws of probability and Punnett squares to predict genotypic and phenotypic ratios
HE.4.B.5 Analyze the historically significant work of prominent geneticists
HE.5.B.5 Compare and contrast the different types of mutation events, including point mutation, frameshift
mutation, deletion, and inversion
HE.5.B.6 Identify effects of changes brought about by mutations:
beneficial
harmful
neutral
HE.6.B.2 Recognize that evolution involves a change in allele frequencies in a population across
successive generations
HE.6.B.3 Analyze the effects of mutations and the resulting variations within a population in terms of
natural
selection
Strand: Classification and the Diversity of Life
Standard 7: Students shall demonstrate an understanding that organisms are diverse.
CDL.7.B.4 Classify and name organisms based on their similarities and differences applying taxonomic
nomenclature using dichotomous keys
Strand: Ecology and Behavioral Relationships
Standard 8: Students shall demonstrate an understanding of ecological and behavioral relationships among
organisms.
EBR.8.B.5 Identify and predict the factors that control population, including predation, competition,
crowding, water, nutrients, and shelter
Standard 9: Students shall demonstrate an understanding of the ecological impact of global issues.
EBR.9.B.1 Analyze the effects of human population growth and technology on the
environment/biosphere
EBR.9.B.3 Assess current world issues applying scientific themes (e.g., global changes in climate,
epidemics, pandemics, ozone depletion, UV radiation, natural resources, use of technology,
and
public policy)
Strand: Nature of Science
Standard 11: Students shall design and safely conduct scientific inquiry.
NS.11.B.3 Identify sources of bias that could affect experimental outcome
NS.11.B.5 Formulate valid conclusions without bias
Standard 12: Students shall demonstrate an understanding of current life science theories.
NS.12.B.1 Recognize that theories are scientific explanations that require empirical data, verification,
and
peer review
NS.12.B.2 Understand that scientific theories may be modified or expanded based on additional
empirical
data, verification, and peer review

5E Lesson Plan
NS.12.B.7 Research current events and topics in biology
Standard 13: Students shall use mathematics, science equipment, and technology as tools to communicate and
solve
life science problems.
NS.13.B.3 Utilize technology to communicate research findings

Social Studies Standards

Strand: Era 6: Emergence of First Global Age 1450-1770
Content Standard 1: Students will analyze the transformations and innovations of the first global age.
Era6.1.WH.4 Evaluate the roles of science and technology on the transformation of the first
global age by examining multiple sources and perspectives
Era6.1.WH.5 Evaluate ways in which globalization and the scarcity of resources contributed to
conflict and cooperation within and among groups and empires
Era6.1.WH.6 Analyze complex and interacting factors that influenced the perspectives of people
Era6.1.WH.9 Construct historical arguments or explanations about significant transformations
and
innovations of the first global age utilizing evidence from a variety of primary and
secondary sources

Math Standards:
Advanced Topics and Modeling in Mathematics
Strand: Functions
Content Standard 1: Students will analyze and interpret functions using different representations in terms of an
authentic contextual application.
F.1.ATMM.1 *Interpret key features of graphs and tables in terms of two quantities for functions beyond the level of
quadratic that model a relationship between the quantities
Algebra 1
Domain: Quantities*
Cluster(s): 2. Reason quantitatively and use units to solve problems
N.Q.1 2 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and
interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data
displays.
N.Q.2 2 Define appropriate quantities for the purpose of descriptive modeling.
N.Q.3 2 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
Domain: Interpreting categorical and quantitative data
Cluster(s):20. Summarize, represent, and interpret data on two categorical and quantitative variables
S.ID.5 20 Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies
in
the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible
associations and trends in the data.

English Language Standards

Comprehension and Collaboration:
CCSS.ELA-Literacy.SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or
larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
CCSS.ELA-Literacy.SL.9-10.1.d
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when
warranted, qualify or justify their own views and understanding and make new connections in light of the evidence
and reasoning presented
CCSS.ELA-Literacy.SL.9-10.3
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning
or exaggerated or distorted evidence.

5E Lesson Plan
ISTE Standards: Students
1. Creativity and Innovation
a. Apply existing knowledge to generate new ideas
2. Communication and Collaboration
a. Interact, collaborate, and publish with peers employing a variety of digital media

ISTE Standards:Teachers
1. Facilitate and inspire student learning and creativity
a. Promote, support, and model creative and innovative thinking
b. engage students in exploring real world issues using digital tools
c. Promote student reflection using collaborative tools
2. Design and develop digital age learning and assessments
a. Design learning experiences that incorporate digital tools
b. Develop technology enriched learning that enable all students to become active participants
c. Customize and personalize learning activities

Lesson objective(s):
Students will learn where the term species came from and what it means. They will understand the historical influence
and implications of the system of classifying organisms and the scientists behind the system. Time will also be spent
learning how traits are inherited from the parents by using Punnett Squares.

ENGAGEMENT
Each group will be given a set of flashcards with families of hybrids. For instance one group will get cards that
represent dogs and hybrids with dogs, another group will get cards that represent hybrids of zebras, and so on. The
students will be asked to separate the animals into species . No more than 5 minutes should be allowed for this activity.
Once this is done the teacher will ask the groups to share their classifications and reasons for those classifications with
the class. Students will be asked if they agree or disagree with the groups classification, why they feel that way, and to
justify if they think the group got it wrong. This will allow the teacher to see if there are any common misconceptions
that will need to be addressed during the lesson and how in depth explanations need to be. Once all of the groups have
shared their animal groupings the teacher will let the students know what species each animal is considered. This is
designed to get the students to start thinking about animals and how we classify them and some of the problems
associated with current practices.
EXPLORATION
After explanation of the engage activity and what species the animals really were, students, in their groups, will be
asked to make a list of any hybrid animals they can think of. They can be real or imaginary. Each student will then
choose one hybrid from the groups list. They will make Punnett Squares using the parents of that hybrid and their
defining characteristics (for example if a student chooses a liger, they would make Punnett squares for a lion and tiger
hybrid offspring using manes and stripes). They will then figure out what the chances are of an offspring having
characteristics of both parents, or just one parent . If time allows, and students are so inclined, they can draw pictures
of the hybrids that can be created from the crossing of two different species (for example a liger drawing from the
Punnett Squares would have 2 cats. One with a mane and stripes who can be male only, and a cat with just stripes). If
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5E Lesson Plan
the students allow, these drawing will displayed in the classroom. If students seem to be struggling with creating the
Punnett Squares the teacher should pick out a hybrid and do the square on the board while explaining what is
happening. Then all students can draw the resulting hybrids and calculate the chance, in percentages, of that animal
looking like each drawing. Have the students stand up and present their drawings to the class.
EXPLANATION
Using the website polleverywhere.com, questions will be placed on the board. Students can text their answers
anonymously. Discussion will be held based on answers to some pre-determined questions:
If you breed a horse and a donkey you get a mule. What species is the mule? Typically, answers will
be horse, donkey, or mule. Ask why would it be a horse? Why a donkey? Why a mule?
Which of these animals are considered to part of the sheep species? Make sure that students
understand that these are two different species (sheep and goat).
What does species mean? If no students bring up that a species is a set of animals that can breed and
create viable offspring, the teacher should bring up the fact that is the current, most popular definition. Then
reference the poll about which animal was considered a sheep species. Confirm with the students once again
that those two animals are different species. Tell them that sheep and goats do interbreed in nature and create
hybrids called geep. How does this information change the definition of species?
Do you know who Georges Buffon is? This question should be followed by a short explanation of who
he was, what he did, when he lived, and why we should care.
Buffon states that species are made up by people and are just figments of our imagination. Is he right?
Choose two differing opinions and ask people to justify why that may be correct.
What are these animals called that have two different species of parents?
What is a hybrid?
Does using the term family as an umbrella for all related animals solve the dilemma that Buffon
struggled with? Choose two differing opinions and ask people to justify why that may be correct.
Discussion should include right and wrong answers. When choosing a wrong answer to discuss, ask why might
someone feel this is the answer. When choosing a right answer, ask what evidence can back up this answer. The point
is to try and get students to understand that science is constantly changing and it is because people continuously ask
why. Students should think critically and understand the opposite viewpoint so as to better be able to debate and
understand the subject. Discussion should also include questions about why people of the past may have believed
something that we now know to be wrong. This would include technology, better scientific understanding, religious
viewpoints having influence, etc.
ELABORATION
Show the youtube video found here: https://youtu.be/D3MgXRJ_fys?list=PLPTfhkEfNhrO9R3IFJd8y0SR4ksnYTwHw
that talks about viable hybrids occurring right now. There will be group discussion on some of the points brought up in
the video. Questions to ask include: Is the salamander hybrid talked about a good species, or an invasive one? What
is causing the mutations in the elephants and is the mutation a good thing? Animal classification is still changing (for
example, birds are now a branch off of the reptiles instead of having their own distinct branch on the tree of life). Why?
How would scientists like Buffon and Darwin see our attempts at classification today?
EVALUATION
Before leaving class students will do a shape up on a piece of paper. They will write down 3 things that they learned, 2
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5E Lesson Plan
things that they found interesting, and 1 question they still have. Students will be given an assignment to do at home
and turn in during the next class. This assignment will be to search out a news article on the topic we discussed today,
or one closely related, and write a summary of the article. The article should be recent (within the last 5 years), and
from a credible source which should be cited. Also included should be why this is relevant to the discussion we had in
class and if it changes any of the information we learned. Discussion should be held on what is a reliable source.
SOURCES
9 Fascinating Real Hybrid Animals - Conservation Institute. (2013). Retrieved from
http://www.conservationinstitute.org/9-fascinating-real-hybrid-animals/
Kroupa, A. (2010). History of Taxonomy. Retrieved from
http://atbi.eu/summerschool/files/summerschool/Manktelow_Syllabus.pdf
Lewis, R. (2010). Taxonomy, History of Encyclopedia - cells, plant, body, human, animal, system, different,
organisms, DNA. In Biology. Retrieved from http://www.biologyreference.com/Ta-Va/Taxonomy-Historyof.html
National Geographic Society (U.S.), & Glencoe/McGraw-Hill. (2004). Change Through Time. In Biology:
The dynamics of life (pp. 443-471). New York, NY: Glencoe/McGraw-Hill.
Nichols, A. (2011). Buffon. Retrieved from http://users.dickinson.edu/~nicholsa/Romnat/buffon.htm
Piveteau, J. (2016). Georges-Louis Leclerc, count de Buffon | French naturalist | Britannica.com. In
Encyclopedia Britannica. Retrieved from http://www.britannica.com/biography/Georges-Louis-Leclerccomte-de-Buffon
Types and History - Hybrid Animals. (n.d.). Retrieved from
http://hybridanimalsbiologywebsite.weebly.com/types-and-history.html
Wilkins, J. (2010). Two kinds of natural classification, and hybrid classifications. Retrieved from
http://evolvingthoughts.net/2010/08/two-kinds-of-natural-classification-and-hybrid-classifications/