Summary
Students will investigate the similarity of reproduction, embryonic development, and DNA sequences to illustrate the indirect evidence for evolution. "How EGG-ceptional Are We?" has been scaffolded to AP Biology.
Essential Question(s)
How do we decide what to believe about evolutionary claims?
Snapshot
Engage
Students listen to the storybook An Egg Is Quiet then discuss observations from the book.
Explore
Students attempt to sort embryo images into similar groups.
Explain
Students use a second card sort and claims to draw conclusions.
Extend
Students analyze data and charts to draw conclusions about similarities between organisms.
Evaluate
Students answer a Free Response Question.
Materials
An Egg Is Quiet by Dianna Aston
Lesson Slides (attached)
Student Version Embryo Card Sort (attached; enough for groups of two or three; cut out)
Teacher Version Embryo Card Sort (attached)
AP DNA Comparison Handout (attached; one per student)
Embryo Claim Cards (attached; one copy per group of four)
BLAST Lab Handout (attached; one per student)
Student FRQ (attached; one per student)
Teacher FRQ (attached)
Colored pens or markers
Sticky notes
Engage
Use slide 3 from the attached Lesson Slides to introduce the essential questions and slide 4 to introduce the objectives to students.
Go to slide 5. If you have a copy of An Egg Is Quiet by Dianna Aston, read it to students. If you do not have access to the book, show students the following "An Egg Is Quiet" read-aloud video on YouTube. Instruct students to use the I Notice/I Wonder strategy to write down observations, important details, and questions they think about as they hear the story.
Afterwards, allow students to look back through the book if they need to revisit it. In pairs, have students share what they've written and revisit the book (or copies of pages of the book) to either reinforce the observations they made or to revise them. Also use this time for students to discuss the questions they wrote and see if rereading the book answers the questions or if further investigation is needed.
Explore
Go to slide 6 and pass out the 'Set A' Card Sort embryo cards (letters at the bottom) from the attached Student Version Embryo Cards to groups of two or three students. Prompt students to group together the embryos that are similar. There are no duplicates, so each is a unique animal, but possible categories could be mammals, reptiles, amphibians, etc. Some students will think these are similar animals, but in different developmental stages. Try to leave it open-ended as 'group what you think is similar together' if possible. When students are done, have them do a modified Gallery Walk, where students write why their group decided the card groupings on sticky notes as category headings. The groups then rotate and read the other groups' ideas. When a full rotation through has happened, give time for students to decide if they want to change their original groupings or not.
Taking the idea further, pass out the 'Set B' Card Sort embryo cards (numbers at the bottom) from the same document, so that both Set A and Set B are together, to each group. Give the prompt again to create groups. Students will probably understand that the idea is to pair the embryo with the developed animal, but try not to give it away.
Explain
Go to slide 16. Pass out slides 3-6 of the Embryo Claim Cards slide deck to each group of four. Students should use the Claim Cards strategy, so give each student a claim. Taking turns in their groups, they read their claim and either support the claim or refute it based on the evidence from their Card Sorts in Explore. Responses are then shared with the whole group. There are answers and explanations for each claim on slides 17-20.
Go to slide 21 and pass out the DNA Comparison worksheet to students. Offer colored pens or markers and prompt students to look through or sequence the data with a partner. There are questions on the back that can provide inspiration for students, but allow students to explore the nucleotide sequences on their own.
Extend
Go to slide 22 and introduce the BLAST software. Students conduct a lab using the BLAST software provided for free by the National Center for Biomedical Information. Use slides 23-25 to guide students through the lab. The BLAST lab handout is included in the attachments. The software, in conjunction with the procedures, allows students to compare percent similarity of genes, and also percent similarity of protein structure associated with the gene.
Be aware, there are pre-lab questions, online activities, the procedures, then analysis of each investigation. The pre-lab questions are full of great information and prepare the student for the lab. Either have them do it in class or as homework, but always before the lab starts. The online activities are great resources, but are optional depending on how much extra help your students need.
Evaluate
Go to slide 26. Pass out the attached Student FRQ. Have students individually answer the free-response question. Give them 22 minutes to answer the question. Technically, more time can be given if needed, but students should at least be informed of when 22 minutes have passed as that is the pacing guidelines set by College Board. A key is provided in the attached Teacher FRQ, along with scoring guidelines. Do not give students the key until after the question is given. It is highly recommended to not let it leave your classroom.
Resources
AP Biology Lab Manual. (2016). The College Board. http://apcentral.collegeboard.com/apc/members/courses/teachers_corner/218954.html
BLAST Software. (2016). National Library of Medicine (NLM). http://blast.ncbi.nlm.nih.gov/Blast.cgi
K20 Center. (n.d.). Bell Ringers and Exit Tickets. Strategies. https://learn.k20center.ou.edu/strategy/125
K20 Center. (n.d.). Card Sort. Strategies. https://learn.k20center.ou.edu/strategy/147
K20 Center. (n.d.). Claim Cards. Strategies. https://learn.k20center.ou.edu/strategy/160
K20 Center. (n.d.). Gallery Walk/Carousel. Strategies. https://learn.k20center.ou.edu/strategy/118
K20 Center. (n.d.). I Notice, I Wonder. Strategies. https://learn.k20center.ou.edu/strategy/180
Sunshine lemonade. (2016). An egg is quiet [Video of book read-aloud]. YouTube. https://www.youtube.com/watch?v=KgVaNbrCayU