"Evo-Quest: Journey Through Time!"

10th Grade Project 2 weeks

"Evo-Quest: Journey Through Time!"

Jasmine B

HS-LS4-2

HS-LS4-1

HS-LS4-2

Self Directed Learning

Academic Mindset

+ 1 more

1-pager

Purpose

In this project, students will engage in a dynamic exploration of evolutionary biology, applying scientific principles to real-world contexts. Through hands-on investigations, debates, and research, students will deepen their understanding of evolution's role in shaping biodiversity and addressing contemporary challenges like antibiotic resistance. The project fosters critical thinking, self-directed learning, and a sense of belonging, as students collaboratively construct knowledge and reflect on their personal growth.

Learning goals

Students will develop a comprehensive understanding of evolutionary principles, such as natural selection and genetic variation, and how these principles are evidenced in real-world scenarios like antibiotic resistance. They will engage in critical thinking and problem-solving by simulating evolutionary processes and analyzing DNA to construct phylogenetic trees. Through reflection and self-directed learning, students will track their academic and socio-emotional growth, fostering a deeper sense of identity and belonging. The project aims to enhance students' ability to communicate scientific information and propose innovative solutions to contemporary evolutionary challenges.

Standards

[Next Generation Science Standards] HS-LS4-2 - Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
[Next Generation Science Standards] HS-LS4-1 - Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
[Next Generation Science Standards] HS-LS4-2 - Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.

Competencies

Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.

Products

Students will collaboratively create a digital presentation showcasing their findings from the Virtual Biology Lab investigation, DNA sequence analysis, and field study on Darwin’s Finches. They will also develop a research report on a selected case study of evolution in action, integrating current data and insights. At the end of the project, students will present their personal evolution timelines during a gallery walk, engaging in peer discussions to share their academic and socio-emotional growth experiences.

Launch

Begin the project with an interactive simulation where students assume the roles of different species competing for resources in a virtual ecosystem. This activity will introduce them to the concepts of natural selection and resource partitioning. Following the simulation, facilitate a class discussion to connect their experiences to real-world examples of evolution and set the stage for the upcoming hands-on investigations and research projects.

Exhibition

Students will host an Evolution Expo, where they present their research projects on evolution in action, such as antibiotic resistance or animal trait evolution, using engaging visuals and interactive displays. During the expo, students will conduct live demonstrations of their hands-on investigations, such as the Virtual Biology Lab simulations and DNA sequence comparisons, to showcase their understanding of evolutionary principles. Attendees, including peers, teachers, and community members, will engage with students through discussions and Q&A sessions, allowing for a deeper exploration of the project's essential question and proposed solutions to modern evolutionary challenges.

Learning Journey

Project Activities

Days 1 - 4

Milestone Activities

No activities have been added to this phase yet.

Plan

Week 1	Day 1	Day 2
Phase	Project Activities
Activities	Introduction to Evolution Activity 30m Paul Anderson's 5 Fingers of Evolution Video Activity 20m Barnacle Competition Simulation Activity 40m	DNA Sequence Comparison and Phylogenetic Tree Construction Activity 45m Darwin's Finches Exploration Activity 30m Reflective Journaling Activity 15m
Preparation

Week 2	Day 3	Day 4
Phase	Project Activities
Activities	Role-Playing Debate Preparation Activity 30m Case Study Research Activity 40m Digital Portfolio Reflection Activity 20m	Role-Playing Debate on Evolutionary Mechanisms Activity 45m Phylogenetic Tree Exhibition Preparation Activity 25m Symposium Rehearsal Activity 20m
Preparation