Transcript 1. The Question - Baltimore County Public Schools

1. The Question
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Despite the use of pesticides, the bed bug population is
experiencing a resurgence in large cities around the
United States. Pesticides have been the chief method of
pest management and it is no longer completely effective.
www.clipart.com
How does Darwin’s theory
of natural selection apply to the
development of pesticide resistance in
bed bugs?
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2. Information Sources
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Consider the following as you conduct your web
based investigation:
How many states have confirmed bed bug
populations?
What part of the country are most of the
reported cases of bed bugs? Location and
climate?
Is there a relationship between the
environment and the ability of the bed bug to
survive?
What factors do you believe
are causing the bed bugs to
increase?
Figure 1: States with reported bed bug
cases
Figure 1 States with reported bed bug cases
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3. The Student Activity
In this activity you will :
1. View the websites
a. Natural Selection
b. Bed Bugs Bite Back Thanks to evolution.
2. Complete the Natural Selection Activity
a. Activities A- E by entering your
responses into the document.
Figure 2: States with reported bed bug cases
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4. The Assessment Activity
1. Click on the link in order to complete BCR Activity
2. Click on the link in order to complete My BCR Analysis.
BRIEF CONSTRUCTED RESPONSE
How does Darwin’s theory of natural selection apply to the development of
pesticide resistance in bed bugs? What type of bed bugs are alive today? What
traits or adaptations allow the bed bugs to survive today despite the advances in
technology? Be sure use details from the article in order to support your answer.
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5. Enrichment Activities
Here are some additional sites to enhance your understand ing of
Natural Selection :
 PepperMothSimulation
 Biology in Motion Simulation
 10 Examples of Natural Selection
 Darwin's Evolution Game
 Natural Selection for Antibiotic Resistance
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6. Teacher Support Materials
Teacher Notes:
Objective: Students will be able to examine natural relationships in order to
identify and explain factors that affect natural selection.
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Differentiation: Direct students who need conceptual analysis to the
second website, Biology in Motion Simulation This resource is useful
because it divides information using text features which aid in ease in
comprehension from basic to advanced level of reading. Furthermore
this site also offers a simulation which students are able to alter some
of the factors which enhances interactivity.
Time Management Strategies: It is suggested that this activity be
completed over the course of two class periods. This activity could also
be conducted in groups of two students.
Technology Infusion: The students will need to be introduced to drop-down
menus and entering the text into the enabled areas. Students should
also be familiar with opening hyperlinks in both the documents and in
the Power point presentation.
AVID Strategy: The following AVID strategies are supported in this lesson:
inquiry based learning, quick write (BCR) and use of Costas and
Bloom questioning.
Learning Styles: Field Dependent, Field independent, Visual and
Reflective Learners, Global Understanding
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Maryland State Curriculum Goal:
Standard 3.0 Life Science – The students will use scientific skills and
processes to explain the dynamic nature of living things, their
interactions, and the results from the interactions that occur over time.
Topic
D. Evolution
Indicator 1
Explain that in any particular environment, the growth and survival of
organisms and species depend on the physical conditions.
Objectives
c. Explain that in any particular environment individual organisms with certain
traits are more likely than others to survive and have offspring.
e. Describe ways in which changes in environmental conditions can affect the
survival of individual organisms and entire species.
Common Core Standards :Reading Standards for Literacy in Science and
Technical Subjects 6–12
Key Ideas and Details
1. Cite specific textual evidence to
support analysis of science and technical
texts.
Craft and Structure
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.
Integration of Knowledge and Ideas
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).
Range of Reading and Level of Text
Complexity
10. By the end of grade 8, read and comprehend
science/technical texts in the grades 6–8 text
complexity band independently and
proficiently.
Last update: July 2015
Created by Keishauna Banks
BCPS Research Module or Slam Dunk Model, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All
other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module available at
http://fno.org/sept02/slamdunk.html .