Species Adaptation and Change

Species Adaptation and Change:  The Hagerman Fossil Beds

Over time, animals have adapted to long-term changes in their environment in order for future generations to survive.  One example of this adaptation that's found in the Pacific Northwest is located in the Hagerman Fossil Beds.  These fossil beds have provided scientists some of the best fossil records documenting how horses have changed over time.  In this unit, you will learn about evolution, species adaptation, and the evidence that scientists use to evaluate fossils that document the changes a species makes over time. 

Unit Learning Objectives
In this course, you will be able to

• differentiate between microevolution and macroevolution
• describe the process of natural selection
• understand how species change over a long period of time.

 Expected Learning Outcomes
At the end of this unit, you will be able to

• describe the stages of fossil evidence
•  identify the four patterns of macro-evolution
• apply your knowledge of horse fossils to build an information board that documents the history of horse evolution
• use current horse genetics to predict future changes in racehorse breeding.

Resources:
This class uses a variety of resources that you will need to access on a regular basis to.  I have made every attempt to provide very clear instructions, but if you have any troubles or questions, please contact me so that I help you.

Odysseyware (OW):   This is your primary resource for the curriculum.  Please make sure you have your id and password available (contact the registrar if you need this).
Gizmo:  using an interactive forum, you will have the opportunity to explore specific ideas in greater detail.
BaseCamp:  This is an interactive poster board that you can work with partners to create projects. 
Thoroughbredtimes: here you will find an online journal that documents current trends and news in racehorse breeding.


Unit One:  Historical Geology
Assignment:  Read the Historical Geology section in OW and answer the questions at the end of the chapter.
Register at Thoroughbredtimes and begin gathering data for your final project.


Unit Two:  Evolution
Assignment:  Read Evolution section in OW and complete the answers at the end of the chapter.
Quiz:  Take the Observational Science Quiz.


Unit Three:  Evidence of Evolution
Assignment:  Read Evidence of Evolution section in OW and complete the questions at the end of the unit.
BaseCamp Posting:  Research the Hagerman Fossil Beds National Monument; go on a virtual tour, and create a travel poster.  This poster should include the following:  photographs of the fossil beds, historical background; geographic data (elevation, climate biosphere, etc.), and scientifically significant discoveries about horses that have been made in Hagerman. 

Resources that you can access to get you started but feel free to research other resources as well:

• Hagerman Fossil Beds
• Fossil History of Hagerman
• Hiking Through Hagerman
• Horse Evolution
• General Resources

Unit Four:  Other Methods of Evolution
Assignment:  Read Other Methods of Evolution in OW and complete the questions at the end of the unit.
Project:  Complete the Natural Selection Project  that is found in OW.  Record the results of your experiment on a spreadsheet (found in the Google Docs platform) and using the
Gizmo:  Log into Gizmo and complete the Natural Selection Gizmo.  After completing the Gizmo, email the worksheet in, using a filled in word document, directly to my email account.

Unit Five:  Speciation
 Assignment:  Read the Speciation section in OW and complete the questions at the end of the unit. 
Gizmo:  Complete the Human Evolution Skull Analysis Gizmo to analyze changes in skull fossils.  After completing the Gizmo, email the worksheet in, using a filled in word document, directly to my email account. 
Quiz:  Take the Life Over Time Quiz in OW.

Final Project:
Working in a pre-assigned group, create an online poster documenting horse evolution and present your class project to the class via a web-conference that will be scheduled  on (to be announced via the discussion board).  In your research, identify how horses have changed over the course of time and how breeding is being used change the physiology of horses. 

Unit Test:
Upon completion of the entire unit, there will be a culminating test over everything you have learned.  I will be opening this test up at the end of the week two for you to access online.  The link can be found here. 

Denise Lehr's Project Mod 4

Introduction to Restorative Justice Course

Group Project Assignment

By: Denise Lehr

This potential assignment could be taught in a undergraduate course or even in a high school class.  It can be used in an in-person or an online course. In this assignment, students will be able to explore different topics in regard to restorative justice and be able to utilize team building skills, as well as creating something of their own to educate others about their topic.  

Welcome to the Introduction to Restorative Justice Course. This term, you will learn what restorative justice is, who can benefit from restorative justice, when it can be applied and how it can benefit our communities. 

In this group project, you will work on this assignment all term long. Participation is key, not only will I be grading you, but your group members and yourself will do an evaluation about your participation on this assignment. 

Step 1: Get into a group of 3 people. You will be creating and keeping a blog of a restorative justice topic of your choice (i.e., restorative justice in prisons, restorative justice in schools, etc). This is an opportunity to explore your topic and educate others about the topic you are interested about. You are required to post 2 blog entries a week on your topic. You will also be required to visit your classmates blog and post at least one comment on each entry. 

Step 2: Due the last Monday of the term, you will fill out a peer evaluation form. You will grade yourself and your group members participation. Also due on the last Monday of the term, you will be required to write a 1-2 page reflection paper on your experience working as a group and what you have learned through your topic that impacted you the most. 

Below is the evaluation form

 Peer Evaluation form for Introduction to Restorative Justice

Directions: Please complete and return the peer evaluation by the last Monday of the term. Please mark the appropriate score you feel your peer deserves through this group assignment. Plus answer three questions at the bottom of the evaluation.

Scoring guide: 1=Unacceptable; 2= Weak; 3=Average; 4= Well above average; and 5= Outstanding

Your name:_______________                      Group members name:________________            

Criteria	Score
1. Communication was in a timely manner.	1    2    3    4     5
2. In-person/online meetings were easy to schedule.	1    2    3    4     5
3. Was prepared and contributed in all group meetings.	1    2    3    4     5
4. Contributed to keeping group organized, and making progress toward completion of the project.	1    2    3    4     5
5. Made reasonable contributions to the group's research of the issues related to the project.	1    2    3    4     5
6. Made reasonable contributions to the design of the group blog.	1    2    3    4     5
7. Participated in weekly blog posts and discussions.	1    2    3    4     5
8. Understood the material and agenda of the blog	1    2    3    4     5
9. Provided quality material.	1    2    3    4     5
10. Was able to articulate and analysis material.	1    2    3    4     5
Please add points	Total Points:

  

Additional Questions/Comments:

1. Should this group member receive the same grade for this project as the other group members? Why or why not?

2. If not, what grade do you think this group member should receive?

3. Additional comments concerning this group members contributions to the group.

Module 4 Group Project

Hi all -

Pasted below is a sample assignment for a proposed class on diversity training.  I look forward to your feedback!

Regards,
Larry

ELP 510 - Fall Term 2012 - Larry Williams

This project is a potential project for a group of adult learners who wish to (or are assigned to) improve their diversity and cultural understanding skills.  The project will involve an ice breaker activity to get things started, then a short introduction to the project by the facilitator.  After the project introduction the students will read several case studies, then discuss possible solutions to the problems posed in the case studies.  Once done, they will post their recommendations, review and comment on recommendations from their classmates, post their reflections, and then assess themselves and their group project teammates.

The description below is written from the perspective of the instructor, with the italics describing the flow of the course and/or the instructor’s actions.  

Intro and Icebreaker
Welcome to the diversity and cultural understanding skills class!  We’re happy to have you join us today.  This course will help you develop and hone your skills in diversity and cultural understanding.  The benefits of this class include:

• Improved communication skills
• Improved conflict mediation skills
• Deeper understanding of members from other cultures, backgrounds
• Greater appreciation for diversity in your community

To get started, we have an activity that will allow you to get to know one another.  After the activity, we’ll divide you into small groups (up to 4 people) and then provide the instructions for the group projects.  We feel working on these projects as a group are important, as many projects in the real world require multiple points of view and inputs for resolution.

After the icebreaker activity - of which there are a variety to select from - the instructor then divides the group into smaller groups, and then provides the case studies and instructions.

Group Assignment, Instructions, and Group Work
Each group has received a case study, based on an actual event.  Your group is responsible for reading the study, discussing possible options for better ways of handling the problem posed in the case study, and then posting these on the class blog.  

The case studies are assigned, and the groups separate and begin discussing the case studies.  If this was an in-person class, the instructor would walk around the room, providing input or asking/answering questions to the groups when appropriate.  If this is an online class, the instructor could pose additional questions or monitor the asynchronous or synchronous student chats.  

The time for discussing the case study problems is now closed.  Please submit your group’s recommendations to the class website.  Once done, review at least two other groups’ postings and provide input.  Think about questions such as do you agree with their recommendation?  What would you have done differently?  Do the members in your team feel the same way you do?  Why or why not?  Have your own cultural biases come into play when reviewing the case study or the recommendations from the other groups?  After providing input for at least two other groups, write a reflection pieces (1-2 pages) which addresses these questions.

The learners then upload their work, and review the postings from other groups.  Then they add their responses, and then prepare their reflection papers, which are submitted to the instructor.  

Wrap up and Assessments
Thank you for your submissions!  From the look of the postings and responses, a lot of thought went into the discussions and your submissions.  I’m pleased so many of you took the course seriously and provided such great recommendations.  

In addition to your reflection paper, we would like for you to complete an assessment of your performance on this project, as well as the performance of your teammates.  Here is the link to the evaluation:

https://www.surveymonkey.com/s/QG699PV

If the session is done in-person, paper copies would then be distributed to the learners.  

Brougham Gebhart Norrander Group Project

Our class group project is targeted to 9th grade language arts students and The Odyssey.  Students are asked to do both individual and group work - check our project and feel free to borrow!

Background:
This lesson would be used as a project in a high school English class to supplement the reading of The Odyssey.  The lesson will be uploaded in it’s entirety, but the group project portion is our main focus for this assignment.  The assignment consists of three parts: The group presentation, an individual paper and an art project.  Although there are rubrics for the individual essay and the art project, only the group project rubric will be included.  Group project rubric has been adapted from:  www.cpcc.edu/.../rubrics/Effective%20Collaborator%20Rubric.doc

Prior Knowledge/Time Frame:
This lesson will be used in conjunction with reading Homer’s Odyssey.  Students will not have prior knowledge of Homer, ancient Greeks or the story, unless it was presented in previous coursework from a different class.  The lesson should span approximately 3 weeks.  One week for the group assignment, one week for the essay and one week for the art project.  Students will be reading The Odyssey concurrently while completing the class work assigned.

Outcomes:  
The students should be able to understand the life and setting in which the author’s experiences are drawn from.  Students will research the history of the ancient Greeks and how it influenced the story.
Students will be able to evaluate the life of Homer and how his personal experiences are reflected in his story by researching background knowledge of the author.
Students will be able to illustrate the characters in the story by creating a scrapbook page that represents each character.  
Students will gain experience using a webquest and demonstrate proper research techniques and citations.  
Students will design and develop a presentation using new technology (Glogster) to demonstrate their knowledge gained through this assignment.
Students will develop cooperative learning skills by collaborating on the group portion of the project.  

Modifications:
Modifications will be made as stated in individual students’ IEPs.  ELL students will be grouped with at least one student who is not identified as ELL.  Additional resources such as translation dictionaries will be available to students who request them.  The Odyssey will be made available in other languages, if needed, and if available.  
 
Description:  
Group Assignment:  The group will collaborate on a research project and present their findings of the history of ancient Greeks.  The group will create a Glogster to present their information.  Each group member must contribute to at least one aspect of the Glogster presentation.  (See Rubric).
Individual Paper: Each student will be responsible for researching and completing an Essay on the author of the The Odyssey.
Art Project:  Each student will pick 6 characters from the story and create a scrapbook page for each using graphics, text and other media.
 
Activities in Sequence:
Group Work:
1.  Students will use computer lab time to research ancient Greeks.  Students will be given two class periods to compile their research.  Students will be given a handout of suggested topics to research as well as important facts to include.
2.  Students will be given an interactive lecture on how to sign up and use Glogster.  This lecture should be approximately 20 minutes.  
3.  Students will collaborate with team members to develop a plan and rough draft of their Glogster presentation.  Students will be given half a class period to discuss.  
4.  Students will be given two class periods to create their Glogster page as a group.

Individual Essay:
1.  Students will use computer lab time to research Homer.  Students will be given two class periods to compile their research.
2.  Students will be given two class periods to brainstorm and write their Essays.  If not completed in this timeframe, Essays will be assigned as homework.  

Art Project:
1.  Students will be given 3 class periods to create their scrapbook pages.  Students will choose six characters from the story and create a scrapbook page to display their knowledge of each character.  

	1 (0 Points)	2 (5 Points)	3 (10 Points - unless otherwise indicated)	4 (15 Points - unless otherwise indicated)
Contribution to Group’s Tasks (15 Points)	Chooses not to participate Shows no concern for goals	Participates inconsistently in group.   Shows sporadic concern for goals	Participates in group most of the time.  Shows concern for goals most of the time	Participates actively.   Models caring about goals
Completion of Personal Tasks (15 Points)	Impedes goal setting process. Impedes group from meeting goals.  Does not complete assigned tasks	Participates sporadically in goal setting.   Participates sometimes in meeting goals.   Completes assigned tasks	Participates in goal setting most of the time. Completes assigned tasks the majority of the time	Helps direct the group in setting goals.   Helps direct group in meeting goals.  Thoroughly completes assigned tasks
Discussion Skills (15 Points)	Discourages sharing.   Does not participate in group discussions	Shares ideas occasionally when encouraged.  Allows sharing by most group members	Shares ideas most of the time.   Sometimes encourages groups	Shares many ideas related to the goals.  Encourages all group members to share their ideas
Active Listening (15 Points)	Does not listen to others.  Not considerate of others’ feelings and ideas	Listens to others sometimes Considers other people’s feelings and ideas sometimes	Listens and takes other’s feelings into consideration most of the time	Listens attentively to others Empathetic to other people’s feelings and ideas
Contribution to Group’s Evaluation (15 Points)	Discourages evaluation of how well the group is working	Participates marginally in group evaluation	Encourages group evaluation	Encourages group to evaluate how well they are working together as well as self evaluation
Problem-solving (15 Points)	Chooses not to participate in problem-solving	Offers suggestions occasionally to solve problems Demonstrates effort sometimes to help the group work together	Offers suggestions to solve problems and sometimes encourages group participation	Involves the whole group in problem-solving
Time (10 Points)	Promotes fragmentation of group; distracts other group members and does not use class time appropriately	Does not impede group’s efforts, but does not appropriately use class time	Demonstrates effort to help the group work together and uses class time appropriately most of the time(7 Points)	Actively participates and uses class time appropriately. (10 Points)
Content (50 Points)	·          Does not demonstrate group participation in postings.  Information does not correlate to topic.  Significant errors in grammar and spelling are present	·          Not all group members posted to the presentation.  Information is accurate but only somewhat relevant.  Many errors in grammar and spelling are present.	·          At least one posting by each group member, information is accurate and mostly pertinent to the topic. Only a few minor errors in grammar and spelling. (40 Points)	·          At least one posting by each group member, information is  accurate, focused and pertinent to the topic.  Free from spelling and grammatical errors (50 Points)

Bibliography

The Effective Collaborator Rubric for Group Project Evaluation. (n.d.). Retrieved October 21, 2012, from Central Piedmont Community College website: www.cpcc.edu/.../rubrics/Effective%20Collaborator%20Rubric.doc


Webquest Instructions