1. The Question

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.

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How does Darwin’s theory of natural selection apply to the development of pesticide resistance in bed bugs?

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2. Information SourcesConsider 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?

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Figure 1: States with reported bed bug cases

Figure 1 States with reported bed bug cases

3. The Student ActivityIn this activity you will :1. View the websitesa.Natural Selectionb.Bed Bugs Bite Back Thanks to evolu

tion.

2. Complete the Natural Selection Activity

a. Activities A- E by entering your responses into the document.

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Figure 2: States with reported bed bug cases

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.

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BRIEF CONSTRUCTED RESPONSEHow 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.

5. Enrichment ActivitiesHere 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 MaterialsTeacher Notes:Objective: Students will be able to examine natural relationships in

order to identify and explain factors that affect natural selection.

.

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

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

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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 .

Key Ideas and Details1. Cite specific textual evidence to support analysis of science and technical texts.

Craft and Structure4. 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 Ideas7. 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 Complexity10. By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 textcomplexity band independently and proficiently.