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Unit 4: Evolution, Change, and Diversity
Grade Level: 12
Length of Unit: 18 hours
UNIT OVERVIEW
Unit explores the origins of life on earth as well as the mechanisms of evolution by natural selection. There is a focus on the diversity of
similar organisms, relating organisms through phyogenetics, and the relationships between Science, Technology, Society, and
Environment. This unit is quite content heavy and relies heavily on the effective teaching of the previous unit on genetics and molecular
biology. The denseness of new terminology means that relationships to prior knowledge are important to form to keep students
engaged, at the difficult material can be somewhat disenfranchising. With this in mind, I have included a thought provoking question at
the start of each lesson and a focus on relationships to real world problems and questions. These questions have the fringe benefit of
utilizing the first 5 minutes of class in a productive manner during housekeeping tasks (attendance, announcements, ect.).
CURRICULUM OUTCOMES .
STSE
114-2 explain the roles of evidence, theories and paradigms in the development of scientific knowledge
114-5 describe the importance of peer review in the development of scientific knowledge
115-7 explain how scientific knowledge evolves as new evidence comes to light and as laws and theories are tested and subsequently
restricted, revised or replaced
116-2 analyze and describe examples where scientific understanding was enhanced or revised as the result of the invention of a
technology Social and Environmental Contexts of Science and Technology.
118-6 construct arguments to support a decision or judgment, using examples and evidence and recognizing various perspectives
Skills
212-1 identify questions to investigate that arise from practical problems and issues
212-4 state a prediction and a hypothesis based on available evidence and background information
213-5 compile and organize data, using appropriate formats and data treatments to facilitate interpretation of the data
213-6 use library and electronic research tools to collect information on a given topic
214-3 compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts,
tables, graphs, and scatter plots
214-17 identify new questions or problems that arise from what was learned
215-4 identify multiple perspectives that influence a science-related decision or issue
Knowledge
316-1 describe historical and cultural contexts that have changed evolutionary concepts
316-2 evaluate current evidence that supports the theory of evolution and that feeds the debate on gradualism and punctuated
316-3 analyse evolutionary mechanisms such as natural selection, genetic variation, genetic drift, artificial selection, and biotechnology,
and their effects on biodiversity and extinction
316-4 outline evidence and arguments pertaining to the origin, development, and diversity of living organisms on Earth
PRE-ASSESSMENT / PRIOR KNOWLEDGE
 Unit on genetics and heredity comes before this one. Students should already have an understanding of the mechanisms of
inheritance and the basics of genetics.
 Biology 2201 is a pre requisite course and has a unit on biodiversity. Students can therefore be assumed to have a basic
knowledge of diverse habitats, species, and organism types.
 Students are likely to come to the class with a degree of familiarity with evolution as a topic of debate in popular media.
 Previous units on anatomy and physiology help develop an understanding of human anatomy and physiology.
 Previous science experience will hopefully have given them some Nature of Science knowledge.
DIVERSITY ISSUES
 Students with diverse religious backgrounds may find this material conflicts with their religious beliefs.
o
Communication with parents should pass on that this material will be covered in a respectful manner.

Open and frank conversations with students and parents can help discourage these issues before they arise.
o
Since this material is tested in public exams it must be taught, this is a strong point against ignoring it in the classroom
 Students coming from diverse cultures may give examples of species and adaptations which are not within the experience of the majority.
o
This should be used as a learning opportunity. Smart boards and web searches can help in this.
DIFFERENTIATION
 The differentiation required will depend heavily upon the class group. Since this is a public exam course there may be fewer than average
exceptionalities to account for.
o
Sound field systems or seating plan changes can be used to help accommodate students with auditory and visual differences.
o
Technology should be used to help accommodate exceptionalities when appropriate
o
Principles of Universal Design for Learning should be considered in lesson planning
 Flexible grouping and group activities can help balance skill levels for students across a variety of activities and assessments.
 Activities and demonstrations that require movement can be modified to avoid difficulties for those with mobility issues
 The chance to write a short story or poem about Lamarck's model of inheritance caters to more creative types
o
Grading must rely on creativity AND Demonstration of understanding
GENERAL THINGS TO REMEMBER
 This unit contains highly sensitive topics for many people, see DIVERSITY ISSUES above
 It is important to avoid the common pitfalls of anthropomorphizing evolution and assuming it moves towards "perfection".
o
Word choice is important here, variation (and evolution) must be recognized as random events to maintain full effectiveness.
o
Good chance to bring in NOS elements discussing myths in science.
 Bringing in ties to careers and relevant recent research is important here. Genetics is a fast moving field and this textbook is over a decade old.
 This material relies heavily upon the previous unit on Genetics. Genetics concepts review is an important part of this unit.
 This section is rife with chances to tie into STSE issues and argumentation. Remember that students tend to see things in black and white.
 While Pencil and Paper summative assessment is generally not ideal, the amount of content in this unit necessitates it.
Unit Organizer and Class Schedule
Topics
Outcome
(s) Met
Topic 1
316-1
Evolution and
Diversity: A
Primer
316-3
Topic 2
316-2
316-3
Natural Vs.
Artificial Selection
215-4
Topic 3
115-7
Developing
Theories of
Evolution
114-5
Topic 4
316-4
Darwin's theory of
Evolution by
natural selection:
Evidence I
316-1
215-4
Activities
Admit Question on human teeth
diversity and function
Physical adaptations of various birds
Short lecture on core concepts of the
unit
Appendix A
Admit question on a dog breed and
what they were bred for
Peppered moth story
Activity comparing and contrasting
characteristics of Natural and artificial
selection using Venn diagrams
Admit question on traits shared with
parents or siblings.
Lecture on Lamarck's theory of
inheritance of acquired characteristics
and Darwin's theory of evolution by
natural selection
Reference bird talk and Darwin's
finches *NOS links: Darwin and Wallace
competition, building on older works
Think pair share: How do Lamarck and
Darwin fit into medicine?
Admit question on one way science is
affected by the public's views today
Finish topic 3
Attitudes and ideas then vs. now
Building on work of Malthus *NOS link
"Descent with modification" *NOS link
Review summary of Darwin's ideas
Theory vs. Law *NOS link
Start Fossil record
Materials
Terminology
Sheet
Assessment/Homework
Terminology sheet - peer assessed
Anecdotal Notes
Lecture slides
Materials for
Venn Diagram
activity
pg 644-646 from
MHR Biology text
Venn Diagrams
Lecture Slides
Compare and Contrast Lamarck and
Darwin's Theories
Figure 19.8a from
MHR Biology text Write a short story (1 page) or poem
about a world where Lamarck was
right. (graded on creativity and a
demonstration of an understanding of
the theory)
Anecdotal notes on class participation
Terminology sheet reviewing last two
topics and this one
Topics
Topic 5
Outcome
(s) Met
316-4
Evidence for
Evolution
(Classic)
Topic 6
212-1
Modern Evidence
for Evolution
Topic 7
116-2
Evolution and
mutations
Topic 8
Hardy Weinberg
Principle
116-2
Activities
Materials
Assessment/Homework
Admit Question: Human hands and bat
wings have in common?
Review idea of fossil formation
Fossil record, layers, and dating
Review fig 19.10
Homologous, analogous, and vestigial
structures across species
Geographic distribution of species
Extra time activity, compare skeletons
of various organisms.
Admit Question Which of these
embryos is which (w. fig 19.17)
Overview of embryological evidence
Brief review of molecular biology
concepts.
Molecular biology measurements of
sameness
Overview of chapter 19 (Pg. 669)
Marathon writing: Evolution
Fig 19.10 MHR
Biology textbook
read section on half life (pg 662) and
make one question for Question 4 to
be swapped for next class
pg. 669 MHR
Biology Textbook
Marathon writing activity
Admit Activity: Chicken/Egg problem
Curiocity article
Quick review of genetics material
Population genetics and Hardy
Weinberg principal
Chicken Egg
article - Curiocity
Peer assessed quiz on genetics
material
www.explorecurioci
ty.org/content.aspx
?contentid=2503
Admit question: Evolution is a change
1000 genomes
in DNA over time. Ponder that.
database
Hardy Weinberg calculations using
frequency data for sickle cell trait in
European and African populations from
1000 genomes *NOS link: database
analysis as sources of science
Link back to discussion on mutations
Finish Hardy Weinberg calculations,
chance to do cross curricular with
math
Topics
Topic 9
Outcome
(s) Met
316-3
Mutations:
Upsetting the
balance
Topic 10
316-3
The role of
populations in
evolution
116-2
Topic 11
316-3
Other changes in
the balance
214-17
Activities
Materials
Lecture slides
Admit Question: Famous quotes
changed totally by changing one letter?
Discuss mutations, relate to genetics
material from prev. unit
Mutations in the population
Advantageous vs. Disadvantageous
mutations (sickle cell, melanin, ARVC)
Introduce genetic drift (bottle necks in
human history, founder effects in
Newfoundland)
Admit question: Have you ever played
the card game smoke or fire?
Students can talk about conditions
from homework
Talk about deck of cards as a
population of alleles
Have frequency sheet templates and
Hardy Weinberg calculation templates
Genetic drift - Remove chunks of deck
Bottleneck - Deck from every 10th card
Founder Effect - Analyze subsections
*NOS link: Talk about roles of models
Admit Question: Largest and smallest
baby birth weights you are aware of
Talk about non-random mating and
inbreeding and influence on HW ratios
Founder effect and inbreeding
Natural selection and Directional/
Stabilizing/Disruptive selection
Sexual selection and dimorphisms
Role of sex in evolution and diversity
Decks of playing
cards
Lecture notes
Images showing
differences:
salmon/ angler
fish sex sizes,
baby weight
trends
Assessment/Homework
Look up an interesting example of a
genetic condition to share with the
class
Hardy Weinberg calculation sheets
from card activity will be used to fulfill
core lab requirement
Topics
Outcome
(s) Met
Topic 12
115-7
Adaptations: the
ever-changing
toolbox
114-2
316-4
316-3
Topic 13
316-3
Types of
adaptations
Topic 14
116-2
Species formation
Topic 15
116-2
Species continued
114-5
316-4
Activities
Materials
Admit question: can you think of any
adaptations humans have/will have?
Note on eye development, emphasize
that small changes become big ones
Stress how there is no planning,
Adaptative radiation, divergence and
exaptation
Interest point, Hox genes and animal
rearrangements video
Admit question: what is your favourite
animal and what do you like about it?
Review of three types of adaptations
with exemplars and input from class
Structural: giraffe neck, clam shell
Physiological: Sharks and urea
Behavioural: Schools of fish
Stress interconnectedness of the three
Crush idea of evolution as "progress",
progress implies planning
Admit question: What is a species?
Biological species and speciation
Geographical barriers and biological
barriers, examples from students
Student assessed worksheet on
geographical vs biological barriers
Prezygotic Barriers and post-zygotic
barriers
Evolutionary
Development:
Chicken Teeth
Crash Course
Admit Video/Question: Are the mice an
example of pre or post zygotic barriers.
Finish pre and post zygotic barriers
discussion,
Talk about isolation of marsupials
(Australia) and lemurs (Madagascar)
TED talk on NYC mice
*NOS link: evolution research
Assessment/Homework
Watch Evo Devo video (if unfinished)
https://www.youtube.com/watch?v=9s
jwlxQ_6LI
https://www.youtube.
com/watch?v=9sjwlx
Q_6LI
Lecture notes
anecdotal notes on class participation
Lecture notes
Compare and contrast pre and post
zygotic barriers
TED ed Evolution in
a big city
Jason Munshi-South
Anecdotal notes on participation
https://www.youtube.
com/watch?v=ckGB5
lHyzME
Topics
Outcome
(s) Met
Topic 16
116-2
Patterns in
Evolution
115-7
316-4
316-2
Topic 17
316-4
Origins of life on
earth
CULTURAL
SENSITIVITY
REQUIRED
215-4
118-6
116-2
213-6
Topic 18
Review
Vary by
class
request.
Activities
Admit Question: How do you think they
make seedless plants seedless?
Sympatric and Allopatric speciation
Link to hook with Biofact on pg. 715
Adaptive radiation, link back to Darwin
Compare and contrast Convergent and
divergent evolution
Coevolution and adaptations
Gradualism and punctuated equilibrium
Admit Question/NOS link: Can Science
answer all questions eventually?
Frank discussion with students about
nature of the topics discussed today
Miller and Urey Experiments
Panspermia, Gaia Theory, Intelligent
Design
Compare and contrast heterotroph
hypothesis and serial endosymbiosis
theory.
Admit Question response (asked using
Google Forms)
Cover any unfinished material
Answer student questions and help
them prepare for exam
Review video: Evolution: It's a Thing
(URL:https://www.youtube.com/watch?v=P
3GagfbA2vo)
Materials
Pg. 715, MHR
Biology textbook
Assessment/Homework
Anecdotal notes on participation
***Communicate with parents***
explaining that next class will be on
controversial topics which are a part
of the curriculum
Lecture notes
Table 21.1 Pg. 730
MHR Biology
Textbook.
Review notes and think of questions
for review lesson and answer google
forms survey before next class.
(survey dynamics will be explained to
students in earlier units)
Survey results
Evolution: It's a Thing
(URL:
https://www.youtube.co
m/watch?v=P3GagfbA2
vo)
Study for examination