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Weekly Plan 27 Evolution Student book links Specification links Link to GCSE specification Suggested time allowed: 2.3.3 (a)–(j) Nine hours 2.3.10 2.3.11 2.3.12 2.3.13 2.3.14 Variation Adaptation Evolution Inheritance Weekly learning outcomes Students should be able to: Define the term variation. Discuss the fact that variation occurs within as well as between species. Describe the differences between continuous and discontinuous variation, using examples of a range of characteristics found in plants, animals and microorganisms. Explain both genetic and environmental causes of variation. Outline the behavioural, physiological and anatomical (structural) adaptations of organisms to their environments. Explain the consequences of the four observations made by Darwin in proposing his theory of natural selection. Define the term speciation. Discuss the evidence supporting the theory of evolution with reference to fossil, DNA and molecular evidence. Outline how variation, adaptation and selection are major components of evolution. Discuss why the evolution of pesticide resistance in insects and drug resistance in microorganisms has implications for humans. Lesson time allocated: Suggested teaching order 1. Examine variation using a range of subjects 2. Distinguish continuous/discontinuous and genetic/environmental 3. Look at animal and plant adaptations and how they can enhance survival and reproduction within their habitat 4. Examine Darwin’s observations and deductions. 5. Variation, adaptation and selection as major components of evolution by natural selection 6. Evidence supporting evolution by natural selection. 7. Speciation 8. Evolution in action – resistance of microbes and insects Key words How science works Variation. Continuous variation. Discontinuous variation. DNA. RNA. Allele. Gene. Species. Hypha. Adaptation. Xerophyte. Evolution. Photosynthesis. Disease. Enzyme. Respiration. Stomata. Water vapour potential. Diffusion. Transpiration. Pits. Speciation. Natural selection. Selection pressure. Allopatric. Sympatric. Protein. Amino acid. Diversity. Metabolism. Receptor site. Antibiotic. HSW 2: Use knowledge to present arguments HSW 3: Use appropriate methodology to examine variation and natural selection HSW 5: Investigative work HSW 7: Reactions to Darwin’s ideas © Pearson Education Ltd 2008 This document may have been altered from the original 1 Weekly Plan 27 Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) Kinaesthetic Activity S2 Activity M1–M3 Activity P1 Interpersonal Activity S1–S3 Activity M1–M3 Activity P1&P2 Auditory Activity S1&S3 Activity M1–M3 Activity P1–P3 ICT activities Visual Activity S1–S3 Activity M1–M3 Activity P1&P3 Internet in S1–S3, M2–3, P3, Homework suggestions and Extension ideas sections Excel in M1 Tutorial: An origin of species Activity: Camouflage and predation (Peppered Moth) Website: Natural History Museum Suggested starter activities Equipment Teacher notes 1. Watch Planet Earth videos or give students living examples of animals with interesting adaptations. Internet access, computer, projector Video: Planet Earth clips. In groups, students have to identify as many adaptations as possible. 2. As a class, play The Peppered Moth game or the Natural History Museum beetle game on an interactive whiteboard. Internet access, computer, projector Activity: The evolution game 3. Watch ‘Right here, right now’ video from Fat Boy Slim. Internet access, computer, projector You can search for the video on YouTube. Discuss the extent to which the video really models the process of evolution. Suggested main activities Equipment Teacher notes 1. Using brine shrimps, snails, leaves, or flowers as examples, students have to collect data for as many different variables as possible – give no guidance on which variables or how to graph them until plenary discussion. Website: British Ecological Society - details of the Brine Shrimp Ecology book and materials, including free downloads Analyse data using ICT. Help students to identify continuous/ discontinuous and genetic/environmental variation. 2. Model effects of natural selection mathematically or investigate natural selection by providing birds with a choice of differently-coloured pieces of spaghetti. Differently-coloured pieces of spaghetti, binoculars, Internet access, computer, projector Students lay out bait and observe predation rates in relation to colour to mimic natural selection. A variety of models of natural selection are available – use the Internet to search using terms natural selection and model. 3. Use the resources listed in the ICT activities section to plan a classroom debate and write character briefs on the contribution made by the different personalities to the acceptance of evolution by natural selection. Internet access, computer, projector Notes: Development of evolutionary theory © Pearson Education Ltd 2008 This document may have been altered from the original 2 Weekly Plan 27 Suggested plenary activities Equipment Teacher notes 1. Put examples of variation on stickers for students to wear. Stickers with examples of variation drawn on Ask them to rearrange themselves according to genetic/environmental or continuous/discontinuous. Internet access, computer, projector Video: Ken Bingham on evolution 2. Play What’s on the tip of my tongue. For example, read out Darwin’s observations – students respond with deductions. 3. Watch the Ken Bingham video and identify his students’ misconceptions about evolution. Homework suggestions In groups, produce a storyboard flowchart for an animation of the process of evolution by natural selection and resultant speciation. Research the adaptations of xerophytic and halophytic plants and the development of resistance in populations of bacteria and insects. Use the Internet to research reports about tuskless elephants being born due to selection pressures exerted by poachers in Africa. Cross-curriculum links General studies – conservation Religious education (Philosophy and ethics) – you can help students to understand that the debate between natural selection and creationism is not really a concern of science, as there is no evidence for creationism and science is not about faith. Extension ideas Research sexual reproduction as an evolutionary strategy, as opposed to asexual reproduction. Essay: The advantage of sex. Research and explain the Hardy–Weinberg equation and its implications for population dynamics. Research the evidence for evolution before writing an analysis of it. Potential misconceptions Students commonly have difficulty with distinguishing between allopatric and sympatric speciation. Students continue to hold ideas of design – particularly after discussing variation and adaptation – even if they hold no religious beliefs. Students with religious beliefs may find it hard to reconcile them with natural selection. Many students continue to believe in acquired characteristics – e.g. giraffes’ necks get longer because they stretch for food and their children then have long necks. Some students assume that unused features will disappear over evolutionary time without realising a selection pressure would be required to make that happen. Notes The web links referred to here are some that the author has found personally helpful but are not intended to be a comprehensive list, many other good resources exist. © Pearson Education Ltd 2008 This document may have been altered from the original 3