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Standard 5 Big Question / Overarching Concept What causes biological diversity? —- Evolutionary Process Objective 1 What is the mechanism by which evolution occurs? ---Natural Selection Instructional Episode Understanding Natural Selection: The concept of Fitness – Activity is attached. Core Objectives Relate principles of evolution to biological diversity. effects of environment on natural selection genetic variability and adaptation Reproductive isolation and speciation Selective breeding (artificial selection), Natural Selection - Agriculture Crosscutting Concepts Cause and Effect and Patterns Students study the cause and effect of environment on evolution. Students study Patterns of change over time due to natural selection Science Practices Analyzing and Interpreting data – Obtaining, Evaluating and Communicating Information Students will interpret charts and graphs that relate environmental change to Evolution. Students a provided with a variety of charts and graphs and have them Interpret them first by themselves on a sheet of paper, then they discuss their ideas with students at their table, then we share ideas as a class. Assessment Group or individual presentation showing biological diversity and explaining how evolution leads to biological diversity. Explanation must match their pictures of biological diversity. For example, of picture of different birds should be matched with an explanation of evolution of birds. ___________________________________________________________________________________ Objective 2 How do scientists know that evolution occurs? Instructional Episode What do these things have in common? Give each group pictures and have them decide what the commonalities are. Ex. Homologous structures pictures, Embryology pictures, Fossil pictures with living organisms, molecular pictures with similar DNA sequences Core Objectives Evidence that populations change over time fossils and geological records Anatomical structures (homologous, vestigial) molecular - mutation, recombination (sexual reproduction), DNA, Crosscutting concepts Scale and proportion, quantity as we discuss fossils, the geological records and molecular evidence Structure and function of anatomical structures Science Practices Mathematical and/or Computational Thinking – Hardy Weinberg activity – adapted from AP Labs Literacy strategies *Read, research and discuss multiple perspectives on evolution. Look for similarities and differences. *Read and discuss the historical development of evolutionary process. * Distinguish between observation and inference in making interpretations related to evolution. *Review a scientific article - Pay attention to research methods used to gather evidence that documents the evolution of a species. Assessment(s), formal or informal Final paper typed addressing how do scientists know that evolution occurs? Objective 3 Question What is a taxonomist and how does he do his job? – a guy that does your taxes? – a guy that stuffs dead things? ----He classifies and organizes things based evolutionary relationships. Instructional Episode How do you organize your closet? Hand each group a bucket of organisms and have them figure out ways to organize them. I know some teachers do this with candy but I prefer to use real organisms. that I have collected throughout my teaching experience. I have a variety of items like spiders in bottles, plant parts, slides, mushrooms, odds and ends, sometimes I throw in pictures of items. I do this at the beginning of this chapter before students have learned about todays system. Then, I tell students that all of these items have a common ancestor. They must create a “family tree” and fill In any missing pieces with their inference on what the missing pieces may look like. I have thought about letting students utilize the computer lab or library to research there “missing links” and see if they really exist. But I have not done this yet. Core Objectives Classify organism based on their evolutionary Relationships Skills – Use a classification key Justify changes in classification schemes Cross Cutting Concepts Patterns, structure and function, stability and change. Students look for evolutionary patterns based on the structure and function of the organisms. Students look for stability (and instability) in current evolutionary models. They look at how those evolutionary models have changed and make predictions on how they are yet to change based on organisms that are yet to be discovered. Science Practices Asking questions and defining problems. Analyzing and evaluating data Constructing explanations or solutions Assessment Students make informed, educational predictions on what we have yet to discover and how this will change our classification scheme. They must support Any well written and viable prediction gets added to the “class prediction book.” These predictions must be typed, well thought out and supported. Or Tree of life web project http://tolweb.org/tree/home.pages/treehouses.html With Objective 1 Understanding Natural Selection The concept of Fitness Step #1: Problematizing Fitness Adapted from Evolution by Natural Selection http://serendip.brynmawr.edu/sci_edu/waldron/pdf/NaturalSelectionProtocol.pdf. Adapted from the University of California, Los Angeles Life Sciences 1 Demonstration Manual Copyright 2005 by Jennifer Doherty and Dr. Ingrid Waldron, Department of Biology, University of Pennsylvania Below are descriptions of four male African lions. Examine the data and record your thinking about which lion biologists would consider the “fittest”. Be prepared to explain your thinking about which is the “fittest” lion. Name Age at death # of cubs fathered # of cubs surviving to adulthood Size (length) Other information George 13 years Dwayne 16 years Spot 12 years Tyrone 10 years 19 25 20 20 15 14 14 19 9 feet A fire burned Spot’s home territory, and he moved his family group to a new area. 9 feet 10 feet 8.5 feet George drove away Dwayne had more male lions the most trying to take over lionesses in his family group his family than the other group. males did. Tyrone’s family group included four lionesses. Write down your thinking – Sacramento Area Science Project [email protected] 1 Use the Talking Sticks Protocol to have a group conversation about which lion is fittest. Talking Sticks Each person places his or her pencil/pen in the center of the group. • Take turns making a comment about the reading by picking up your “talking stick” and making your comment while you hold it. • Once you are finished with your comment, set your “talking stick” in front of you and you are not allowed to comment again until all the other group members have had a turn (group members may pass their turn with the “talking stick”). • After everyone in the group has had a chance to comment, repeat the process. ------------------------------------Step #2: Reading and processing information about the Fitness Concept Summary Protocol 1. In each group, one person is chosen to keep the group on-task and all participating. 2. Read one paragraph silently (leader makes sure all group members know where paragraphs start and end). Each person reads silently to themselves 3. 4. 5. 6. 7. and only when all in the group are finished with the paragraph under consideration does the group progress to the next step. Group discusses the content of the paragraph. All group members should contribute. Group comes to consensus about main idea(s). Talk about how to write the main idea(s). Each group member writes down the main idea(s). Repeat steps 2 – 6 for each paragraph of the reading. • Evolution by Natural Selection (adapted from Biology, Miller and Levine, 2007) Through observation Charles Darwin recognized in nature a process that operates in a manner similar to the way artificial selection worked on farms. Darwin called this process natural selection and explained its action in terms of several important observations. Darwin observed that wild animals and plants showed variations just as domesticated animals and plants did. His field notebooks were filled with records of height, weight, claw size, tail length, and other characteristics among members of the same species. Darwin did not understand the reasons for these variations, but he realized that many of them were inherited. Darwin observed that high birthrates and a shortage of life's necessities forced organisms into a constant “struggle for existence”, both against the environment and against each other. Plant stems grow tall in search of sunlight; plant roots go deep in the soil in search of water and nutrients. Animals compete for food and space in which to build nests and raise young. But who among all the contenders wins the struggle for existence? Darwin knew that each individual differs from all the other members of that species. Sometimes the differences are easy to observe; sometimes differences are subtle. Individuals who characteristics are well suited to the environment survive. Individuals whose characteristics are not well suited to the environment either die or leave fewer offspring. This principle called Darwin called survival of the fittest. Fitness: to survive and reproduce Darwin was also impressed by the many different ways in which organisms survive and produce offspring. He noted that most animals and plants have body parts and behaviors that do certain things very well. The physical traits and behaviors that enable organisms to survive and reproduce in their environment give them what Darwin called fitness. Darwin argued that fitness arises through a process called adaptation. Successful adaptations enable organisms to become better suited to their environment, better able to survive and reproduce. Darwin also used the word adaptation to describe any inherited characteristic that increases an animal’s or plant’s fitness for survival. Thus, the long neck and legs of a giraffe are adaptations that permit giraffes to feed on leaves of trees. With these adaptations, giraffes can eat leaves too high for most grazing animals to reach and thus are better able to survive and reproduce passing, their genes on to their young. Each time an organism reproduces, it passes copies of its genes to its offspring. Thus, we can define evolutionary fitness as the success an organism has in passing on its genes to the next generation. And we can define an adaptation as any genetically controlled characteristic of an organism that increases its fitness. Sacramento Area Science Project [email protected] 3 Step #3: Applying the Fitness Concept Review the original data on the lions in light of what you learned from the dialogues you’ve had and the reading. Writing Prompt: You are a wildlife biologist working in Africa. Another biologist makes the statement that “George was the largest lion, so he had the best chance of fighting off enemies. George must have the most evolutionary fitness.” Write a letter to your colleague either agreeing or disagreeing with him. In your letter make sure you support your position with evidence from the data, from text sources, and from your own thinking. Sacramento Area Science Project --- [email protected] 2 With objective 2 -----------------------------------------------------------------------------------------