Download Morphological and Behavioral Adaptations A Field Trip to Toledo

Morphological and Behavioral Adaptations
A Field Trip to Toledo, Ohio Zoo
Gregory Smith
([email protected])
517.648.5398
Part I: Information about the Lesson
Topic: Evidence of Natural Selection & Evolution (outside the classroom)
Class: 9th Grade Biology
Location: Osborn College Preparatory Academy (Detroit, MI)
Abstract
Students will travel to the Toledo Zoo in Ohio as a class fieldtrip to record their individual
observations of morphological and behavioral adaptations with a diverse collection of
organisms from across the world. Each individual exhibit at the zoo has information that
provides unique characteristics of that particular organism (habitat range, diet, conservation
efforts, etc.) that students can record along with their own observations of physical and
behavioral characteristics. The zoo is an excellent venue that enables students to analyze and
observe patterns among species, climates, locations, behaviors, and life strategies that ensure
the species survival. Once observations are collected students will be able to identify patterns
among species, regions, and life strategies that promote or limit their overall potential to survive
among selection pressures. The powerful first hand examples of the zoo will allow students to
construct scientific arguments that may support the theory of evolution with evidence,
observations, and a keen understanding of patterns among species .
Part II: Clarifying Your Goals
Students’ Prior Knowledge
A. Accurate examples or ideas you can build on – Evolution can take thousands or
millions of years to occur. Zoo animals are often in conservation programs/captive
breeding programs because of selection pressures, human activities, or rapid change to
their environment not allowing time for evolution or possible adaptations to occur.
Specific ecological regions may have more species better able to adapt overtime.
B. Common Misconceptions-- Individual organisms can evolve or adapt (i.e. does not
happen over generations). That evolution is a linear process. Species can easily change
life strategies, locations, or ecological niches in order to survive. Species will always or
eventually evolve into an already occurring species of similar common ancestors (i.e.
polar bear if in warming environments will become black bear over time).
HSCE Standards
B5.1A Summarize the major concepts of natural selection (differential survival and reproduction
of chance inherited variants, depending on environmental conditions).
B5.1B Describe how natural selection provides a mechanism for evolution.
B5.1e Explain how natural selection leads to organisms that are well suited for the environment
(differential survival and reproduction of chance inherited variants, depending upon
environmental conditions).
B5.1f Explain, using examples, how the fossil record, comparative anatomy, and other evidence
may support the theory of evolution.
Observations, Patterns, and Models
Observations or experiences
(examples, phenomena, data)
WHAT
Patterns (laws,
generalizations, graphs,
tables, categories)
HOW
organisms and their adaptations to ensure
survival (i.e. dart frogs have poison to
reduce predation, as well as bright colors)
Organism defensive traits can
protect it from being consumed
(poisons, thorns, coloring, etc.)
Unique characteristics of organisms (i.e.
Australian lung fish—breath air as well)
Behavioral traits similar to
another species (often
relative/descendant)
Species characteristics (i.e. the elegant
crested tinamouu has both male and
female birds with same features…while
Gouldian finch males have bright purple
while females have lighter coloring)
Morphological traits can differ or
be similar among males &
females
Grey-winged Trumpeter bird—loud
unique trumpet sound for auditory call
Behavioral traits allow for
communication
Organism adaptations (i.e. clown fish and
anemones relationship, also clown fish
can switch sex under certain
circumstances altering reproduction
abilities )
Potential morphological or
behavioral changes
Horseshoe crab has exoskeleton similar to
arachnids and insects.
Models
(explanations, theories)
WHY
Natural Selection
Evolution
Similar characteristics of
relative/descendants Find
common features and patterns
(i.e. Horseshoe Crab relatives of
ticks & scorpions)
Inquiry: Finding and Explaining Patterns in Experience
Michigan Objectives
1. B5.1A Summarize the major concepts of natural selection (differential survival and
reproduction of chance inherited variants, depending on environmental conditions).
2. B5.1B Describe how natural selection provides a mechanism for evolution.
3. B5.1e Explain how natural selection leads to organisms that are well suited for the
environment (differential survival and reproduction of chance inherited variants, depending
upon environmental conditions).
4. B5.1f Explain, using examples, how the fossil record, comparative anatomy, and other
evidence may support the theory of evolution
Specific Lesson Objectives
1. Students will provide potential evidence for the
3. Explanation level:
theory of evolution based upon morphological and
What/how
behavioral traits of organisms at the zoo (through lens of
natural selection)
2. Students will be able to explain how/why an
organism’s morphological and/or behavioral traits
promote survival against selections pressures.
How/why
3. Students will be able to provide examples of
organisms that illustrate how/why environmental
conditions will influence survival and inherited traits
How/why
Part III: Classroom Activities
Materials
Toledo Zoo, Transportation, Chaperones, map, student handout, and pen/pencil
Activities
Before traveling the teacher will go over directions of the assignment, objectives/expectations,
and how students will be assessed (points breakdown). The teacher will also model “good and
bad” examples of each step [evidence, patterns, argument for natural selection/evolution].
Students will gather with their assigned groups/chaperones. Each student will have access to a
map of the zoo, schedule of events, and student handout. Groups will rotate sections of the zoo
so they can see all of the exhibits and organisms, as well as record morphological & behavioral
characteristics. Once morphological & behavioral characteristics are recorded students will
begin to see and establish patterns among ecosystems, adaptations, scientific classifications, and
individual species. Patterns and observations will provide evidence for students in making
conclusions and arguments for the theory of evolution and how environments can influence
survival of traits (behavioral and/or morphological) through natural selection.
Communication
Once back in the classroom students will be given time to construct a quick presentation with
their evidence and patterns for evolution and natural selection among organisms at the Toledo,
Ohio Zoo to share with the class.
Reflection
Students will be asked to record and reflect on what they have learned, if they had similar
evidence and patterns as another student, how their thinking might have changed, and favorite
parts of the trip.
Part IV: Assessment of Students
Gather Evidence:
[10 points]
Students record morphological and/or behavioral characteristics of organisms they observe or
read about while at the zoo.
Patterns & Connections:
[15 points]
Students will establish and record patterns among organisms based upon morphological and
behavioral characteristics that aid in producing an argument for the theory of evolution and
concepts of natural selection.
Scientific Accuracy & Clarity:
[20 points]
Does each argument properly demonstrate evidence for the theory of evolution & natural
selection? Are arguments descriptive and easy to understand?
Communication:
[10 points]
Students successfully presented their materials, arguments, and evidence.
Reflection:
[5 points]
Students answer and reflect on what they have learned, similarities among other student findings,
how their thinking may have changed, and favorite part of the trip.