Download File - Barbara R. Misel

Barbara R. Misel
Cognitive Academic Language Learning Approach
Standards:
Content
SB 5. Students will evaluate the role of natural selection in the development of the
theory of evolution.
A. Trace the history of the theory.
B. Explain the history of life in terms of biodiversity, ancestry, and the rates of
evolution
c. Explain how fossil and biochemical evidence support the theory.
d. Relate natural selection to changes in organisms.
Habits of Mind
SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and
skepticism in science.
b. Recognize that different explanations often can be given for the same
evidence.
c. Explain that further understanding of scientific problems relies on the design
and execution of new experiments which may reinforce or weaken opposing
explanations.
The Nature of Science
SCSh7. Students analyze how scientific knowledge is developed.
c. From time to time, major shifts occur in the scientific view of how the world
works. More often, however, the changes that take place in the body of scientific
knowledge are small modifications of prior knowledge. Major shifts in scientific views
typically occur after the observation of a new phenomenon or an insightful
interpretation of existing data by an individual or research group.
d. Hypotheses often cause scientists to develop new experiments that produce
additional data.
e. Testing, revising, and occasionally rejecting new and old theories never ends.
Essential Question: Where did the Theory of Evolution come from? What mechanisms
and evidence offer support for the theory?
Language Objectives:
1) Students will identify and define vital vocabulary words (reading/writing)
2) Students will analyze and discuss the context of selected vocabulary words
(reading/writing/speaking).
3) Students will listen to the introductory paragraphs concerning Charles Darwin and
respond to questions in Part 1 (listening, reading, speaking, writing)
4) Students will read assigned paragraphs in Part 2, and discuss with group members
(reading/speaking)
5) Students will select and define 2-3 key concepts from each assigned paragraph and
then write the key concepts in the Theory of Evolution ( reading, writing, speaking).
6) Students will complete a learning log about this lesson (reading/writing)
THE THEORY OF EVOLUTION
“Descent with Modification”
Charles Darwin was born on February 12, 1809 in Shrewsbury in western
England. Darwin was raised in a wealthy family; his father was a prominent
physician and his mother came from a family of wealthy pottery makers by the
name of Wedgwood.
As a child, Charles demonstrated a consuming interest in nature. He
collected minerals, insects (especially beetles) and birds. Charles read books
about nature and spent a lot of time hunting and fishing. Despite his passion for
learning about nature, Charles was not a particularly good student in school.
His father could not envision a future for his son as a naturalist, so at the age of
16, Charles was sent to live with his older brother to study medicine at
Edinburgh University. Charles found the lectures at Edinburgh boring and he
was sickened by witnessing two surgical operations, both performed without the
use of anesthesia. Charles dropped out of medical school after two years and
transferred to Cambridge University with the intention of becoming a clergyman.
While at Cambridge, Charles became the protégé of Reverend John
Henslow who was a botany professor. It was Henslow that recommended
Charles to Captain Robert Fitzroy who was preparing the survey ship HMS
Beagle for a long voyage around the world. The purpose of the voyage was
primarily to map the ports and coastlines of the world, but naturalists were
taken along on many of the ships to make collections and observations during
each expedition. It was in this capacity that Charles Darwin joined the ship’s
crew. It would be his job to collect biological and geological specimens while
the rest of the crew was mapping unknown parts of the coastline of South
America.
On December 27, 1831, at the age of 22, Charles Darwin set sail on a five
year voyage around the globe. This voyage turned out to be “not only a crucial
experience for Darwin himself but a passage of consequence for the whole
world” (Appleman, p. 3).
Name: ____________________________________ Date: _______________Block: ______
Part 1: Complete a Comprehension Check
Work individually, or with two or three classmates to answer the questions
below about the first part of the story:
A. Information in the story
1. The name of the main character is: ___________________________________
2. This man came from:
A. A royal family in Spain
B. A plantation owner’s family in Brazil
C. A wealthy family in England D. A working family in Japan
3. What happened to the main character when he was 22 years old?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
B. Thinking about the story
1. In what capacity did Charles Darwin join the expedition of the HMS Beagle
(what was his job?)
______________________________________________________________________________
2. Charles Darwin observed many unfamiliar species of organisms on his
voyage. He noticed that most of the species were uniquely adapted to survival
in the environments in which he found them. Can you predict how these
observations helped Darwin formulate the idea of “descent with modification”?
What do you think that means in terms of genetics?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
C. Vocabulary words in context
1. As a child, Charles demonstrated a consuming interest in nature. Consuming
in this sentence probably means:
______________________________________________________________________________
2. While at Cambridge, Charles became the protégé of Reverend John Henslow.
Protégé in this sentence probably means:
_______________________________________________________________
3. The original intent for Darwin in joining the crew of the HMS Beagle was to act
as a naturalist. Naturalist in this sentence probably means:
__________________________________________________________
Darwin, Part 2, Paragraph 1
Read the next paragraph independently and stop. Start with the Summarizer and work through
each group role while you analyze the paragraph. Record your responses on the next page and
prepare to share your analysis with the class.
At the time that Darwin set sail aboard
the HMS beagle, the prevailing view of most
scientists was that the earth was approximately
SUMMARIZE
6,000 years old. During his journey, Darwin had
time to read a book written by Charles Lyell
entitled Principles of Geology. In his book,
ASK QUESTIONS
Lyell proposed that the Earth was millions of
years old. Lyell also proposed his principle
of uniformitarianism which stated that mechanisms
IDENTIFY
of change are constant over time. Darwin agreed
DIFFICULTIES
that if geologic change results from slow,
continuous actions rather than from sudden
events, then Earth must be older than the
widely accepted age of a few thousand years.
He later reasoned that perhaps similarly slow
and subtle processes could produce substantial
biological change.
PREDICT
Darwin, Part 2, Paragraph 2
Read the next paragraph independently and stop. Start with the Summarizer and work through
each group role while you analyze the paragraph. Record your responses on the next page and
prepare to share your analysis with the class.
Darwin knew his thoughts about “descent with
modification” would be very controversial, so he
worked methodically to gather evidence to support
SUMMARIZE
his theory. He admitted to having gaps in the evidence, for example, the origin of flowering plants.
But evidence supporting Darwin’s theory does
ASK QUESTIONS
exist and two of the types of data will be presented
here: direct observations of evolution and the fossil
record. Biologists have documented evolutionary
IDENTIFY
change in thousands of scientific studies, such
DIFFICULTIES
as the coloration of male guppies and the rates
of predation. The evolution of drug-resistant Human
Immunodeficiency Virus (HIV) is another example.
A second type of evidence is the fossil record.
Fossils provide a record of species that lived
long ago, many of which shared characteristics
with species that now live on Earth. The fossil
record is an important source of information
for determining the ancestry of organisms and
the pattern of evolution.
PREDICT
Darwin, Part 2, Paragraph 3
Read the next paragraph independently and stop. Start with the Summarizer and work through
each group role while you analyze the paragraph. Record your responses on the next page and
prepare to share your analysis with the class.
In addition to direct observation and
fossil records, two additional types of data that
support Darwin’s theory of evolution are homology
SUMMARIZE
and biogeography. Homology is the existence of
characteristics with underlying similarities between related species, even when the functions
ASK QUESTIONS
might be very different. Examples include the
structures of the forelimb in humans, cats, bats,
and whales. While they function very differently,
IDENTIFY
the underlying structure is very similar and is
DIFFICULTIES
attributed to an ancient common ancestor. Biogeography is the geographic distribution of
species. Biogeography is influenced by continental drift, the slow movement of Earth’s
continents over time. About 250 million years
ago, continental drift created on large landmass known as Pangea. This huge continent then
broke apart and by 20 million years ago, the
continents as we know them today were fairly
close to their current locations. Predictions
about where certain fossils might be found
can be made based on current knowledge
of evolution and continental drift.
PREDICT
Darwin, Part 2, Paragraph 4
Read the next paragraph independently and stop. Start with the Summarizer and work through
each group role while you analyze the paragraph. Record your responses on the next page and
prepare to share your analysis with the class.
Direct observations of evolution which add
support to the theory also include comparative
embryology and comparative biochemistry. An
embryo is an early, pre-birth stage of an organism’s
SUMMARIZE
development. Many vertebrate embryos possess
homologous structures during certain phases of
development, but develop into totally different
ASK QUESTIONS
structures in the adult. The shared features in the
embryos suggest that vertebrates evolved from
a shared ancestor. Common ancestry can also
IDENTIFY
been seen in the complex metabolic molecules
DIFFICULTIES
shared by many different organisms. Theoretically,
molecules in species with a “recent” common
ancestor should share certain amino acid
sequences. The more closely related the species
are, the greater number of sequences will be
shared. Scientists have found this to be true in
cytochrome c, an enzyme essential for respiration.
Pigs and monkeys have more shared sequences
with humans than do birds with humans, indicating a more recent common ancestor.
PREDICT
Darwin, Part 2, Paragraph 5
Read the next paragraph independently and stop. Start with the Summarizer and work through
each group role while you analyze the paragraph. Record your responses on the next page and
prepare to share your analysis with the class.
Darwin’s theory of natural selection describes
how, if given enough time, a population could be
modified to produce a new species. His theory had
SUMMARIZE
four principles: 1) Individuals in a population show
differences, or variation, 2) Variations can be inherited
(passed down from parent to offspring), 3) Organisms
ASK QUESTIONS
have more offspring than can survive on available
resources, and 4) Variations that increase reproductive
success will have a greater chance to be passed on
IDENTIFY
than those that do not increase reproductive
DIFFICULTIES
success.
PREDICT
Practice—Part 2A
Name _____________________________________________Date _________ Block____
Title of Story _____________________________________________________________
CHARACTERS
Problems:
EVENTS:
PROBLEM SOLUTIONS:
TIME AND PLACE
Name: ________________________________________ date ____________ Block ____
Title of Story; ____________________________________________________________
Summaries of Paragraphs:
Paragraph 1:
Paragraph 2:
Paragraph 3:
Paragraph 4:
Paragraph 5:
Lesson Evaluation: Complete a Learning Log About Darwin
Name: _______________________________________ Block: _____________
Check the items that you know or can do, then answer the questions:
VOCABULARY:
__ consuming
__ continental drift
__ protege
__ Pangea
__ naturalist
__ embryo
__ descent with
__ natural selection
modification
__ evolution
__ fossil record
KNOWLEDGE ABOUT Charles Darwin:
I can:
__ tell who Charles Darwin was
__ Describe his theory of natural selection
__ describe scientific evidence that supports his theory
LANGUAGE
__ I can recognize the modern scientific words which are
Now used to describe Darwin’s theory
LEARNING STRATEGIES
I can:
__ use my prior knowledge about genetic inheritance
__ code my text, summarize, ask questions, identify difficulties
and predict outcomes while I read
__ work cooperatively with my classmates
THINKING ABOUT YOUR LEARNING
A. How successful do you feel about learning the different
parts of this lesson? Circle the place on the line that
shows how you feel:
1. VOCABULARY
•------------------------------------------------------------------------------•------------------------------------------------------------------------•
NOT VERY
SOMEWHAT
SUCCESSFUL
SUCCESSFUL
VERY
SUCCESSFUL
2. KNOWLEDGE ABOUT Charles Darwin
•------------------------------------------------------------------------------•------------------------------------------------------------------------•
NOT VERY
SOMEWHAT
SUCCESSFUL
SUCCESSFUL
VERY
SUCCESSFUL
3. LANGUAGE
•------------------------------------------------------------------------------•------------------------------------------------------------------------•
NOT VERY
SOMEWHAT
SUCCESSFUL
SUCCESSFUL
VERY
SUCCESSFUL
4. LEARNING STRATEGIES
•------------------------------------------------------------------------------•------------------------------------------------------------------------•
NOT VERY
SOMEWHAT
SUCCESSFUL
SUCCESSFUL
VERY
SUCCESSFUL
B. Think about your learning and complete the following sentences:
1. This is what I learned in this lesson:
2. This is what was difficult or confusing:
3. This is how I am going to learn what was difficult:
4. The most interesting thing in this lesson was: