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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: