Download Title of Unit It`s Evolution, Baby! Grade Level 9

Title of Unit
Curriculum Area
It’s Evolution, Baby!
Life Science/Biology
Developed By
Jessica Flaherty
Grade Level
Time Frame
9-12
3 weeks (3 40 minute blocks, 1 80 minute block
per week)
Identify Desired Results (Stage 1)
Performance Expectations
HS-LS44.
Construct an explanation based on evidence for how natural selection leads to adaptation of populations.[Clarification Statement:
Emphasis is on using data to provide evidence for how specific biotic and abiotic differences in ecosystems (such as ranges of seasonal
temperature, long-term climate change, acidity, light, geographic barriers, or evolution of other organisms) contribute to a change in gene
frequency over time, leading to adaptation of populations.]
HS-LS45.
Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of
individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. [Clarification Statement:
Emphasis is on determining cause and effect relationships for how changes to the environment such as deforestation, fishing, application of
fertilizers, drought, flood, and the rate of change of the environment affect distribution or disappearance of traits in species.]
Content Standard(s) and DCI(s)
Standard: HS-LS4 Biological Evolution: Unity and Diversity
DCI: LS4.A: Evidence of Common Ancestry and Diversity
DCI: LS4.B: Natural Selection
DCI: LS4.C: Adaptation
DCI: LS4.D: Biodiversity and Humans
Understandings
Overarching Understanding(s) /
CCC(s) & DCI(s)
Patterns & : Cause and effect & Structure and •
Function - Fossil record – evolution is genetic,
variation causes natural selection and variation
is genetic, beneficial traits are more likely to be
passed on, Natural selection leads to
Essential Questions
Vocabulary – Scientist’s Notebook
Overarching
What are survival of the fittest,
natural selection, and
adaptations? Give examples of
the patterns in nature that help
[3/25/14 Tiers 2-3
Pattern
Cause and effect
Causality
Linear/non-linear
Biotic
Abiotic
Gene
Charles Darwin
you identify them. Explain how
you identify the structure and
function of adaptations. Explain
your answers.
adaptation and adaptations are genetic
Cause and effect & Patterns – evolution is
caused by population growth, variation,
competition, and growth of well-adapted
variants, adaptations change when conditions
change
Cause and effect & patterns- environmental
changes regardless of cause result in changes
in populations because of adaptations,
extinction is caused by species being poorly
adapted to the environment
Related Misconceptions
• Please see list at the end of the unit
• Most significant misconceptions are
highlighted __
Knowledge from DCI(s)
Students will know…
•
•
Genetic information, like the fossil record, provides evidence
of evolution. DNA sequences vary among species, but there
are many overlaps; in fact, the ongoing branching that
produces multiple lines of descent can be inferred by
comparing the DNA sequences of different organisms. Such
information is also derivable from the similarities and
differences in amino acid sequences and from anatomical
and embryological evidence. (HS-LS4-1)
Natural selection occurs only if there is both (1) variation in
•
What is evolution and what
causes it to happen? What is
the evidence that this has
happened consistently over
time? What patterns can you
identify that show that
evolution occurs?
•
What are some examples of
humans causing change in the
natural world and what effect
does that have on other
organisms?
Active/Intentional
Passive/Unintentional
Event-based
Process
Deterministic
Probabilistic
Centralized
Decentralized
Immediate
Delayed
Adaptation
Evolution
Local
Fittest
Reliability
Traits
Stable
Competition
Population
Environment
Variation
Structure
Function
Natural selection
Artificial selection
Species
Mutation
Organism
Skills from Science & Engineering Practices
Students will be able to…
•
•
•
Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and
correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools
when feasible. (HS-LS4-3)
Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including
students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and
laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
(HS-LS4-2),(HS-LS4-4)
Evaluate the evidence behind currently accepted explanations or solutions to determine the merits of
arguments. (HS-LS4-5)
[3/25/14 •
•
•
•
•
•
the genetic information between organisms in a population
and (2) variation in the expression of that genetic
information—that is, trait variation—that leads to differences
in performance among individuals. (HS-LS4-2),(HS-LS4-3)
The traits that positively affect survival are more likely to be
reproduced, and thus are more common in the population.
(HS-LS4-3)
Evolution is a consequence of the interaction of four factors:
(1) the potential for a species to increase in number, (2) the
genetic variation of individuals in a species due to mutation
and sexual reproduction, (3) competition for an environment’s
limited supply of the resources that individuals need in order
to survive and reproduce, and (4) the ensuing proliferation of
those organisms that are better able to survive and reproduce
in that environment. (HS-LS4-2)
Natural selection leads to adaptation, that is, to a population
dominated by organisms that are anatomically, behaviorally,
and physiologically well suited to survive and reproduce in a
specific environment. That is, the differential survival and
reproduction of organisms in a population that have an
advantageous heritable trait leads to an increase in the
proportion of individuals in future generations that have the
trait and to a decrease in the proportion of individuals that do
not. (HS-LS4-3),(HS-LS4-4)
Adaptation also means that the distribution of traits in a
population can change when conditions change. (HS-LS4-3
Changes in the physical environment, whether naturally
occurring or human induced, have thus contributed to the
expansion of some species, the emergence of new distinct
species as populations diverge under different conditions,
and the decline–and sometimes the extinction–of some
species. (HS-LS4-5),(HS-LS4-6)
Species become extinct because they can no longer survive
and reproduce in their altered environment. If members
cannot adjust to change that is too fast or drastic, the
opportunity for the species’ evolution is lost. (HS-LS4-5)
•
•
Communicate scientific information (e.g., about phenomena and/or the process of development and the design
and performance of a proposed process or system) in multiple formats (including orally, graphically, textually,
and mathematically). (HS-LS4-1)
A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts
that have been repeatedly confirmed through observation and experiment and the science community validates
each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the
theory is generally modified in light of this new evidence. (HS-LS4-1)
Assessment Evidence (Stage 2) and Learning Plans (Stage 3)
Overarching Understanding #1
Assessment Evidence
Patterns & : Cause and effect & Structure and Function - Fossil
Performance Expectation
HS-LS4-4. Construct an explanation based on evidence for
record – evolution is genetic, variation causes natural selection
how natural selection leads to adaptation of populations.
and variation is genetic, beneficial traits are more likely to be
passed on, Natural selection leads to adaptation and
Formative Assessments:
adaptations are genetic
Commit and Toss (what do we know) (#7 Page Keeley)
Justified T/F from Misconception Driven Statements (#31
[3/25/14 Page Keeley)
Other assessment evidence (to include Practices,
CCCs, and DCIs)
Pre-assessment based on misconceptions (T/F)
Bird Beak Lab and Report
Integrated Instructional Sequence (Backward Design & 5 E’s Instructional Model)
An Engage Lesson
Pearl Jam’s Evolution played to open the lesson
Pre-Assessment
Class discussion – what do we know about organisms and changing over time
List Facts vs. Ideas
Commit and Toss
Exploration Lesson(s)
Read Chapter Introduction on Evolution (AP text, reading level grade 12 – text dependent questions (15 minutes) (ELA
connection – Lexile at Reading Standard 10)
Outside – Identify various familiar species and discuss why they are successful
Explanation Lesson(s)
Vocabulary Intro for Science Notebooks (CCSS Connection – Acquiring vocabulary)
Cosmos: A Space Time Odyssey Episode “Some of the Things that Molecules Do” and discussion
Elaboration Lesson(s)
Bird Beak Lab
Evaluation Lesson(s)
Complete Bird Beak report with conclusions
(CCSS Connection - 6.RP – Understand ratio concepts and use ratio reasoning to solve problems. 3. Use ratio and rate reasoning
to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape, diagrams, double
number line diagrams, or equations. c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100
times the quantity); solve problems involving finding the whole, given a part and the percent.) (CCSS ELA connection –
Informational/Explanatory Writing)
Justify T/F
Overarching Understanding #2
Assessment Evidence
[3/25/14 Cause and effect & Patterns – evolution is caused by population
growth, variation, competition, and growth of well-adapted
variants, adaptations change when conditions change
Performance Expectation
HS-LS4-4. Construct an explanation based on evidence for
how natural selection leads to adaptation of populations.
HS-LS4-5. Evaluate the evidence supporting claims
that changes in environmental conditions may result in: (1)
increases in the number of individuals of some species, (2)
the emergence of new species over time, and (3) the
extinction of other species.
•
•
Formative Assessments:
Whiteboarding (#75 Page Keeley)
Missed Conception (#35 Page Keeley)
Other assessment evidence (to include Practices,
CCCs, and DCIs)
Organism Research and poster
Rat Island Report
Integrated Instructional Sequence (Backward Design & 5 E’s Instructional Model) to include Formative
Assessment
An Engage Lesson
Explore various specimens, i.e. skulls, teeth, pelts
Whiteboarding (Common ideas about adaptations, structure, function, species success)
Exploration Lesson(s)
Choose an organism (plant or animal) and research it on the laptops; create a story about the organism and three adaptations it
has, what the structure and function is, and how it helps the animal be successful – small groups or partners for discussion and
collaboration
Explanation Lesson(s)
Present stories to each other in scientists meeting; discuss whether the listed adaptations would actually help an organism
survive and explain why or why not and whether the trait would be likely to pass to offspring.
Elaboration Lesson(s)
Rat Island Activity
Evaluation Lesson(s)
Complete Rat Island Report; share in scientists meeting (CCSS Connection – Informational Explanatory Writing) (CCSS
Connection – Speaking and Listening)
Missed Conception
[3/25/14 Overarching Understanding #3
Cause and effect & patterns- environmental changes regardless
of cause result in changes in populations because of
adaptations, extinction is caused by species being poorly
adapted to the environment
Assessment Evidence
Performance Expectation
HS-LS4-5. Evaluate the evidence supporting claims that changes in
environmental conditions may result in: (1) increases in the number
of individuals of some species, (2) the emergence of new species
over time, and (3) the extinction of other species.
Formative Assessments:
RERUN (#52 Page Keeley)
Muddiest Point (#36 Page Keeley)
I Used to Think, But Now I Know (#28 Page Keeley)
Other assessment evidence (to include Practices,
CCCs, and DCIs)
Change Over Time Activity
Post-assessment based on misconceptions (T/F)
Integrated Instructional Sequence (Backward Design & 5 E’s Instructional Model)
An Engage Lesson
Morgan Sphinx Moth segment of Cosmos: A Space Time Odyssey Episode “Deeper, Deeper, Deeper Still”
Discussion to activate prior learning on ecosystems, biotic and abiotic factors, and environmental impacts on organisms
RERUN
Exploration Lesson(s)
Muddiest Point
Part 1 Change Over Time Activity Introduction and Research
Explanation Lesson(s)
Part 2 Change Over Time Activity – Selecting Organisms and Environmental Changes
Elaboration Lesson(s)
Part 3 Change Over Time Activity – Describing changes in organisms over time
Evaluation Lesson(s)
Part 4 Change Over Time Activity – Scientists Meeting – present findings (CCSS Connection – Speaking and Listening)
I Used to Think, But Now I Know
[3/25/14 EXTEND: Engineering Design Challenge – Create a Creature (Materials for creature creation, 3 distinct environments – choose
materials to successfully obtain “food”, most successful creature at each station wins!
[3/25/14 PART ONE:
A ship recently heading towards the United States had a major malfunction. Due to this malfunction, the ship eventually sank, and the only
survivors were a group of rats that were living on the ship. As the ship sank, these rats swam to a nearby island. First, choose what this
island looks like. Circle one choice for each of the ten island characteristics below:
Characteristic
Choice 1
Choice 2
Choice 3
Small
(3 miles wide)
Hardly any trees and
plants
Short
Medium
(8 miles wide)
Some trees and
plants
Medium
Large
(20 miles wide)
Lots of trees and
plants
Tall
A few ponds, lakes
or streams
Warm (~100°) and
Dry
Some hills with
rocks
Insects
Lots of ponds, lakes
and streams
Warm (~100°) and
Rainy
Mountainous
Meat- food
Hardly any ponds,
lakes or streams
Colder (~60°) and
Dry
Flat without many
rocks
Small fish and crabs
Plants- food
Roots
Apples
Coconuts
Wolves
Snakes
Hawks
Stronger species of
rats
Cats
Strong, but slow
Lizards
Size of island
Number of plants
Size of plants
Water present
Weather
Terrain
Predators (Big)
Predators (Small)
Small, quick lizards
[3/25/14 *DRAW A PICTURE OF YOUR ISLAND
On the next page- include all details based on your choices.
Island Drawing- you can turn the page if you want to.
[3/25/14 PART TWO:
The rat population that made it to the island from the sinking boat are:
Strong swimmers (some weak ones drowned on the way to the island)
Good climbers (lots of pipes and wires to run along on the ship)
Nocturnal (any that were seen/caught during daylight were killed and eaten)
Poor Hunters/ Excellent smellers (lots of scavenging for food)
[3/25/14 To answer the next two questions, use complete sentences and thoroughly explain your reasoning. Discuss at least two advantages and
disadvantages.
*Based on the characteristics of your island, what were the rats’ advantages?
*Based on the characteristics of your island, what were the rats’ disadvantages?
[3/25/14 PART THREE:
Now, imagine that the ship actually sunk 400 years ago (1614) and that the rats have been living on the island ever since. Further, these rats
are fully mature at 6 months old, can reproduce about four times a year, and produce about 12 offspring at a time. Over time, the rat
population has changed. Look back at your island and list ten adaptations that would have evolved in the rat population as a result your
island’s characteristics and many, many, many generations of rats. The adaptations should be physical or behavioral traits that have a specific
function.
You may want to say the rats are fast runners, but that is only the function- what is the structure of the adaptation? Strong leg muscles that
function to support high speeds, is more accurate.
Characteristic
ADAPTATIONS: Structure and Function Size of island
Number of plants
Size of plants
Water present
Weather
Terrain
Meat- food
Plants- food
[3/25/14 Predators (Big)
Predators (Small)
*DRAW A PICTURE OF YOUR RAT
Rat Drawing- you can turn the page if you want to.
[3/25/14 Post-Lab Discussion Questions:
1. Choose three of your rats’ adaptations and describe the survival benefit of each. How would those traits allow your rat to survive better on the
island?
2. Choose one of your rats’ traits and describe some of the steps that would have been taken to evolve that final trait.
[3/25/14 Now that you have drawn your island and your rat, imagine that you travel to this island as part of a family vacation and some of the rats
smuggle themselves on board your boat. Once your boat travels back to the United States, these rats hop off the boat and into your luggage.
Finally, when you arrive back in your Vermont hometown, these rats try to live in their new environment. Write a paper, using the format
provided, and answer the following question:
Format:
1 page minimum typed or hand-written
(if you want to hand write it you can use the back of the last page)
Question: Would your rat population be able to survive in your hometown?
A) If so:
1. What adaptations (3) will allow them to thrive? Why and How?
2. Where would they live in your hometown?
3. What would be their predators and prey in this area?
OR
B) If not:
1. Why would they not survive (3) in your hometown? Why and how?
2. Where could they travel to that is nearby in order to survive?
3. Why would they be able to survive there?
[3/25/14 RAT ISLAND RUBRIC
Category
1
3
5
Island Drawing
Missing 2
requirements
Missing 1 requirement
Colorful, neat, and
creative
Rat Drawing
Missing 2
requirements
Missing 1 requirement
Colorful, neat, and
creative
Essay Format
Missing 2
requirements
Missing 1 requirement
Follows all
requirements
Essay Questions
Answered, but missing
much information
Answered, but missing
some information
All Answered
completely
Spelling and Grammar
Major errors
throughout
Minor errors
throughout
Very well done
GRADE = __________/25 points
[3/25/14 P R E S E N T A T I O N
Category
Approaches Standard
5.9 – 7.2
Background Missing information
Missing details
Wrong information
No unique facts
R U B R I C
Meets Standard
7.3 – 8.7
Exceeds Standard
8.8 - 10
Species Name (in Latin and common)
Physical description
Where it lives (habitat and countries)
Predator and prey of species
How fertilization happens
How young are born
How young are cared for
At least one unique fact
Sources page
Adaptations One adaptation or two with missing Two adaptations or three with
Visual
Three adaptations
Adaptation structure taught
Adaptation function taught
Teaches HOW adaptation help
species be more successful
information
Adaptation structure taught
Adaptation function taught
Teaches HOW adaptation helps
species be more successful
missing information
Adaptation structure taught
Adaptation function taught
Teaches HOW adaptation help
species be more successful
Has at least one picture
Missing pictures and/or maps (8)
No images are explained or referred
to in presentation
Difficult to see pictures/words
Many mistakes that make the visual
distracting
Has at least one picture
All required pictures and maps (8)
Some images are explained or referred to
in presentation
Sometimes hard to see pictures/words
Occasional mistakes/inconsistencies
noticeable
[3/25/14 Includes information from meets
standard,
as well as some of:
When species was discovered
Other organisms it is related to
Type of organism
Endangered Status
Mating Rituals
At least two unique facts
Has at least one picture
More than required pictures and
maps
All images are explained or
referred to in presentation
Easy to see pictures/words
Amazing attention paid to detailno mistakes/inconsistencies,
etc.
Score
Name: ____________________________
Block: _____
Date: _______________
Bird Beak Adaptation Lab
Hypothesis and Data Collection
Make Predictions
Island
Type of Food
What would a bird
have to do to get
the food?
Which beak do you
predict will be the
most successful?
Why?
1
2
3
4
[3/25/14 Island _____ with Food Source ___________________
Beak Type
Trial 1 Trial 2 Trial 3 Average Most successful
beak?
Pipette
What were the advantages and
disadvantages of each beak?
Pliers
Tweezers
Dip Net
Island _____ with Food Source ___________________
Beak Type
Trial 1 Trial 2 Trial 3 Average Most successful
beak?
Pipette
What were the advantages and
disadvantages of each beak?
Pliers
Tweezers
[3/25/14 Dip Net
Island _____ with Food Source ___________________
Beak Type
Trial 1 Trial 2 Trial 3 Average Most successful
beak?
Pipette
What were the advantages and
disadvantages of each beak?
Pliers
Tweezers
Dip Net
[3/25/14 Island _____ with Food Source ___________________
Beak Type
Trial 1 Trial 2 Trial 3 Average Most successful
beak?
Pipette
What were the advantages and
disadvantages of each beak?
Pliers
Tweezers
Dip Net
[3/25/14 Name:__________________
Biology Common Assessment: Evolution
In nature, measurable change occurs over time at different rates.
A surrounding area is composed of four distinct habitats. A field, a thickly forested area, a wetland and a lake.
• Choose 2 of the 4 habitats and identify three organisms (animals, plants, etc...) that live there and describe their adaptations
for survival within that habitat.
Habitat:
Adaptation 1
Adaptation 2
Adaptation 3
Adaptation 1
Adaptation 2
Adaptation 3
Organism 1:
Organism 2:
Organism 3:
Habitat:
Organism 1:
[3/25/14 Habitat:
Adaptation 1
Adaptation 2
Adaptation 3
Organism 2:
Organism 3:
• The Green Mountains divide the east and west sides of Vermont. Due to climate change, and increasing global temperature,
the environments along the ridges of the Green Mountains have become hotter and drier. Native plant life has dwindled
significantly. The surrounding area of Vermont experiences a catastrophic flood carving a deep canyon along the Otter Creek,
dividing the east and west side more severely than previously. For the two habitats you have selected describe two ways the
physical characteristics of the environment would change as a result of this flood. Explain how these changes would impact
organisms in the ecosystem.
Impact of the Flood
Habitat 1:
[3/25/14 Impact of the Flood
Habitat 2:
• Given the environmental changes you have discussed, choose 1 organism from each habitat and determine what new realistic
adaptations (at least 2) may now be selected for by the changed environment. Tell why these traits would be more effective for
the population’s success and survival in the changed environment.
Habitat:
Habitat 1:
Habitat 2:
Organism:
Realistic Adaptation:
Why Effective
[3/25/14 • Draw one of your organisms based on its expected characteristics before the flood labeling two adaptations and then draw
and label it as you would expect it to look after many generations of natural selection as a result of the flooding showing two
realistic adaptations.
Organism Before the Flood
• Based on your evidence from
knowledge, summarize how
effect the traits of a population
use at least 3 terms.
Organism After the Flood
AbioticBiotic
Natural Selection
Adaptation Change
Survival of the fittest
Time
Evolution
[3/25/14 this activity and your prior
environmental changes can
living in that environment,
Misconceptions List
Frequency of selecting a misconception was calculated by dividing the total number of times a misconception was chosen by the number of times it could have been
chosen, averaged over the number of students answering the questions within this particular idea.
Grades
9–12
Species that have no apparent, obvious, or superficial similarities have no similarities at all
32%
Up until recently, extinction was rare; humans have caused the majority of extinctions
21%
Except for periodic mass extinction events, extinction is very rare
15%
Only a few of the many species of organisms that lived in the past are now extinct. Most of the species of
organisms that lived in the past are still alive today
7%
All species began at the same time and still exist today
8%
Except for a few major changes due to large volcanoes that have erupted or meteorites that have struck the
earth, environmental conditions have stayed the same throughout the history of the earth
12%
Except for minor fluctuations from year to year, environmental conditions have stayed the same throughout
the history of the earth
11%
Since the time life began, conditions have remained the same in the oceans but have changed on land
7%
Environmental conditions did not change in the past, but they are changing now
7%
Environmental conditions have changed in the past, but are no longer changing
6%
There have been no changes to the physical environment of the earth since life began
3%
Individual organisms can deliberately develop new heritable traits because they need them for survival
28%
Sudden environmental change is required for evolution to occur
30%
[3/25/14 Changes in a population occur through a gradual change in all members of a population, not from the survival of a few
individuals that preferentially reproduce
28%
Evolution happens when individual organisms acclimate or "get used to" new conditions gradually
27%
Change occurs in the inherited characteristics of a population of organisms over time because of the use or disuse of a
particular characteristic
18%
Change to the characteristics of populations (i.e. the proportion of individuals in the population having certain traits)
of organisms is always random, and is not influenced by the favorability of that change in a given environment
14%
Except for differences between males and females, and between young and old, all organisms of the same species
look and act the same
11%
All individuals within a population of organisms are the same. Differences among them are trivial and unimportant. All
members of a population are nearly identical
11%
The internal chemistry, appearance, and behavior of a species do not change, even over long periods of time
10%
Changes to the environment cannot lead to changes in the traits of species living in that environment.
9%
Change occurs in the inherited characteristics of populations of organisms over time because organisms observe other
more successful organisms and model their appearance or habits
8%
Species that are similar can share a common ancestor, but species that have no apparent, obvious, or superficial
similarities cannot share a common ancestor
44%
Plants and animals cannot share a common ancestor
33%
Humans do not share a common ancestor with other living organisms
25%
Members of different species do not share a common ancestor
21%
(AAAS Science Assessment Beta, 2014)
[3/25/14 Resources
AAAS Science Assessment Beta. (2014). Misconceptions. Retrieved August 15, 2014, from
http://assessment.aaas.org/topics/EN#/
Campbell, N. & Reese, J., & Associates. (2008). AP Biology, 8th Edition. Pearson Benjamin Cummings/Pearson Eduation. Upper
Saddle River, New Jersey.
Miller & Levine. (2012). Biology. Prentice Hall. Upper Saddle River, New Jersey.
National Research Council of the National Academies. (2012). A Framework for K-12 Science Education: Practices, Crosscutting
Concepts, and Core Ideas. The National Academies Press. Washington D.C.
Page Keeley. (2008). Science: Formative assessment. NSTA Press/Corwin Press. Thousand Oakes, CA.
Resources
Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk) Adapted by Jean Ward. (2014)
[3/25/14