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This document contains eight learning activities relating to the development of evolutionary theory. Information about the purpose, curriculum links, and resources are provided about each activity. Additionally the original source is listed. Some resources are provided in separate documents which are attached on the “changeovertime1” wikispace page. Learning Activity 1: Introduction to Natural Selection Purpose: Get students familiar with the theory of natural selection through practical means Draw a relationship between natural selection and evolution Key knowledge: change in populations: gene pool, allele frequencies; selection pressures; genetic drift; natural selection as a mechanism of evolution; development of the evolutionary theory Resources: Plastic animals of four different colours, two colours that will blend in to nature settings (eg. brown and green) and two colours that will stand out in natural settings (eg. red and yellow) Prizes (if you wish) Instructions: Hide a set of plastic animals (eg beetles) of four different colours outside in grassy areas or in a garden area. You will need a couple of colors that will blend in with the environment (green and brown) and a couple that stand out in the environment (red and yellow). Inform the students that they are predators of all the beetles you have been hidden and they have 1 minute to find as many beetles as they can (you could give out a prize for each beetle if you wish). After a minute has passed call all the students back and ask them to show how many different colors were collected. There should be more red and yellow beetles collected then green and brown. Follow this up with a discussion about natural selection, questions you might like to include are: Which beetles were more likely to survive from you, the predators? Why? What might happen with the beetle populations over time? And why might this occur? What is the name for this process? Who proposed this idea? Reference: Flinders College, Tyabb (2009) Learning Activity 2: Evaluate the theory of Natural Selection Purpose: Encourage higher order thinking around the concept of natural selection Foster ability to analyze theory and make their own independent decisions about theories Promote the use of evidence in backing up opinions Allow students to demonstrate their knowledge through written means Key knowledge: natural selection as a mechanism of evolution; development of the evolutionary theory change in populations: gene pool, allele frequencies; selection pressures; genetic drift; Resources: Rubric attached to wikispace Instructions/Essay Question: Explain the theory of natural selection and evaluate it making reference positive and negative aspects of the theory and whether the theory is useful in explaining evolution. Reference: Kinnear & Martin (2000) Learning Activity 3: Create A Video or PowerPoint Presentation Purpose: Extend knowledge about the development of evolutionary theory Allow students to display their knowledge through creative means Allow students to work in groups to foster interpersonal learning Key knowledge: natural selection as a mechanism of evolution the development of evolutionary theory Resources: Cameras and recording equipment Various props (students may want to bring these from home) Rubric attached to wikispace Instructions: Students work in groups for this task. Instructions for the students are given below: Create a historical video explaining the origins of evolutionary theory. Must be presented in chronological order and include: Key researchers (Charles Darwin, Alfred Wallace, Jean Baptiste Lamarck) What contributions did these people make and explanation of their ideas Neo-Darwinism Reference: Flinders College, Tyabb (2009) Learning Activity 4: Create A Poster Timeline Purpose: Extend knowledge about the development of evolutionary theory Allow students to work independently to foster autonomous learning Key knowledge: change in populations: gene pool, allele frequencies; selection pressures; genetic drift; natural selection as a mechanism of evolution the development of evolutionary theory Resources: A3 sheets of paper Text books for students to refer to Pencils, pens, textures, rulers Instructions: You may want the students to complete this in class or complete it as a homework task. Student instructions are provided below: Create a timeline that lists critical events (and their dates) that lead to our current understanding of how species change. Reference: http://www.educationworld.com/a_lesson/lesson/lesson044.shtml Learning Activity 5: Revision Game: Heads or Tails Purpose: Give students a fun way to help them revise Get students actively involved Key knowledge: change in populations: gene pool, allele frequencies; selection pressures; genetic drift; natural selection as a mechanism of evolution; development of the evolutionary theory Resources: Access to PowerPoint Access to Projector Prizes for winners Instructions: Ask all students to stand up. The teacher asks a two option multiple choice question (the questions and options must be displayed on a PowerPoint for all students to see). Students must put their hands on their heads to represent the answer known as heads, and hands on their hips to represent the answer known as tails. If a student gets an answer incorrect they must sit down. The winner (or winners) will be left standing. You may award these students with prizes if you wish. PowerPoint Example is attached to wiki page Reference: Original – Laura Fettes Learning Activity 6: Crossword Purpose: Reconsolidate learning Allow students to work independently Key knowledge: change in populations: gene pool, allele frequencies; selection pressures; genetic drift; natural selection as a mechanism of evolution; development of the evolutionary theory Resources: Crossword sheet attached to wikispace Reference: http://www.teachingandlearningresources.co.uk/resourcescrosswords.shtml Learning Activity 7: Short Answer Questions Purpose: Reconsolidate learning Allow students to work independently Give students opportunity to ask questions Key knowledge change in populations: gene pool, allele frequencies; selection pressures; genetic drift; natural selection as a mechanism of evolution; development of the evolutionary theory Resources: Questions attached to wikispace Reference: Kinnear & Martin (2000) Learning Activity 8: Create an Animal Purpose: Apply information to a new situation Allow students to demonstrate their learning in a creative situation Key knowledge change in populations: gene pool, allele frequencies; selection pressures; genetic drift; natural selection as a mechanism of evolution; Resources: Questions attached to wikispace Instructions for students: Create your own original animal that has suitable traits for a habitat of your choice. Draw this animal and explain how the features you have given it, enable this animal to survive in this area. Now imagine that the number of predators has increased and availability if food for your creature is low. Suggest how your animal might evolve. Draw a picture and explain what the changes are and why the may occur. Reference: Flinders College, Tyabb (2009)