Download 3 day Lesson: Introduction to evolution

3 day Lesson: Introduction to evolution
Dates: 2/24/14-2/26/14
Grade: 9
Adam Sharp
Subject: Biology: Introduction to evolution
Big Idea: The basis of Darwin’s Theory of Evolution is hard for students to grasp. Prior to
getting into Darwin or any of his observations it is crucial that students form an
understanding of what a theory is and is not. Students generally see theories as guesses. By
this understanding, students view evolution as a concept open to interpretation. As this is
fundamentally contrary to what a scientific theory it is crucial that students understand
what a scientific theory is. This requires an understanding of how facts, hypothesis, and
laws come together to form an interrelated, pliable explanation of phenomena.
The theory of evolution is formed on the basis that variation of species originate
from a common ancestor. In any population, variation of traits exist. These variations
manifest themselves as adaptations an individual might exhibit within a certain environment.
Adaptations confer differential levels of fitness (the ability to survive and reproduce)
within a specific environmental context.
Natural selection steers allelic frequencies for a specific trait to increase or
decrease based on selection pressures within an environment. These selection pressures can
include climate, availability of resources, competition for food/mates, predators, or other
internal/external factors. The environment selects for traits that confer the highest
degree of fitness to the individual. This in tern increases the alleic frequency of that trait.
Class Specific Objective: Students will form a basic understanding of Charles Darwin’s
theory of evolution through an understanding of variation, adaptations, and natural
selection. This will be accomplished through the use of a three day inquiry sequence. As my
students have a difficult time with reading comprehension, I am attempting to try out
reading emersion to explain evolution. Students will be given a difficult text broken up into
excerpts. These excerpts will be discussed in small groups/ large group to tease out
important points. In this way, students will be able to explain scientific text (Darwin’s
journal) by observing patterns seen throughout a three day lesson.
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).
Next generation Science Standards:
HS-LS4-
Apply concepts of statistics and probability to support explanations
3.
that organisms with an advantageous heritable trait tend to increase in
proportion to organisms lacking this trait.
HS-LS44.
Construct an explanation based on evidence for how natural selection leads
to adaptation of populations.
Synthesized Objective:
Identify patterns in data from lizard lab (modified bead bug) to explain how natural
selection, variation, and adaptations relate to Darwin’s observations of variation from his
journal. Using this data, students will form arguments from evidence to explain Natural
selection and adaptations as the basis for Darwin’s theory of evolution
Day 1: Introduction to a theory/Darwin’s research
Time
Opening
15min
Students will be asked to define in their own words
what a theory is and an example of a theory during
Bell work. Student ideas will be written on the class
idea board. Students will then watch a “what is a
theory” video. Initial revisions to their ideas will be
made.
30 min
Activities
Students will view a short power point on Darwin.
Students will then be split up into groups of four at
their lab stations. Each group will be given an excerpt
from Darwin’s journal and then jigsaw their excerpts
to students in other groups.
Monitor/Feedback
Student ideas will be
tracked on the classroom
idea board.
Previous understandings
of cell/germ theory will
be used as examples
During the jigsaw period
the teacher will monitor
student observations and
steer them towards the
big idea of variation and
adaptation.
After students jigsaw, students will be asked to
highlight components of the excerpts they feel are
important and write them down on a posters. Students
will then present their posters
10 min
Closing
During student poster presentation the teacher will
direct student ideas towards the “observations”
column of the class idea board. Students will be asked
to focus on components of variation and adaptations
that Darwin observed and how physical barriers
played a role.
Ticket out the door
“How do Darwin’s
observations relate to
your understanding of a
theory”?
Homework
Read excerpt on darwins finches and take notes
Self Evaluation of the Lesson
Resources/Materials
-Printed excerpts from Darwin’s journal (including Darwin’s finches)
-Posters
-“What is a theory” video http://www.youtube.com/watch?v=gklQ3GbmufI
-Exit tickets
-Bell work slide
Day 2 Adaptations, Variation, and Natural selection
Time
Opening/Framing the Lesson/Introduction/Early
10 min
Assessment
Monitor/Feedback
Student’s will come into the room with common ideas
of how Darwins observations could form the basis of a
theory from their exit tickets on the idea board.
Students will be asked to defend/deny 2 common
ideas and give explanations during Bell work.
35 min
Activities
Students will view the Adaptations, Variation, and
Natural selection lecture. Idea of fitness will be
introduced
10 min
Closing
Students will relate their understandings of
adaptation, variation, and natural selection from
lecture to the excerpt on Darwin’s finches.
-Pass out/explain project
Homework
Students will begin animal research adaptation
project. Tier one (what adaptations does your animal
have and how does it allow it to survive) due the
following day.
Ticket out the door
Students will be asked to
relate their
understandings of how
heredity/fitness might
relate to darwin’s
finches.
Self Evaluation of the Lesson
Resources/Materials
-Adaptation, variation, and natural selection power point
-Project handout
-Exit tickets
-Bell work slide
Day 3
Time
5 min
Lizard lab/natural selection
Opening
Bell work question asking students to share how their
animals adaptation might confer differential fitness.
Changes to the environment will be discussed
reinforcing importance of variation in a population.
Monitor/Feedback
35 min
Activities
Students will be introduced to the Lizard lab
(modified from bead bug lab by using plastic lizards)
Students will calculate lizard color allele frequency
after 8 generations and observe natural selection.
The teacher will go from
group to group asking
questions about patterns
in allele frequencies from
generation to generation
15 min
Closing
Connections column of idea board will be filled in
following the lizard lab to explain Darwin’s
observations via understandings of natural selection.
Ticket out the door
How do your results from the lizard lab help explain
Darwin’s observations of variation in Finches?
The teacher will give a
textbook definition of
evolution and ask the
students to explain it in
their own words, relating
their explanation to
Darwin’s Finches
Homework (summative assessment)
Tier II of project due the following day “If your
animals primary food source were completely depleted
which adaptations would be affected? How is variation
importance in the survival of your animal? Which
adaptations would be important in your animal’s new
environment?
Self Evaluation of the Lesson
Resources/Materials
-Felt mats (red and green enough for one set per group)
-200 red plastic lizards
-200 green plastic lizards
-Tweezers (one per group)
-Lizard lab handout
-Exit tickets
-Bell work slide