Download SUBJECT NATURAL SCIENCES GRADE LEARNING UNIT WHERE

SUBJECT
GRADE
LEARNING UNIT
NATURAL SCIENCES
9TH
WHERE ARE WE LOCATED IN SPACE
AND TIME?
TITLE OF LEARNING OBJECT
HOW DO SPECIES CHANGE OVER TIME?
CURRICULAR AXIS
STANDARD COMPETENCIES
Living environment
Explain population variability and biological diversity as consequences of
reproduction strategy, genetic changes, and natural selection.
1. To compare the main hypotheses of the origin of species on the Earth.
2. To understand the fundamentals of the theory of evolution.
3. To identify the methods current evolutionary works are based on.
4. To recognize the applications of evolution on the comprehension of current
phenomena.
SCO: What led to the recognition of the evolution of species?
Skill 1. Inquire about the explanations given by naturalists on the diversity of
species on the planet before the nineteenth century.
Skill 2. Relate religious dogma to the ideas of Fixism, going back almost 2000
years.
Skill 3. Explain the development of the hypothesis of Evolution, based on the
strata and fossils found in the Earth’s crust.
Skill 4. Analyze the foundation of Darwin’s theory on the evolution of species.
Skill 5. Illustrate the Beagle’s trip and explain “The Origin of Species” based
on Darwin’s recorded data.
Skill 6. Explain how Darwin and Wallace came to the same conclusion
regarding the evolution of species by natural selection.
LEARNING OBJECTIVES
SKILLS/ KNOWLEDGE
SCO: How does evolutionary science work nowadays?
Skill 7.
Recognize the Hardy-Weinberg principle.
Skill 8.
Identify different selection pressures populations can be submitted
to.
Skill 9.
Explain phylogenetic relationships between species through
cladograms.
SCO: What applications does the knowledge of the evolution of species have?
Skill 10. Relate the appearance of new infectious diseases to evolutionary
mechanisms.
Skill 11. Investigate lactose tolerance in human populations and its relationship
with Evolution.
LEARNING FLOW
ASSESSMENT
GUIDELINE
Introduction
Objectives
Main activities
Activity 1. Early explanations on the origin of species.
Activity 2. Fossil registry as evidence of evolution.
Activity 3. Darwin’s theory of evolution.
Activity 4. How does evolution act through natural selection?
Activity 5. Evolutionary science work methods.
Summary
Homework
Evaluation
It is expected the student knows the different hypotheses formulate on the origin
of species and recognizes the importance of paleontology and geology in the
discovery of evolution.
In turn, it is expected the student identifies some facts that allowed
Darwin and Wallace to formulate their theory of evolution by natural selection.
Lastly, the student must describe natural selection mechanisms, identify everyday
examples of evolution, and recognize some current tools of evolutionary science.
Stage
Learning flow
Introduction
Introduction
Content
Activity 1.
First species
origin
explanations
Teaching/Learning Activities
Recommended
Resources
Through an animated film, contextualize for students the findings that Animation
allowed naturalists to discover how species change over time and some
mechanisms that produce said changes.
Creationism and fixism: With information presented by an avatar, Map
expose students to hypotheses on the origin of species on our planet infographic
formulated by creationists and fixists.
Creationism
and fixism
Exercise
Image and text
This exercise development will allow the teacher to evaluate whether or
not students can relate creationists and fixists hypotheses to the religious
dogma of the time.
1. Classify the following statements as either false (F) or true (T):
a) Creationism holds that every species on the planet was created by
God. ( )
b) Before the nineteenth century, scientific discoveries were explained
according to the literal story of the Bible. ( )
c) According to creationism, not all species were created on the first six
days; some of them came along in other moments in the Earth’s history.
( )
d) Fixism holds that species change over time. ( )
e) Fixist beliefs complement creationist theory. ( )
ANSWER KEY:
A (T), B (T), C (F), D (F), E (T).
Provide feedback on the development of the exercise and propose other
questions.
First ideas of evolution: Through information presented by an avatar,
display to the students some of the explanations provided by the
naturalists regarding the diversity of species before the nineteenth
century.
Map
infographic:
First ideas of
evolution
Exercise
True or false
game
This exercise development allows students to deepen their knowledge on
some of the hypotheses that preceded the currently known theory.
Prepare a time line in which you briefly expose the following naturalist’s
explanations regarding the diversity of species on the planet.
Carl Von Linnaeus: Fixism and system of classification.
Georges Louis Leclerc, Count of Buffon: Transformism.
Erasmus Darwin: Transmutation of species.
For this purpose, perform an online search that complements the
information provided in the following link:
Evolution
theory
background.
Retrieved
from:
http://objetos.unam.mx/biologia/antecedentesEvolucion/index.html
Activity 2.
Fossil record
as evidence
of evolution
Linnaeus, Fixism,
1735
Buffon, Transformism,
1749.
Erasmus Darwin,
Transmutation, 1794.
•In light of the need to
name and group the
species existing on the
planet, Linnaeus develops
a hierarchic classification
system based on
structural similarities
between different species.
From this classification he
understood that some of
the shared characteristics
of different species
derived from a common
ancestor. However, as
Linnaeus was a creationist
and fixist, he denied the
possibility of living beings
sharing a common origin.
•Proposes that
species change as a
result of organic
molecules.
•New species
originate from
combinations of
organic molecules as
an environmental
action.
•Establishes the first ideas
of transmutation of
species as an answer to
environmental conditions.
•In turn, proposes that
modifications are
transmitted to their
descendants)
ACTIVITY 2
Animation
Through the information provided by an avatar and an animated film,
explain to students how the findings of the fossil record and geology
allowed scientists to overrule and reformulate new hypotheses regarding
the origin of living beings on our planet.
Exercise
This exercise development will allow students to compare different
hypotheses of the origin of species, formulated based on the findings of
the fossil record and geology.
Through information provided on pages 18 and 19 of the document you
will find in the following link:
Image and text
Ortega and Plata (s.f.) Biology II. High school. Retrieved from:
http://www.conevyt.org.mx/bachillerato/material_bachilleres/cb6/5sem
pdf/biologia2/bio2_fasc7.pdf
Prepare a comparison table in which you explain some of the hypotheses
of the origin and extinction of species formulated based on the fossil
record.
Keep in mind explanations proposed by Georges
catastrophism,
and James
Hutton and Carlos
uniformitarianism.
Cuvier,
Lyell,
from
from
Example
Catastrophism
George Cuvier
Postulated that God created
a huge amount of species in
the beginning hypothesis.
However, along Earth’s
history several catastrophes
occurred, such as The Great
Flood, which caused the
extinction of numerous
species. This, species which
are currently alive are the
ones that survived said
catastrophes.
Activity 3.
Darwin’s
theory of
evolution
Uniformitarianism
James Hutton
Carlos Lyell
Described the way Gathered
proof
in
which
stones favoring Hutton’s
transformed
the theory.
changes they suffer Explained
how
over time, and the wind,
water,
formation
of earthquakes, and
sedimentary strata. volcanos
produced
deep
Established that the changes
Earth’s age covers throughout
millions instead of Earth’s history)
thousands of years,
as was believed.
Development of the theory of the origin of species:
Map
infographic:
Using an infographic present to students Darwin’s development of his Darwin´s
theory of the origin of species, through the observations of the Beagle’s theory of
voyage.
evolution
Exercise
Image and text
This development exercise allows students to illustrate Darwin’s trip
through the different countries of the world on the Beagle and describe
some of the observations that allowed him to formulate his theory of
evolution.
In the following link you will find a document in which some extracts of
Darwin’s trip on the Beagle are presented:
WGBH Educational Foundation and Clear Blue Sky Productions Inc.
(2001). Excerpts from Charles Darwin's Voyage of the Beagle Adapted
with permission from www.literature.org. Retrieved from: http://wwwtc.pbs.org/wgbh/evolution/educators/teachstuds/pdf/darwins_excerpts.
pdf
a) In pairs, choose three places where Darwin made some of the
observations that allowed him to explain his theory of evolution.
b) Prepare a map, on Google Maps, in which you choose some of the
places where Darwin made observations and include a brief description
of the observations that contributed to his theory’s development.
For that purpose, go to the following link: https://www.google.com/maps
and ask for the teacher’s explanation about how to develop this activity.
Example
GOOGLE MAPS: MAP MAKING INSTRUCTIONS
Follow the link below:
https://www.google.com/maps
Click the dropdown menu and choose the option “My maps”, then select
the option “Create map”.
A new window will open, like the one shown in Figure 1, in which you
will have to name your map as “The Beagle’s voyage and the
development of the theory of evolution”.
On the search bar write the location name you want to point on the map,
and when you find it select the option “Add to map”.
Figure 1. Name your map and add markers.
Once the place is added on the map, the “marker” will go from green to
red. When selected, a window with the place’s information will show. You
can edit it through the “edit” option you will find in the bottom option bar
as shown in Figure 2.
Figure 2. Edit your markers.
On the window fields you can add the corresponding description of
Darwin’s findings that allowed him to propose his evolutionary theory
(See Figure 3).
Figure 3. Add descriptions to your markers.
Lastly, select the “share” option, which you will find in the frame to the
left (See Figure 4). There you can copy the link or share it by email or
social network with your classmates and teacher.
Figure 4. Share your map.
Two naturalists, one theory:
Map
Through the information provided by an avatar and a “Did you know…” infographic:
explain to students how Darwin and Mendel came to the same conclusion Two
naturalists,
about natural selection by common ancestors.
one theory
Exercise
This exercise development will allow students to recognize what aspects
allowed Darwin and Wallace to propose very similar theories.
Watch the following video:
[Claudio Zingoni]. (April 29, 2015). Darwin Vs Wallace extracto [Video
file]. Retrieved from: https://www.youtube.com/watch?v=NuMSVqO9oM
From the information provided, prepare a conceptual map in which you
explain how Darwin and Wallace came to the same conclusions regarding
the theory of evolution.
You can look for additional information to complement your conceptual
map.
Video and text
Example
Evolution, Natural
selection
Charles
Alfred
Darwin
Wallace
They traveled for years
fthroughthe tropics observing
plants and geomorphologic
characteristics.
They identified that individuals
of the same species present
morphologic differences
according to the zone they
live in.
Understood that
the Earth is old
and dynamic)
Fundamentals of the Darwinian theory of evolution: With the
information provided by an avatar and an infographic, explain to the
students the fundamentals Darwin’s theory of evolution by natural
selection.
Map
infographic:
Fundamentals
of the
Darwinian
theory of
evolution
Exercise
This development exercise allows the teacher to identify if the student
understands the fundamentals of the Darwinian evolution theory.
Read carefully the following case:
A population of giraffes feeds mainly on grass or other bushy plants.
However, after a long dry season, grasses and bushes dried progressively
until they completely disappeared, leaving only big drought-resistant
species of trees.
Given that most of the giraffes could not feed on the tall droughtresistant trees’ leaves and that grasses and bushes were scarcer, the
giraffe population was considerably reduced.
Just a few individuals of the population had long-enough necks to reach
said trees’ leaves. This characteristic allowed them to survive and
reproduce.
With time it was observed that most of population’s giraffes presented
longer necks.
According to the study case presented, select the aspects that
correspond to Darwin’s proposal on the theory of evolution. Keep in mind
that you can select more than one option.
a) Most individuals of the giraffe population had to have long necks.
b) Some giraffes could feed on big trees, as thanks to several attempts
to reach the leaves their necks lengthened.
c) Giraffes with long necks had to reproduce to transmit to their children
said characteristics, which would allow them to survive.
d) Those giraffes that acquired a long neck as a result of several attempts
to reach the leaves had children with long necks.
Text and
image
e) The population of giraffes had to present neck length variations.
ANSWER KEY: C and E
Activity 4.
How does
evolution by
natural
selection
work?
Natural selection types: Through interactive resources, explain to Map
students the different types of natural selection.
infographic:
Natural
selection types
Exercise
Image and
This development exercise will allow the teacher to establish whether or text
not the students identify through case studies the different types of
natural selection.
Read the following information.
Biston betullaria is a butterfly species that lives on birch logs covered in
lichens. Two shades of this species are known; a white one and a black
one.
Before the industrial revolution, most of the specimens were white, which
allowed them to better disguise themselves from their predators.
However, once the industrial revolution began, tree logs were covered
with soot from the chimneys.
Because of these conditions, a bigger amount of black butterflies started
to be seen.
According to the reading, select the correct answer:
What type of selections acted in the case of the birch tree butterflies?
a) Sexual selection.
b) Disruptive selection.
c) Directional selection.
d) Stabilizing selection.
ANSWER KEY: C
Examples of evolution:
Map
infographic:
With an avatar and a pop up window, present to students some every- Examples of
day live evolution examples.
evolution
Exercises
The first proposed development exercise will allow the student to deepen
their knowledge on how mutations are distributed among populations.
1. Taking into consideration the fact that lactose tolerance is not equally
distributed among human populations, investigate the percentage of
lactose intolerant people and their geographic distribution.
Example
In the US, Australia, and some Northern European countries, less than
20% of the population is lactose intolerant. On the other hand, in Chile,
Argentina, Uruguay, Paraguay, China, and the South African countries,
from 80% to 100% of the population is lactose intolerant. In Colombia,
between 40% and 60% of the population is lactose intolerant.
2. Select the correct words to complete the statement:
The emergence of new antibiotic _____________ bacterial strains
results from the process of ____________,in which a ____________ is
randomly caused by the environment, attributing an _____________
advantage
ANSWER KEY: resistant, evolving, variation, adaptive.
Image and text
Activity 5.
Evolutionary
science work
methods
The Hardy-Weinberg principle:
Using an animated film, explain to students the principles of the HardyWeinberg balance and their importance on the study of evolution.
Animation
Exercise
This development exercise will allow the teacher to evaluate whether or
not students understand the principles of the Hardy-Weinberg balance.
Multiple
question
The Hardy-Weingber principle states:
a) In any population, allelic and genotypic frequencies are maintained at
balance throughout generations.
b) The environment selects
advantages to populations.
attributes
that
confer
evolutionary
c) Ideal populations are the ones in which mutations do not occur.
d) In an ideal population, allelic and genotypic frequencies are
maintained throughout generations.
ANSWER KEY: D
Phylogenetic relationships: Through images and other interactive
resources, explain to students how cladograms allow scientists to
represent evolutionary relationships between species.
Exercise:
Map
infograpfic:
Phylogenetic
relationships
This development exercise allows the teacher evaluate whether or not
students know how to interpret a cladogram.
Image and text
Analyze the following cladogram:
According to the information provided by the cladogram, classify the
following statements as false (F) or true (T):
a) The appearance of four limbs on vertebrates is an evolutionary
characteristic more recent than the appearance of skulls’. ( )
b) The kangaroo is a placental mammal. ( )
c) The lizard and the orangutan have in common the skull, four limbs,
and hair. ( )
d) The appearance of opposable thumbs preceded the appearance of
hair. ( )
e) The common characteristic between a human and a fish is the skull.
( )
ANSWER KEY: A (T), B (F), C (F), D (F), E (T).
Abstract
Abstract
Present an abstract of the topics covered using an interactive resource.
Before doing that, ask some questions about the topics covered.
Homework
Homework
Dialog
multimedia
Through the development of the activities proposed in the task, the Map
students will deepen their knowledge on some of the concepts covered. infographic
homework
Explain each homework item.
1. In groups of five students, prepare a comparison table in which you
expose the characteristics of the main theories on the origin of species.
a. The comparison table must include the theories of creationism, fixism,
intelligent design, as well as those of Lamarck, Darwin, and Wallace.
Example
Creationist
and fixist
theory.
Creationist
theory claims
that all species
existing on the
planet
were
created
by
God.
Fixist
theory
claims
that
species do not
change
over
time,
but
remain as they
were
when
created.
Intelligent
design.
Lamarck’s theory of
evolution.
The origins of
life
and
the
universe
are
attributed to an
intelligent
cause, not to a
non-directed,
random process
like
natural
selection.
Lamarck’s
theory
of
evolution
states
that
species are not static.
Evolution happens from
simpler to more complex
ways. It is based on three
factors: Need, Use and
non-use, and inheritance
of shared characteristics.
Darwin’s and
Wallace’s theory
of evolution.
Darwin’s
and
Wallace’s theory of
evolution
states
that evolution is a
gradual process.
All species come
from a common
ancestor.
Natural selection is
an agent of change.
b. Once the comparison tables are done, each group must select one of
the theories and defend it in a group debate organized by the teacher.
The teacher will divide the classroom into four groups, according to the
amount of students. Each group will be assigned one of the analyzed
theories. A debate in which each group will defend their arguments will
be set. A spokesperson for each group and a moderator will be selected.
2. Answer the following questions and justify your answer.
Share the answers with your classmates.
a. Can an individual evolve?
ANSWER KEY: No. Evolution occurs on a genetic level. Variations
present in an individual result in random genetic mutations. In the case
that said mutations confer the to the individual an adaptive advantage
regarding its survival, this will be passed on its descendants.
b. Did evolution only happen in the past?
ANSWER KEY: No. Evolution is a dynamic process that occurs
constantly. Populations are constantly faced with environmental
pressures that can affect their survival, so those characteristics that
confer adaptive advantages will be selected.
c. Does evolution favor bigger, stronger, faster individuals?
ANSWER KEY: An adaptive characteristic is considered according to the
local environment conditions. For example, for polar bears, being white
can allow them to hunt more easily in the snow, but as global warming
results in ice being melted, polar bears would be easily spotted by their
prey, so dark-furred individuals would carry more adaptive
characteristics.
3. Investigate examples of pesticide resistant organisms (bugs, fungus,
mollusks) used in the control of Colombian crops.
Prepare a summary in which you point out:
a. The evolutionary mechanisms which have generated resistance to
pesticides.
Example:
The fall armyworm is a moth that affects different cereal crops, mainly
corn, in the department of Tolima, Colombia.
It has been discovered that this insect is resistant to common pesticides,
even the Bacillus bacteria used for its biological control.
Just like any organism, bugs can suffer random mutations that confer
them some adaptive advantage regarding their survival.
In the case of the corn crop attacking moth, a mutation has coffered
resistance to the pesticide normally used for its eradication.
On a crop frequently fumigated, those moths that did not carry the
mutation were rapidly eliminated from the population; so, only surviving
individuals reproduced and transmitted these characteristics to their
children.
With time, all moths became resistant to the used pesticides.
b. The consequences of this phenomenon on human health.
Example:
Despite the fact that most common pesticides do not have any effect on
plague control, they are still widely used by farmers.
Lots of pesticides are accumulated in the soil or on the actual fruits and
cereals that are later consumed by animals or people. Pesticides contain
toxic substances that, in the long run, generate consequences on human
health. Also, toxic substances accumulated in the soil can contaminate
underground water fountains.
4. Prepare a cladogram in which you represent the shared evolutionary
characteristics between a shark, a trout, a frog, a mouse, and a monkey.
Example:
Keep in mind the characteristic they all share is they are vertebrate. The
shark does not have an osseous skeleton, while the rest do. Three of
them have four limbs, and only two of them are amniotes, meaning their
reproduction can only happen out of the water. The mouse and the
monkey have fur.
Evaluation
Evaluation
Go along with the students during the evaluation development to solve Multiple choice,
any questions that might come up.
embedded,
true or false
1. Some of the hypotheses to explain and organize planet species question
diversity throughout time were:
1. Creationism (fixism)
A. What we know as evolution today. A
process in which one species transforms
into another.
2. Life’s natural order
B. An evolutionary theory which argues
that different varieties of species
observed in nature are the result of
natural selection over time.
3. Linnaeus classification
system
C. Hierarchic classification system in
which species are considered the
minimum aggrupation unit, grouped in
bigger and bigger categories.
D. Hypothesis in which the divine and
earthly elements are mixed.
4. Transmutation
5. Lamarck’s evolution
theory
E. Theory of evolution which is based on
the ideas of need, use and non-use, and
acquired character heritage.
6. Darwin and Wallace
theory of evolution.
F. Group of beliefs inspired by religious
doctrines, according to which the
universe and living beings come from
specific acts of divine creation.
ANSWER KEY:/1(F), 2(D), 3(C), 4(A), 5(E), 6(B).
2. Classify the following statements as false (F) or true (T):
a. The first geologists tried to explain fossil presence in the mountains
from a religious perspective (T).
b. Analysis of layers of rock showed geologists that the Earth does not
change (F).
c. The study of rocks indicated that the Earth was much younger than
the Bible suggested (F).
d. The evolutionary theory of natural selection is usually attributed to
Wallace because he presented more arguments and went deeper into the
subject. (F).
e. Wallace and Darwin independently created the evolutionary theory of
natural selection. (T).
ANSWER KEY: A (T), B (F), C (F), D (F), E (T).
3. Choose the type of natural selection that fits the proposed description.
a. ___________________________ selection decreases more common
phenotypes and increases less common ones.
b. In __________________ selection individuals with intermediate
phenotypical variations are favored.
c. _________________ selection limits some individuals reproduction
possibilities.
d. _________________ selection increases the proportion of individuals
with two extreme phonotypical characteristics.
e. ________________ increases the proportion of individuals with single
extreme characteristics
ANSWER KEY: a) Frequency dependent. b) Stabilizing. c) Sexual. d)
Disruptive. e) Directional.
4. Select the correct answer:
The Hardy-Weinberg balance principle…
a) states that allelic and gene frequencies in a population are maintained
from one generation to another.
b) is applied to populations that experience mutations.
c) is applied to ideal populations, meaning the ones with no evolutionary
changes.
d) A and C are correct.
e) None of the above.
ANSWER KEY: D.
5. Which of the following representations corresponds to a cladogram
a)
b)
Glossary
Glossary
Vocabulary
Box
Vocabulary
Box
English
Review Topic
English
Review Topic
ANSWER KEY: A.
Explain the glossary, in case any of the students does not know a word
or concept.
Population: All the individuals of one species in a given area.
Hierarchy: Any system of persons or things ranked one above another
following certain criteria.
Geology: Science that deals with the dynamics and physical history of
the Earth, the rocks of which it is composed, and the physical, chemical,
and biological changes that the earth has undergone or is undergoing.
Hypothesis: A proposition, or set of propositions, set forth as an
explanation for the occurrence of some specified group of phenomena,
either asserted merely as a provisional conjecture to guide investigation
(working hypothesis) or accepted as highly probable in the light of
established facts.
Mating: Copulation with the purpose of breeding.
Simple past tense
Comparatives
Prepositions
Wh expressions
Glossary
multimedia
Vocabulary
multimedia
English review
topic
Write the verb form in past tense
Cost _____
Think ____
Put ____
Teach ____
Complete accordingly
Hot__
Big__
____ intelligent
____ beautiful
Write at/on/in when necessary
I’ll be there ___ (in) about fifteen minutes
I’ll meet you ___ (at) the party
Don’t forget! The meeting is ___ (on) Wednesday
Complete with the corresponding Wh expression
Wh___ (during)
Wh__ were you last week
Wh__ does it belong to?
Wh___ would you get there?