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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?