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Sarah Verdun 2/29/12 BSC 307 Part 1: Textbook Concept list Unit Plan Template (Part 1) Concept Darwin’s theory of evolution Evolution is a change in the relative frequency of alleles in a population Two main sources of genetic variation: mutations and genetic shuffling as a result of sexual reproduction The number of phenotypes for a trait depends on the number of genes that control the trait. Natural selection can cause a change in allele frequencies. The result is evolution. Directional selection, stabilizing selection, and disruptive selection are three ways natural selection can affect phenotype distributions. Genetic drift Hardy-Weinberg principle As new species evolve, populations become reproductively isolated from each other. Mechanisms of speciation in the Galapagos finches Part 2: Illinois Learning Standards Concept List Concept Definitely, Maybe, or Don’t Include? Definitely Definitely Definitely Maybe Definitely Definitely Definitely Definitely Definitely Maybe Descriptor Definitely, Maybe, or Don’t Include? Darwin’s theory of evolution Evolution is a change in the relative frequency of alleles in a population Two main sources of genetic variation: mutations and genetic shuffling as a result of sexual reproduction The number of phenotypes for a trait depends on the number of genes that control the trait. Natural selection can cause a change in allele frequencies. The result is evolution. Directional selection, stabilizing selection, and disruptive selection are three ways natural selection can affect phenotype distributions. Genetic drift Hardy-Weinberg principle As new species evolve, populations become reproductively isolated from each other. Mechanisms of speciation in the Galapagos finches Stage H 12.A.3 Stage H 12.A.3 Definitely Definitely Stage H 12.A.3 Definitely Stage H 12.A.3 Maybe Stage H 12.A.3 Definitely Stage H 12.A.3 Definitely Stage H 12.A.3 Stage H 12.A.3 Stage H 12.A.3 Definitely Definitely Definitely Stage H 12.A.3 Maybe Use the table below to complete part 3 of your Unit Plan Assignment Concept This Unit, Another Rationale Related ILS Darwin’s theory of evolution Unit, or Leave Out? This unit Evolution is a change in the This unit relative frequency of alleles in a population Two main sources of genetic variation: mutations and genetic shuffling as a result of sexual reproduction This unit The number of phenotypes for a trait depends on the number of genes that control the trait. Another unit, unless there was no time, then this unit Darwin’s observations showed that change had happened. His findings introduce the mechanisms of change and lay the foundation for the details that will be explained later in the unit. It belongs in this unit because he was the first to propose the mechanism of evolution that is accepted as true today. This concept is the basis of the entire unit. An understanding of this concept is critical to build off of for future concepts. Students must have a clear definition of evolution and this concept provides it within this unit. An understanding of the mechanism of change is necessary to understand the result of the change, which is evolution. This concept belongs in this unit because students need to understand what causes the changes to take place in the first place. This concept should be covered in a previous unit on genetics. By the time students learn about evolution, they should already understand how genes control phenotypes. However, if for some reason Stage H 12.A.3 Stage H 12.A.3 Stage H 12.A.3 Stage H 12.A.3 Natural selection can cause This unit a change in allele frequencies. The result is evolution. Directional selection, stabilizing selection, and disruptive selection are three ways natural selection can affect phenotype distributions. Genetic drift This unit Hardy-Weinberg principle This unit As new species evolve, populations become This unit This unit this concept was left out of that unit, it should be included in this unit on evolution. Natural selection belongs in this unit Stage H 12.A.3 because it is the driving force behind evolution. These two concepts are interconnected and it would be difficult or impossible to teach them independently of one another. These concepts belong in this unit because Stage H 12.A.3 they show the possible paths of natural selection. Understanding these ideas will help students understand the tangible results of evolution. This concept belongs in this unit because it Stage H 12.A.3 introduces another mechanism of evolution. An understanding of the mechanisms is essential to understand the outcome of evolution. This concept fits into this unit because it Stage H 12.A.3 outlines the conditions in which evolution does not occur. Knowing this information helps students understand the conditions that do cause evolution. This concept belongs in this unit because it Stage H 12.A.3 describes the end result of evolution, which reproductively isolated from each other. Mechanisms of speciation in the Galapagos finches This unit, but leave out if necessary due to time constraint is the creation of new species. It explains the effects of evolution and outlines its consequences. The Galapagos finches are often used as an example when teaching evolution. Working through this concept with students reviews other topics already covered in this unit. It would be a useful review if time allows. Stage H 12.A.3 Use the table below to complete parts 4 & 5 of your Unit Plan Assignment. Concept Objective(s) As a result of this unit, students will be able to: 1. Darwin’s theory of evolution Describe Darwin’s contribution to science. 2. Evolution is a change in the relative Identify indicators of evolution in a population. frequency of alleles in a population Relate allele frequencies to gene pools by explaining what each term refers to and how they differ from one another. 3. Two main sources of genetic Demonstrate an understanding of the two processes that can lead variation: mutations and genetic to inherited variation in populations by describing an example of shuffling as a result of sexual each type. reproduction 4. The number of phenotypes for a Compare and contrast the range of phenotypes between singletrait depends on the number of genes gene traits and polygenic traits. that control the trait. 5. Natural selection can cause a List and describe the conditions necessary for natural selection. change in allele frequencies. The Explain how natural selection can affect traits that are controlled result is evolution. by a single gene. Evaluate the significance of mutations to evolution by explaining the effects a single mutation in one individual could cause over time in an ecosystem. 6. Directional selection, stabilizing Compare and contrast the three patterns of natural selection. selection, and disruptive selection are Develop an example of one pattern of natural selection by creating three ways natural selection can affect a ‘field journal’ of population statistics over time. phenotype distributions. 7. Genetic drift Explain why genetic drift is more likely or more common in small populations. 8. Hardy-Weinberg principle 9. As new species evolve, populations become reproductively isolated from each other. 10. Mechanisms of speciation in the Galapagos finches List and describe the conditions necessary for the Hardy-Weinberg principle to apply. Explain how reproductive isolation relates to the formation of new species. List and describe the isolating mechanisms that played a role in the speciation of the Galapagos finches. Use the table below to complete part 6 of your Unit Plan Assignment. Units Preceding This One Genetics Reasoning Natural selection is the mechanism of evolution. Natural selection acts on phenotypes that are coded for by genotypes. Students must have the background knowledge of genes and how they affect phenotypes before they can understand the genetic consequences of selection based on the traits. Unit Following This One Ecology Reasoning After a unit on evolution, students will have an understanding of how species come into existence and go extinct. This ties into ecology and the impact the species and environments have on each other. Once students understand what is happening on the genetic level, it will be easier for them to see the bigger picture of whole ecosystems and biomes. They can also see how one small genetic mutation can affect an entire ecosystem over time.