Unit 6

1. Unit 6 Evolution

2. Essential Questions • Why is there such a great diversity of organisms on Earth? • What are mutations and how do they lead to new species? • Why do organisms live where they do? How are organisms adapted to live in the habitat that they live in? • What are some of the modes of evolution? • Are humans still evolving? • How can we observe evolution?

3. Day 1: Variation • Required Readings: • 3.24 • Learning Objectives: • To recall that living organisms differ from one another • To distinguish between continuous and discontinuous variation

4. Starter • Why do you think there is so much variation within species? • Provide some examples (at least 3) of organisms and how they vary. • Time: 10 minutes

5. Activity 1 • Watch the video “The Making of the Fittest: Natural Selection and Adaptation” • Complete the quiz as you watch it. Don’t worry if you don’t finish the quiz • Time: 15 minutes

6. Activity 2 • Move to your lab groups • Complete the Color Variation in Rock Pocket Mouse Populations packet • Time: 35 minutes

7. Activity 3 • http://www.bbc.co.uk/bitesize/ks3/science/organisms_behaviour_health/variation_classification/revision/1/ • Read through the summary, complete the activity and the quiz • Time: 20 minutes

8. Closing & Homework • Complete the quiz (due Monday) • Complete the “Color Variation in Rock Pocket Mouse Population” (due Monday)

9. Day 2 • What Darwin Never Knew • While watching the video, • Write down questions that they have after watching the video • Keep note of interesting facts/information that they learned while watching the video • Hand these in at the end of the lesson • Homework: What is your personal view of evolution? Give 3 points to support your claim. Why do you think evolution is such a controversial topic to learn about?

10. Day 3: Causes of Variation • Required Readings: • 3.25 • Learning Objectives: • To identify mutation and sexual reproduction as sources of variation • To understand that mutations may involve whole chromosomes or genes within them • To recognize that environmental factors may increase the likelihood of mutation

11. Starter • What is a mutation? • How do mutations occur? • What do mutations do to an organism? • Are mutations good, bad or neither? Explain. • Time: 15 minutes

12. Activity 1 • Any questions on last week’s video? • Time: 5 minutes

13. Activity 2 • Get into your lab groups • Mutations and Variation activity • Time: 45 minutes

14. Discussion • Which mutation caused the greatest delay in acquiring food? • Which mutation caused the greatest delay in processing and consuming food? • What would these mutations do to the population of the environment? • What were some adaptations to the mutations your group came up with? • In what environment would each mutation be beneficial in? Harmful? • What type of animal would have these mutations?

15. Activity 3 • Beneficial vs. harmful mutations • Create a cartoon showing the benefits and the harms of mutations • Time: 15 minutes

16. Day 4 (60 min) • Required Readings: • 3.26: Variation and NS: The Evolution of Species • Learning Objectives: • To understand the meaning of adaptation and to provide examples of this • To realize that Darwin’s theory benefited from the ideas of other scientists

17. Activity 1 • Go to the website: http://sciencenetlinks.com/esheets/nowhere-to-hide/ • Play the game and answer the questions 1-9 on the first page • Go to the website: www.biologycorner.com/worksheets/pepperedmoth.html • Complete the simulation and answer the data and analysis section

18. Homework • Activities due Tuesday, February 26

19. Day 5 • Required readings: • 3.27: Natural Selection • Learning Objectives: • TO understand how adaptation leads to natural selection

20. Activities • Work in your groups to complete the following activities: • Using a picture, explain how and why natural selection occurred in Darwin’s finches in the Galapagos Islands • Create a powerpoint with the following: • Research the following and give examples where this occurs in nature: over-production, survival of the fittest, struggle for existence, variation, passing on advantageous characteristics to offspring • How are new species formed? How do selective pressures affect how a species evolves?

21. Day 6 • Required Readings: • None • Learning Objectives: • To simulate the Darwinian theory of natural selection • Observe how natural selection affects a population • Learn how mutations, gene flow, genetic drift, and selective mating affect a population • Understand how natural selection tends to create a population more adapted for its environment

22. Starter • Any problems from last week’s work? • Show me the work you completed from the last 2 lessons • Time: 15 minutes

23. Activity 1 • Get into your lab groups • Read through the “Engage” section of the activity and answer the questions on the side • Time: 10 minutes

24. Activity 2 • Work through the “explore” section • You will do 2 generations at each of the three habitats • I will tell you “start” and “stop” for each of the generations after you have your station set up • Record the data when needed • Time: 45 minutes

25. Activity 3 • Answer the “explain” questions with your group • Time: 15 minutes

26. Day 7 • Required Readings: • None • Learning Objectives: • To simulate the Darwinian theory of natural selection • Observe how natural selection affects a population • Learn how mutations, gene flow, genetic drift, and selective mating affect a population • Understand how natural selection tends to create a population more adapted for its environment

27. Activity 1 • Work through the “Extend” section of the “Simulating the Darwinian Theory” lab • When completed, answer the “Explain” questions with your group • Hand in one copy plus your observations • You may use the rest of the time to get caught up on missing work

28. Day 8 • Required readings: • None • Learning Objectives: • To form an opinion with proof to back up your opinion on whether humans are still evolving or not

29. Starter • Compare and contrast early man to humans today (you may use your phones/computers to research) • Some things to include are: • Physical features (height, weight, skin colour) • Structural features (do we have all the same organs? Are some structures now vestigial?) • Technological advances – how have these affected our evolution? • Intelligence • Time: 20 minutes

30. Activity 1 • Read the instructions for “Worksheet 5.3” • By yourself, respond to the question “Are humans still evolving?” • You can write your answer on the handout provided, or if you would like to answer it in another form, you may do so • Be thoughtful and thorough in your response. Don’t rush, you will be given plenty of time to answer. • Be sure to back up your opinions with evidence • Time: 20 minutes

31. Activity 2 • Move to your lab groups • Share your thoughts and ideas about if humans are still evolving or not • Things to think about include: • Does your socioeconomic status matter? Think – Developed countries vs. developing countries; wealthy vs. impoverished • Does biotechnology have an effect on evolution? • Time: 10 minutes

32. Activity 3 • Read through the 3 articles with your lab group on whether humans are still evolving or not • Highlight/underline key ideas as you read • As a group, draw a conclusion for the question “are humans still evolving” and depict your conclusion on the poster paper • Have at least 3 arguments/proof to support your claim • Time: 30 minutes

33. Day 9 (60 min) • Required Readings: • None • Learning Objectives: • To explain the evolution of animal structures in relation to Darwin’s theory

34. Starter • Tiktaalik is believed to be the first vertebrate land animal • Why did Tiktaalik move from the water to land? • What parts needed to evolve in order to survive on land? • How did this pave the way for other land species to evolve? • Time: 15 minutes

35. Activity 1 • Look at the different pictures with your group • For each of the structures, explain how the structure evolved from an ancestral structure. You can write your answers in “Part 1” • You can use the internet to help you out if you get stuck on any of the structures • We will share our answers at the end • Time: 25 minutes

36. Activity 2 • What is the Darwinian theory of evolution? • Were there previous theories before Darwin? If so, explain how they are different from Darwin’s. • Create a concept map/flow chart/spider web to communicate your answers • Time: 20 minutes

37. Day 10 • Required Readings: • Learning Objectives: • To see the adaptive features of a frog through a dissection

38. Starter • What do the following words mean? You will need to understand these in order to make observations for our dissection. • Dorsal • Ventral • Vomerine teeth • Hind legs • Pericardial membrane • Villi • Mesentery • Time: 15 minutes

39. Activity 1 • Work through the “dissecting frog evolution” handout, using the “how to dissect a frog” as a guideline for the steps you need to take to dissect • Fill in your observations and explanations as you go • Time: 60 minutes

40. Activity 2 • Discussion and summing up the dissection • Time: 20 minutes

41. Day 11 • Required Readings: • None • Learning Objectives: • To investigate coevolution and research animals that have coevolved • To develop a theory for why dinosaurs became extinct

42. Starter • These two species have coevolved • What do you think this term means using the picture below as a guide • Time: 10 minutes

43. Activity 1 • Go to the website http://evolution.berkeley.edu/evolibrary/article/biowarfare_01 • How are the following concepts addressed in the article? • There is a fit between organisms and their environments, though not always a perfect fit. • Evolution results from natural selection acting upon genetic variation within a population. • Natural selection and genetic drift act on the variation that exists in a population. • Inherited characteristics affect the likelihood of an organism’s survival and reproduction. • Over time, the proportion of individuals with advantageous characteristics may increase (and the proportion with disadvantageous characteristics may decrease) due to their likelihood of surviving and reproducing. • Traits that confer an advantage may persist in the population and are called adaptations. • Depending on environmental conditions, inherited characteristics may be advantageous, neutral, or detrimental. • Scientists test their ideas using multiple lines of evidence. • Scientists use multiple research methods (experiments, observational research, comparative research, and modeling) to collect data. • Scientists can test ideas about events and processes long past, very distant, and not directly observable. • Scientists use experimental evidence to study evolutionary processes.

44. Activity 2 • Go to the website http://www.pbs.org/wgbh/evolution/educators/lessons/lesson1/act2.html • Work through part A & B

45. Day 12: Artificial Selection • Required Readings: • 3.28: Artificial Selection • Learning Objectives: • To understand the process of artificial selection

46. Starter • Artificial selection has been going on for hundreds of years • What is artificial selection? • What are the benefits? • All of these vegetables come wild mustard. • How do you think it was done? • Time: 15 minutes

47. Activity 1 • Humans have been using artificial selection to breed dogs for hundreds of years • Why do you think we might want to artificially select dogs? • Do you think that we would get the desired outcome on the first try? Explain. • Watch the short clip on artificial selection • Time: 15 minutes

48. Activity 2 • Describe the features or abilities of dogs for which humans might breed • Look at the “dog breeding example” – what traits match the example given? What other traits are important to consider? What traits are not important to consider? • Time: 10 minutes

49. Activity 3 • You will be artificially selecting a new dog with certain traits by crossing 2 already existing dogs • Fill in the “ownership card” and “puppy traits” sheet • Each breeding pair will produce 3 puppies, and traits can be inherited from either the mother of father (use a coin to determine which traits are inherited) • Discuss the variation observed in the puppies • Display your findings in a picture • Time: 30 minutes