Theory of Evolution

1. Theory of Evolution A brief study of evolutionary evidence

2. (H) Day 1: Goals and Vocabulary Students evaluate the arguments behind the origins of life. Vocabulary Natural Selection: The process of the environment around a population choosing which organisms survive. Theory: A hypothesis supported by experimental evidence from a variety of different scientific fields. Evolution: The process of population changes over time. Species: A population of organisms that cannot reproduce with other populations. Fitness: The ability to survive in a certain environment. Mutation: A random change in the genetic code to produce a different phenotype.

3. (H) Day 2: Goals and Vocabulary Students reinforce the definition of natural selection and graphical representations of population changes. Vocabulary Natural Selection: The process of the environment around a population choosing which organisms survive. Theory: A hypothesis supported by experimental evidence from a variety of different scientific fields. Stabilizing Selection: Populations of phenotypes at the middle of the spectrum are more fit. Disruptive Selection:Populations of phenotypes at both ends of the spectrum are more fit. Directional Selection:Populations of phenotypes at one end of the spectrum are more fit.

4. (H) Day 3: Goals and Vocabulary Students understand different types of speciation and how evolutionary biologists map species development. Vocabulary Natural Selection: The process of the environment around a population choosing which organisms survive. Theory: A hypothesis supported by experimental evidence from a variety of different scientific fields. Geographic Isolation: Different species develop because they spend generations in different locations. Reproductive Isolation:Different species develop because two populations cannot breed together. Temporal Isolation:Different species develop because two or more populations do not follow the same the day schedule. Behavioral Isolation: Different species develop because populations behave differently in terms of breeding/courtship.

5. (H) Day 4: Goals and Vocabulary Students present the five fundamental sources of evidence that all species are related. Vocabulary Natural Selection: The process of the environment around a population choosing which organisms survive; population change over time. Theory: A hypothesis supported by experimental evidence from a variety of different scientific fields. Comparative Embryology: The study of comparing embryo development in different species. Vestigial Organs:Organs in organisms that are evolutionarily unnecessary. Homologous Structures:Body parts that are similar in many species of organisms through evolutionary descent. Comparative Protein Sequencing: The study of comparing the sequences of animo acids in specific proteins from one species to another. Comparative DNA Sequencing: The study of comparing the sequences of DNA in specific proteins from one species to another.

6. (H) Day 5: Goals and Vocabulary Students present the five fundamental sources of evidence that all species are related. Vocabulary Natural Selection: The process of the environment around a population choosing which organisms survive; population change over time. Theory: A hypothesis supported by experimental evidence from a variety of different scientific fields. Comparative Embryology: The study of comparing embryo development in different species. Vestigial Organs:Organs in organisms that are evolutionarily unnecessary. Homologous Structures:Body parts that are similar in many species of organisms through evolutionary descent. Comparative Protein Sequencing: The study of comparing the sequences of animo acids in specific proteins from one species to another. Comparative DNA Sequencing: The study of comparing the sequences of DNA in specific proteins from one species to another.

7. (H) Day 6: Goals and Vocabulary Students expand on the evidence supporting biological evolution through research presentations. Vocabulary Natural Selection: The process of the environment around a population choosing which organisms survive; population change over time. Theory: A hypothesis supported by experimental evidence from a variety of different scientific fields. Comparative Embryology: The study of comparing embryo development in different species. Vestigial Organs:Organs in organisms that are evolutionarily unnecessary. Homologous Structures:Body parts that are similar in many species of organisms through evolutionary descent. Comparative Protein Sequencing: The study of comparing the sequences of animo acids in specific proteins from one species to another. Comparative DNA Sequencing: The study of comparing the sequences of DNA in specific proteins from one species to another.

8. BrainJog #1: Natural Selection White is dominant to black fur color in mice. These mice live in a black lava field. Over several generations, explain how the population of mice will change in terms of fur color. (2 sentences).

9. BrainJog #2: Natural Selection A population of white, grey, and black mice used to live in one population, until a mountain split the population in half. On one side of the mountain, there lives an eagle that only recognizes grey prey. On the other side, there is white snow. Over several generations, explain using a selection graph and 4 sentences how the population of mice will change in terms of fur color on either side of the mountain. (4 sentences).

10. BrainJog #3: Natural Selection Review • How would you describe Darwin’s theory of natural selection to someone who did not know what it meant? • Must use this vocabulary: organism, adaptation, population, environment, phenotype, mutation. • How do you think one species of finch gave rise to 14 different finches on the Galapagos Islands?

11. BrainJog #4: Evolutionary Evidence • Without looking at your homework, write a quick response note to Katt William’s statement below. • Katt Williams: “We’re too smart to be believing in evolution…the question is: if we came from Monkeys, why are there still monkeys?” • In your response, you must include the following vocabulary: • Evolution, theory, comparative embryology, homologous structures, DNA sequencing.

12. BrainJog #5: Evolutionary Evidence • Considering the following cladogram, compare humans, chimpanzees and gorillas based on the following criteria. • DNA sequences • Cytochrome-C amino acid sequences • Comparative embryology • Example • I expect bonobos to have fewer nucleotide differences to chimpanzees than humans because the bonobo species is more evolutionarily related to chimpanzees.

13. Darwin Finches Activity Goal of Activity Students elaborate on process of natural selection by simulating the selection process. Expectations Play fairly and no pushing/shoving. Read ALL procedures. Record data after every trial. Complete histogram (bar graph) when trials are over. Discuss with group conclusion and analysis. Entire worksheet completed in 20min. Consequences Breaking any rule, incomplete work, or lack of participation will result in a lower grade for the activity.

14. Molecular Evidence Presentations Goal of Activity Students explore all sources of molecular evidence for evolution. Expectations • Choose one field of study to investigate (<6 people per study). • Answer questions regarding the evidence source. • Prepare poster presentation to present to classmates. (3-min presentation) • During presentations, audience should answer questions and take extra notes. • Explanation, Drawing, Evidence for Evolution. • After presentations, there is a “Question and Answers” session. • Audience is expected to participate with one question during the presentation session.

15. (H) Molecular Evidence Written Paragraph Goal of Activity Students explain in writing all sources of molecular evidence for evolution. Paragraph Structure Topic Sentence: Darwin’s hypothesis of evolution is strongly supported by…. Evidence 1: Evidence 2: Evidence 3: Evidence 4: Evidence 5: Concluding Sentence:

16. (H) Molecular Evidence Quotations Exercise Goal of Activity Students explain in writing all sources of molecular evidence for evolution. Expectations • Students move from one quotation to the next in order. • Read the quotation and respond to the quotation: • Is the quotation written correctly in terms of evolution? • What evidence supports the quotation? What evidence does not support the quotation? • Is the source of the quotation credible? • Each response must be >3 sentences long and in complete sentences. • Students write responses onto graphic organizer. • 5 min for every quotation.

17. (H) Induced Evolution by Humans Formal Presentation Goal of Activity Students explain in writing all sources of molecular evidence for evolution. Expectations Students form groups of 4 students. Write group members name on a half-sheet of paper. By the end of today, need to decide on a problem with human activity and where this is affecting species. Rubric for grading is coming soon!

18. (H) Induced Evolution by Humans Formal Presentation Goal of Activity Students explain in writing all sources of molecular evidence for evolution. Expectations Students present Induced Evolution by Humans Presentation. Mr. Dinh will announce group that is on deck. That group must prepare powerpoint or Prezi before being called. Audience will complete Two Stars and a Wish for each group. Each group will take 2 questions after their presentation, if given. Audience and group on-deck will remain quiet throughout the presentations. A brief intermission will be given after the hour for restroom break.

19. Exit Slip #1: Natural Selection A population of flamingos experienced a mutation that gave an offspring longer beaks to catch fish. Over several generations, explain using a graph how the population of flamigos will change in terms of beak length. Name the type of stabilization.

20. Exit Slip #3: Natural Selection A population of tapirs experienced all 4 types of isolation from a neighboring population. Over several generations, list the types of isolation that could arise over several generations. Define all 4 types of isolation that cause speciation.

21. Exit Slip #4: Natural Selection Create a brace thinking map of the 5 lines of empirical evidence supporting biological evolution and extend a definition to each evidence source.