AN EVOLUTION CURRICULUM FOR ELEMENTARY STUDENTS JOSEPH FAIL, JR . Assistant: Cindy Blohm

AN EVOLUTION CURRICULUM FOR ELEMENTARY STUDENTS JOSEPH FAIL, JR.Assistant: Cindy Blohm

Nothing in Biology Makes Sense Except in the Light of Evolution -Theodosius Dobzhansky Do you believe this? If you do, when should evolution be taught? How should it be taught?

What would Darwin do? http://donsmaps.com/images5/darwin.jpg

U.S. Beliefs in Evolution Gallup Poll 1997

ELEMENTARY CURRICULUM CONSTRUCTION GUIDE • Premise: ELEMENTARY STUDENTS ARE UNDERTAUGHT. • Content and Teaching: BASIC, HEIRARCHICAL, SIMPLE, LOGICAL, INTUITIVE, STORYLIKE, AND CONNECTED. • Format: 90 MINUTES, ONCE PER WEEK, 30 WEEKS. ELEMENTARY CURRICULUM IMPLEMENTATION PLAN Develop and Publish Curriculum Develop and Publish Primer (100 page teacher text book) Train Teachers to Implement Curriculum “Practice-Teach” with One (4th grade) Class within the context of • Curriculum ‘Geography’ • Science: • Biology with Evolution • Earth and Physical Science • Other Disciplines: • Math, Language, Social Studies

National and State Standards National Science Education Standards: “… an understanding of evolution is necessary in describing all aspects of ‘changes in the universe.’” North Carolina Standard Course of Study Grade Competency Goal (Select Evolution Related) Objectives 3 1: The learner will…build an understanding 1.02: Observe and describe how environmental of plant growth and adaptations. conditions determine how well plants survive and grow. 1.05: Observe and discuss howbees pollinate flowers. 4 1: The learner will…build an understanding 1.02: Observe and record how animals of the same of animal behavior and adaptations. kind differ in characteristics and discuss possible advantages and disadvantages of this variation. 5 1: The learner will…build an understanding 1.05: Determine the interaction of organisms of the interdependence of plants and animals. within an ecosystem

Curriculum Units I. Overview of Biological Levels-of-Organization II. Chemical Structure and Function III. Energy IV. Biology: Cells and Organisms V. Biology: Information Storage and Transfer VI. Ecology VII. Evolution (HEIRARCHICAL, SIMPLE, LOGICAL, INTUITIVE, STORYLIKE, AND CONNECTED)

A Matrix of Evolution L I F E T I M E S P A C E M A T T E R and E N E R G Y

M A T T E R E N E R G Y S Y S T E M S ECOSYSTEM Odum’s Ecological Organization Spectrum (Abridged) I. Overview of Biological Levels-of-Organization Genes Cells Organisms Populations Communities

II. Chemical Structure and Function • Introduction to Atoms: Structure and Periodic Table • Carbon and Covalent Bonds • Molecules: Sugars, Fats, Proteins, Nucleic Acids

6 Protons (+) 6 Neutrons Atomic Structure: Carbon Why are there two energy levels? Carbon’s atomic number is 6… What is it’s atomic weight? What is their significance? Electron (-)

Molecular Structure and Covalent Bonds δ+ What is a molecule? How many atoms make up this molecule? What is a covalent bond? δ- H20 = Water http://www.school-for-champions.com/science/images/chembonding_types-water.gif

C O H H O C H H C C C O O O H H H H H H Molecular Structure: Sugar O H What do the lines between atoms represent? C What information can you draw from the short-hand C6H12O6 ? What information does C6H12O6 leave out? Why is sugar the molecule of biological energy storage? Where do we get the stored energy? H Glucose C6H12O6

III. Energy • 1st and 2nd Laws of Thermodynamics • Photosynthesis and Respiration

1st Law of Thermodynamics:Photosynthesis and Respiration 6 CO2 + 6 H20 C6H12O6 + 6 O2 (Chl) P R Plants “trap” light. How do they store the energy of light? How does the stored light energy get to you? How does this formula represent the 1st law of Thermodynamics? (Teacher Note: What do students need to know to answer these questions?)

2nd Law of Thermodynamics:For every energy transfer, 90% of the energy is lost as waste heat www.mcys.gov.sg/web/Faces/Faces40/p2.html Why do we get hungry so often?

IV. Biology: Cells and Organisms • Cells: Structure and Function • Organisms: Five Kingdoms

Cells: Structure and Function Animal Plant Cell Wall Chloroplast Nucleus Vacuole Mitochondrion Cell Membrane What do these cells do? What are the functions of each organelle? http://www.biolessons.com/lessonplans/cellularbiology/plant_animal_cell/animal_cell.jpg http://www.geocities.com/pieroscience/plant_cell.gif

Organisms: Five Kingdoms Animal Plant Fungi Prokaryote (Monera) What are similarities among organisms of the same kingdom? What are differences between kingdoms? Protista http://universe-review.ca/I10-01-FiveKingdom.jpg

Some Characteristics of the Five Kingdoms Kingdom Nucleus? Cell Number Cell Wall? Energy Source Prokaryotes (Monera) Protista Fungi Plantae Animalia No Yes Yes Yes Yes Single Single (Gen) Multicellular Multicellular Multicellular Yes No/Yes Yes Yes No Heterotrophic & Autotrophic Heterotrophic & Autotrophic Heterotrophic Autotrophic Heterotrophic

Curriculum Units I. Overview of Biological Levels-of-Organization II. Chemical Structure and Function III. Energy IV. Biology: Cells and Organisms V. Biology: Information Storage and Transfer VI. Ecology VII. Evolution

V. Biology: Information Storage and Transfer • DNA Structure and Function: Replication, Transcription, and Translation • Meiosis and Gene Recombination • Mendelian Genetics: Phenotypes and Genotypes • Monohybrid Cross • Dihybrid Cross

Molecular Structure: DNA What do the lines forming each angle represent? www.emc.maricopa.edu

Transcription and Translation (An Illustration of the Mechanistic Nature of Biology)

Transcription, Translation, and Energy Transcription Translation Are transcription and translation necessary for respiration? Is respiration necessary for transcription and translation? Conclusion . . . ?

DNA Structure and Function . . . and what we do? How does this molecule relate to what we look like? How does this molecule relate to future generations? www.emc.maricopa.edu

Mendelian Genetics: Monohybrid Cross How does pink happen? Distinguish between phenotypes and genotypes. If the F2 generation were 3 Red:1 White, what could you say about inheritance?

VI. Ecology • Light: The Energetic Basis of Life Electromagnetic Spectrum Englemann’s Experiment • Nutrient Cycles: Role of Plants, Fungi, and Bacteria • Organisms and Environment Interactions: • Population Exponential Growth and Carrying Capacity • Human Population Growth Curve • Time: Daily, Seasonal, Successional

Light: The Energetic Basis of Life Englemann’s Experiment How does this diagram illustrate what plants do with light? Why are plants green? High Energy Low Energy How does this experiment illustrate how ecosystems work? . . . how Earth works? http://3e.plantphys.net/images/ch07/wt0701d.jpg

Exponential Population Growth What could prevent a population from unlimited growth? Why does a K1 and K2 exist?

VII. Evolution • Introduction: The Mechanism of Evolution by Natural Selection • DNA and Mutation Review • Relationship of DNA to Evolution • Population Exponential Growth and Carrying Capacity - Review • Environment, Variation, Selection, and Adaptation • The Geography of Speciation • Co-evolution vs. Competition • Common Origin, Speciation and Diversity • Human Evolution • Pollution, Evolution, and the Future: Global Warming and Other Stories

Evolution by Natural Selection: Facts and Inferences Fact 1 Potential Exponential Increase of Populations Observation Inference 1 Struggle for Existence Among Individuals Malthus Inference 2 Differential Survival i.e. Natural Selection Darwin & Wallace Fact 2 Populations Are Steady State Observation Fact 4 Uniqueness of Individuals Observation & Farmers Inference 3 Through Many Generations i.e. Evolution Darwin & Wallace Fact 5 Heritability of Much Individual Variation Observation & Farmers Fact 3 Limitation of Resources Malthus &Observation Mayr 1977

(Review) DNA Molecule – ‘Hard Inheritance’ Fact 4 Uniqueness of Individuals Observation & Farmers In what way is DNA the basis for variation? Fact 5 Heritability of Much Individual Variation Observation & Farmers www.emc.maricopa.edu

(Review) Mutation : Sickle-Cell Anemia Sickle cells hold less oxygen than normal cells. How could such a harmful mutation persist in a population? Fact 5 Heritability of Much Individual Variation Observation & Farmers How does this example illustrate Fact 5? http://evolution.berkeley.edu/evolibrary/images/evo/ http://www.sciencemuseum.org.uk/exhibitions/genes/images/

= normal gene = sickle mutation (Review) Inheritance: Sickle-Cell Genotype Phenotype no yes yes yes (but lethal) Malaria resistance? Fact 5 Heritability of Much Individual Variation Observation & Farmers How does the sickle-cell trait persist? (Teacher Note: What does a student need to know to answer this question?) http://www.io.com/~tcm/images/TWDEFF2.GIF

Geography and Genetic Variation:Sickle-Cell Disease and Malaria How would deforestation affect the prevalence of the sickle cell trait? Inference 2 Differential Survival i.e. Natural Selection Darwin & Wallace http://bill.srnr.arizona.edu/classes/182/GeneFreqs/Sickle-Malaria.htm

Exponential Population Growth Fact 1 Potential Exponential Increase of Populations Observation Fact 3 Limitation of Resources Malthus &Observation Inference 2 Differential Survival i.e. Natural Selection Darwin & Wallace What could prevent a population from undergoing unlimited growth? How does K affect populations?

Variation and Selection: Lederberg Experiment Can you explain this experiment? How is the one colony able to survive the toxic environment? How and when did the adaptation arise? Fact 4 Uniqueness of Individuals Observation & Farmers Fact 5 Heritability of Much Individual Variation Observation & Farmers Inference 2 Differential Survival i.e. Natural Selection Darwin & Wallace Volpe 1985

Geography and Variation: Galapagos Turtles How / Why do you think the turtle subspecies arose in the different volcanic craters spread out across the island? Could these varieties become separate species? How or how not? (Teacher Note: What does a student need to know to answer these questions?) Fact 5 Heritability of Much Individual Variation Observation & Farmers Inference 3 Through Many Generations i.e. Evolution Darwin & Wallace Volpe 1985

Competition and Co-evolution The graphs show the populations of 2 species of Paramecium (Protista) alone and together. What explanations can you give to explain why the ‘alone’ populations level off? How do the graphs illustrate the effects of competition? Allee et al. 1949 http://www.microscope-microscope.org/ How does this photograph illustrate co-evolution? What is the energy source that drives these organisms’ co-evolution? Are there evolutionary consequences of being too attractive . . . or not attractive enough?

Common Origin: Galapagos Finches What abiotic or biotic factors have influenced the evolution of beak size and shape? How do the facts and inferences of evolution by natural selection shape this story? How does common origin relate to Homo sapiens? Inference 3 Through Many Generations i.e. Evolution Darwin & Wallace Volpe 1985

HIV in Humans(Could HIV be a factor in human evolution, i.e. a cause for change in gene frequency?) What is a virus? What makes HIV different from a cell? How could we stop HIV from making copies of itself? (Teacher Note: What does a student need to know to answer these questions?) http://oddisgood.com/art/

Evolution by Natural Selection: Facts and Inferences Fact 1 Potential Exponential Increase of Populations Observation Inference 1 Struggle for Existence Among Individuals Malthus Inference 2 Differential Survival i.e. Natural Selection Darwin & Wallace Fact 2 Populations Are Steady State Observation Fact 4 Uniqueness of Individuals Observation & Farmers Inference 3 Through Many Generations i.e. Evolution Darwin & Wallace Fact 5 Heritability of Much Individual Variation Observation & Farmers Fact 3 Limitation of Resources Malthus &Observation Mayr 1977 Fact 6? Changes in Environment Is there a piece of the puzzle missing? Is this important? Where would it come into play?

AN EVOLUTION CURRICULUM FOR ELEMENTARY STUDENTS JOSEPH FAIL, JR . Assistant: Cindy Blohm