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