Introduction to Evolution: Descent with Modification

Terminal Objective:
Following a lesson and homework assignments, students will describe common anatomical structures across different species and descent with modification as evidence for evolution.

Content Standard:
Arizona Standards: Strand 1: Concept 1: PO1. Evaluate scientific information for relevance to a given problem. Concept 3: PO1. Interpret data that show a variety of possible relationships between variables. Strand 4: Concept 4: PO1. Identify the following components of natural selection, which can lead to speciation: o selection by the environment of those offspring better able to survive and produce offspring Concept 4: PO 5. Analyze how patterns in the fossil record, nuclear chemistry, geology, molecular biology, and geographical distribution give support to the theory of organic evolution through natural selection over billions of years and the resulting present day biodiversity. Concept 4: PO 6. Analyze, using a biological classification system (i.e., cladistics, phylogeny, morphology, DNA analysis), the degree of relatedness among various species. Next Generation Science Standards: HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Common Core Standards: 11-12.RST.1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. 11-12.RST.2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. 11-12.RST.9. Synthesize information from a range of sources (e.g., texts, experiments, and simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

Time 20 min

Sub-Objectives Students describe in writing how similarities in hand structure across different species is evidence of a common ancestor. (Analysis)

Teaching Strategies Homework: Before class, students are assigned to read The Common Hand. Summarize: Students answer the following question relating to the article in one paragraph: The article explores the anatomy of the hand across different animals. What evidence can you find in the article that these animals are all descended from a common ancestor? Bellwork: Teacher puts Evolution mind-map diagram up on the projector.

Active Student Participation Homework: Before class, students are assigned to read The Common Hand. Summarize: Students answer the following question relating to the article in one paragraph: The article explores the anatomy of the hand across different animals. What evidence can you find in the article that these animals are all descended from a common ancestor? Bellwork: Students copy and fill in Evolution mind-map diagram. This exercise helps students to recall previous knowledge. Bellwork (cont.): Each student partners up with 1 other student. Together, the group makes 3 connections between an evolutionary term and an animal trait using their diagram. For each connection, the group provides an explanation for the connection. Intermittent Closure: The teacher then leads a class discussion. Groups are randomly called on to describe one connection they found. Fossil Sorting Activity: Students sort fossils according to development/evolution over time. In between each fossil, students give a 1-3 sentence justification for that fossils placement in the hierarchy.

5 min

5 min

Each student lists 5 evolutionary terms or concepts and 5 animal traits. (Knowledge) Each student makes and defends at least 3 connections between an evolutionary term/concept and a specific animal trait. (Comprehension)

Bellwork (cont.): Each student partners up with 1 other student. Together, the group makes 3 connections between an evolutionary term and an animal trait using their diagram. For each connection, the group provides an explanation for the connection. The teacher then leads a class discussion. Groups are randomly called on to describe one connection they found. Fossil Sorting Activity: Students divide into groups of 3-5. The teacher presents the activity and hands out slips of paper fossils. Each slip depicts fossils from different species.

10 min

Each student sorts a set of fossils according to anatomical traits that shows the evolution of whales. (Application) Each student builds a list of successive traits that changed over time.

10 min

Fossil Questioning: Teachers initiates a questioning session. Students are randomly called on to explain how and why they arranged their fossils. Teacher then shows the students a timeline depicting when the organisms lived.

Intermittent Closure: Through a questioning session, students build a list of the traits or structures they used to arrange the fossils. Students then compare their arrangement to a timeline depicting when the organisms lived.

10 min

Each student can summarize the evolution of the modern whale.

Video: The teacher shows a clip of the PBS show Evolution: Great Transformations. The clip describes the process of uncovering proto-whale fossils and piecing together their origins.

Video: The teacher shows a clip of the PBS show Evolution: Great Transformations. The clip describes the process of uncovering proto-whale fossils and piecing together their origins.

5 min

Each student recognizes how descent with modification of specific structures in different species.

Small Group Discussion: The teacher divides students into groups of 2. Students are given 2 prompts to initiate a discussion. (Can be completed the following day for bellwork if necessary)

Closure: In small groups, students discuss the connection between the evolution of whales and homework reading. (Can be completed the following day for bellwork if necessary)

Homework:
Each student will watch the rest of the Evolution: Great Transformations video (link on Moodle). Each student is required to complete a 1 page CPE (Chapter, Picture, Essay) reflection of the video in their science notebook.

Materials Needed:
Article - The Common Hand by Carl Zimmer Mind-Map Diagram for students to copy Fossil Slips Science Notebooks Video - Evolution: Great Transformations episode Video - Link to video posted on Moodle Power Point slide depiction timeline of proto-whales Power Point Slide with question prompts for table discussions