Evolution Final Project Video

How to complete the This is your final project for the evolution unit. For this assignment, you will
assignment be working in groups of 2 to 3 students and making a 5-7 minute video on
flipgrid. Click on the link here to access the flipgrid summative assignment
video topic. All you have to do is sign in with your school email and the click
on the big, green plus sign to get started on your video.

Purpose and Summary of Purpose:

Project You have nearly completed the evolution unit and you have gained so
much new and interesting knowledge about evolution and natural selection.
You learned about evidence that makes evolution a theory and different
mechanisms such as natural selection, genetic drift, gene flow, and
mutations that allow evolution to happen over a long period of time. You
also learned about how a change in the environment can affect the
frequency of certain phenotypes of future generations.
Now it is time to apply all that information and use it to complete a group
project!
Project Summary:
You will be working in a group to make a video applying what you learned in
the past unit. The project will provide a summary of what you have
learned about evolution. The content addresses the following:

1. Why is evolution a theory?

2. What are the mechanisms of evolution?
3. Choose a species that you are interested in and won’t mind doing a
little research on. If you need some inspiration, take a look at the
following species (yes you can use one of the following if you really
want to):
- Peppered moth and wing color
- Rabbits and different fur phenotypes
- Finches and beak size
- Sexual selection examples: peacocks, elephant seals, lions
Some species have more research and examples of natural
selection available than others so research a little before choosing.
4. Provide background on the species, including how individuals in
those species vary in phenotypes.
5. State and describe the type of natural selection pressure the
species is under or the other mechanism of evolution displayed.
6. Explain how those phenotypes are suitable or not suitable for the
environment they live in.

What Key Vocabulary words ● Evolution ● Adaptation

should be included? ● Theory ● Biological fitness
● Charles Darwin
● Populations ● Natural selection
● Gene pool ● Directional selection
● Stabilizing selection
● Fossils ● Disruptive selection
 ● Comparative anatomy
● Vestigial structures ● Genetic Drift
● Law of superposition ● Genetic bottleneck (effect)
● Artificial Selection ● Founder effect
● Genetics ● Gene Flow
● Mutations
● Speciation

What should my project look Each student group (2-3) will produce a 5 to 7 minute video. The platform
like? you will be using is Flipgrid.

What is Flipgrid?
It is a website that allows students to create videos of themselves discussing
various topics. No one outside the classroom can access the videos you
create.

If you need help with flipgrid, click on the instructional Youtube video.
Flipgrid Instructions for Students

How can I get help? 1. If each group member did not participate equally, fill out this google form
survey.

2. Email - For quick questions, email me at aruddock@csu.fullerton.edu

3. Ask your fellow classmates for advice. Check in with each other. Keep
each other on track!
Caution: Do not copy each other!

What standards/ content will Students who demonstrate understanding can:

this project cover?
HS-LS4-1. Communicate scientific information that common ancestry and biological
evolution are supported by multiple lines of empirical evidence. [Clarification Statement:
Emphasis is on a conceptual understanding of the role each line of evidence has relating to
common ancestry and biological evolution. Examples of evidence could include similarities in
DNA sequences, anatomical structures, and order of appearance of structures in
embryological development.]

HS-LS4-2. Construct an explanation based on evidence that the process of evolution

primarily results from four factors: (1) the potential for a species to increase in
number, (2) the heritable genetic variation of individuals in a species due to mutation
and sexual reproduction, (3) competition for limited resources, and (4) the proliferation
of those organisms that are better able to survive and reproduce in the environment.
[Clarification Statement: Emphasis is on using evidence to explain the influence each of the
four factors has on number of organisms, behaviors, morphology, or physiology in terms of
ability to compete for limited resources and subsequent survival of individuals and adaptation
of species. Examples of evidence could include mathematical models such as simple
distribution graphs and proportional reasoning.] [Assessment Boundary: Assessment does
not include other mechanisms of evolution, such as genetic drift, gene flow through migration,
and co-evolution.]

HS-LS4-3. Apply concepts of statistics and probability to support explanations that

organisms with an advantageous heritable trait tend to increase in proportion to
organisms lacking this trait. [Clarification Statement: Emphasis is on analyzing shifts in
numerical distribution of traits and using these shifts as evidence to support explanations.]
[Assessment Boundary: Assessment is limited to basic statistical and graphical analysis.
Assessment does not include allele frequency calculations.]

● HS-LS4-4. Construct an explanation based on evidence for how natural selection

leads to adaptation of populations. [Clarification Statement: Emphasis is on using data
to provide evidence for how specific biotic and abiotic differences in ecosystems (such
as ranges of seasonal temperature, long-term climate change, acidity, light, geographic
barriers, or evolution of other organisms) contribute to a change in gene frequency over
time, leading to adaptation of populations.]