EVOLUTION

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MAJOR CONCEPTS PREREQUISITE KNOWLEDGE Evidence for evolution Classification DNA determines traits Theories of evolution Speciation Natural selection VSC CONTENT LEARNING GOALS 3.4.1 The student will explain how new traits may result from new combinations of existing genes or from mutations of genes in reproductive cells within a population. Assessment limits natural selection (definition; effects of environmental pressure) adaptations (effects on survival) variation (effects on survival and reproductive success) 3.4.2 The student will estimate degrees of relatedness among organisms or species. Assessment limits classification (recognize relationships among organisms; distinguish between prokaryotes and eukaryotes) anatomical similarities (evolutionary relationships; homologous structures) 3.6 The student will investigate a biological issue and develop an action plan. VSC SKILLS AND PROCESSES LEARNING GOALS 1.1 The student will explain why curiosity, honesty, openness, and skepticism are highly regarded in science. (2) The student will modify or affirm scientific ideas according to accumulated evidence. 1.4 The student will demonstrate that data analysis is a vital aspect of the process of scientific inquiry and communication. (1) The student will organize data appropriately using techniques such as tables, graphs, and webs. (for graphs: axes labeled with appropriate quantities, appropriate units on axes, axes labeled with appropriate intervals, independent and dependent variables on correct axes, appropriate title) (2) The student will analyze data to make predictions, decisions, or draw conclusions. (3) The student will use experimental data from various investigators to validate results. 1.5 The student will use appropriate methods for communicating in writing and orally the processes and results of scientific investigation. (1) The student will demonstrate the ability to summarize data (measurements/observations). (6) The student will read a technical selection and interpret it appropriately. 1.7 The student will show that connections exist both within the various fields of science and among science and other disciplines including mathematics, social studies, language arts, fine arts, and technology. (1) The student will apply the skills, processes and concepts of biology, chemistry, physics, or earth science to societal issues. Modified for Department of Homeland Security Integration Biology Lesson by: J. Enrico & R. Alberca

Knowledge and Skills

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EVOLUTION
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(2) The student will identify and evaluate the impact of scientific ideas and/or advancements in technology on society. Lesson Objectives: At the end of the class period, the students will demonstrate understanding of bacterial evolution by: explaining how natural selection affects genes of organisms that could possibly pose beneficial and harmful effects to the public. BIG IDEAS Species evolve through the process of natural selection. Biologists use various types of evidence to determine evolutionary relationships between species. All living things have a common ancestor. ESSENTIAL QUESTIONS How does natural selection occur? What evidence do biologists use to determine the evolutionary relationships of living things? CONCEPTUAL UNDERSTANDINGS Identify examples of adaptations. Explain how natural selection causes populations of organisms to be well suited for the environment. Explain how evolution is responsible for the diversity of life on earth. Describe the role of DNA and mutations in natural selection. Describe the benefits and/or harmful effects of new organisms. Identify various types of evidence that are used to determine the evolutionary relationships of organisms. Describe how evidence is used to determine evolutionary relationships of organisms. COMMON STUDENT MISCONCEPTIONS Humans evolved from monkeys/apes. Organisms can change themselves to better adapt for their environment. Individuals evolve. Organisms that are very different, like bacteria and a fly, have nothing in common. VOCABULARY Evolution Adaptation Homologous structures DNA Natural selection Environmental pressure Vestigial structures Mutation Traits Reproduction Fossil Gel electrophoresis Variation Anatomical structures Embryological development

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Biology Lesson by: J. Enrico & R. Alberca

EVOLUTION
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Suggested Learning Strategies

5 E Lesson Plan

Engagement (10 minutes)

Exploration (35 minutes)

LEARNING ACTIVITIES AND STRATEGIES Description What I Know? Students answer the What I Know section only as an opening engagement. How do genes make evolution possible? How do new species form? What roles do new species play in the society? What roles do the Department of Homeland Security (Center for Disease Control) play when a new pathogenic species is formed? Article Reading: Super Resistant Superbug Students read the article and highlight important ideas and unfamiliar terms as well as answer related questions. Why does evolution matter now? Students watch PBS video to make sense and connections of the importance of evolution. Learn how tuberculosis is transmitted and why the evolution of multi-drug resistant strains of TB in Russia affects us all.

Materials/Resources Chart taken from Biology.com

http://www.cbsnews.com/stories /2004/04/30/60minutes/main61 4935.shtml LCD projector

Explanation (20 minutes)

Vodcast: 21st Century Warfare Students watch the vodcast developed by Ms. Enrico & Ms. Alberca to relate other impacts of evolution to society (biological warfare and public safety). Why is bacterial evolution and biological weapon a concern of the Department of Homeland & Security?

http://www.pbs.org/wgbh/evolut ion/educators/teachstuds/svideo s.html PowerPoint Presentation of the role and function of DHS

Extension (10 minutes)

Why should you be concerned too? Chart taken from Biology.com 21st Century Media Review Students read the mystery article and answer some questions then do research to critique on a media. Students will do the MSDE online research part as a homework. Biology Lesson by: J. Enrico & R. Alberca

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EVOLUTION
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Evaluation (10 minutes)

Taken form Biology.com What I Learned Students answer the What I Learned section with questions that are basically the same as those from What I know.

DIFFERENTIATIONS/ACCOMODATIONS Resource Student Give the student extra processing time and individual instruction. Have support personnel or volunteers help with lab assignments. Reduce the number of concepts needed to master. Pair students according to levels of difficulty with the more able ones. Maintain a work folder. Verbatim reading directions. Provide page guide for the acitivities. English Language Learner Allow the student to study science concepts with an ELL assistant during supplemental instruction outside of class. Pair the student with others during project/lab work when the language load indicates a necessity. Have the student prepare materials in the students first language. Virtual lab- http://www.baruch.cuny.edu/tutorials/weissman/biolab/ wet lab dry lab Literacy strategies- guided notes, 2 column notes, anticipation guides, PowerPoint lecture Cornell Notes Frayer concept maps, Graphic Organizershttp://www.everythingesl.net/inservices/graphic_organizers.php BINGO Card Maker (and Tic Tac Toe too) http://teachers.teach-nology.com/web_tools/materials/bingo/ Links to create puzzles (by you or your students) http://school.discovery.com/customclassroom/userguide/puzzlemaker.html BSCS: A HUMAN APPROACH Chapter 2, page 26 to 28Lucy Chapter 2, page 50 to 51Explaining Evolution Chapter 2, page 52 to 55Modeling Natural Selection Modified for Department of Homeland Security Integration Biology Lesson by: J. Enrico & R. Alberca

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EVOLUTION
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Additional Resources

Chapter 3, page 64-54Strange Encounters Chapter 3, page 65 to67Describing Life Chapter 3, pages 67 to 70A Look at Diversity Chapter 3, pages 70-73Adaptation, Diversity and Evolution Chapter 3, pages 73 to 78Using Unity to Organize Diversity Chapter 3, pages 78 to 81Explaining Zebras Stripes Chapter 3, pages 81 to 83First Encounter with the Critter Page 102 to 104, EssayFossils: Traces of Life Gone by Page 104 to 107, EssayTechnologies that Strengthen Fossil Evidence Page 107 to 109, EssayModern Life: Evidence for Evolutionary Change Page 110 to 111, EssayPrimates Show Change Across Time Page 111 to 113, EssayDarwin Proposes Descent with Modification Page 114 to 118, EssayEvolution by Natural Selection Page 127 to 134, EssayFive Kingdoms Page 139 to 141, EssayMutations are a Source of Variation Page 141 to 145, EssayOrganizing Diversity BIOLOGY, PRINCIPLES & EXPLORATIONS Chapter 12Theory of Evolution Chapter 14Human Evolution ADDITIONAL WEB REFERENCES Evolution resources and activities http://www.nclark.net/Evolution Becoming Human http://www.becominghuman.org/ Online Biology Book http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookTOC.html PBS video, Who was Charles Darwin? http://www.pbs.org/wgbh/evolution/educators/teachstudes/videos.html MSDE online can be accessed at http://msde.mdk12online.org/. You can use the user name biology password student if you have not completed the training to allow you to use the course. Check TSS for additional lesson plans and resources to be uploaded.

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Biology Lesson by: J. Enrico & R. Alberca