Grade: 10th
Science
SCI.III.4.2
Strand III:
Using Scientific Knowledge in Life Science
Standard 4:
Evolution - All students will explain how scientists construct and
scientifically test theories concerning the origin of life and
evolution of species; compare ways that living organisms are
adapted (suited) to survive and reproduce in their environments;
and analyze how species change through time.
Benchmark 2:
Explain how a new species or variety may originate through
the evolutionary process of natural selection.
Constructing and Reflecting:
SCI.I.1.4 – Gather and synthesize information from books and other sources of information.
SCI.I.1.5 – Discuss topics in groups by making clear presentations, restating or summarizing what others have
SCI.II.1.1 –
SCI.II.1.3 –
SCI.II.1.4 –
SCI.II.1.6 –
SCI.II.1.7 –
said, asking for clarification or elaborating, taking alternative perspectives and defending a position.
Justify plans or explanations on a theoretical or empirical basis.
Show how common themes of science, mathematics and technology apply in real world contexts.
Discuss the historical development of key scientific concepts and principles.
Develop an awareness of and sensitivity to the natural world.
Describe the historical, political, social and economic factors influencing the development of Darwin’s
theory of evolution by natural selection.
Vocabulary
Context
Concept of species; how new species or varieties
are established:
• Natural selection
• Inheritable/non-inheritable characteristics
• Species variation
• Speciation
• Survival of the fittest
• Gene pool
• Populations
• Adaptations
• Artificial selection
• Camouflage
• Mimicry
Common contexts:
•
contemporary examples of natural selection
¾ bacteria resistance to antibiotics
¾ insect resistance to pesticides
•
examples of artificial selection
¾ agricultural selection to increase
production
¾ selecting desired traits for pets
•
historical examples of naive explanations of
evolution such as the Lamarckian explanation
of the evolution of the giraffe’s long neck
Knowledge and Skills
Students will:
• Describe how changes within the environment
affect the survival and reproduction of certain
individuals.
•
Resources
Coloma Resources:
www.dbol.glenco.com
Glenco Biology Text – CH 15
Predict how the selection for specific traits
might result in the development of a new
species.
•
Relate natural selection to the development of
new populations (e.g. a strain of bacteria
becoming resistant)
Other Resources:
• Evolution and the Nature of Science Institute
Excellent site with units and lessons
dedicated to The Nature of Science,
Evolution, The Origin of Life and DNA.
•
Identify the differences between inherited and
non-inherited traits
•
Brain POP Movies
•
•
Scope Unit – Taxonomy of Evolution
Michigan Teacher Network – 14 resources for
this benchmark
•
Howard Hughes Medical Institute – incredible
free resources
•
http://www.thirteen.org/wnetschool/origlesson
s/evolution/ “Scopes monkey trial”
Videoconferences Available
For more information, see
www.remc11.k12.mi.us/dl or call Janine Lim 4717725x101 or email jlim@remc1.k12.mi.us
III.4.HS.2
Animal Adaptations from the Toledo Zoo
Instruction
•
Assessment
Optional Assessment
Grow bacterial colonies on agar plates
containing 0.5% concentration of antiseptic Constructed response question:
(Lysol). Transfer surviving bacteria to
• Suppose that an earthquake separates Michigan
increasingly more concentrated antiseptic
from its surrounding states preventing animals
agar. When maximum concentration is
from living together. The common deer
reached (about 15%), then some of the
population that lives in Michigan and in the once
original stock colony (0%) will be
surrounding states can no longer live together and
transferred directly to another plate with the
mate. Explain how, through time, two different
highest concentration (15%). Growth on
species of deer may evolve from the common
the two plates with the highest
ancestor, the white-tailed deer common in
concentration will be analyzed. Develop an
Michigan now that there are two separate
explanation for the difference between the
populations. Corresponds to standard II.1.5.
two plates. (A new population has
(Evaluation rubric in MI-CLiMB)
developed through natural selection when
the surviving bacteria was transferred from
Criteria
Apprentice Basic
Meets
Exceeds
plate to plate of increasing concentration.)
CorrectAnswers with Answers
Answers
Answers
Corresponds to standard I.1.2
ness of
two correct
with three with four
with five
responses
**Only use purchased bacteria that are acceptable for
classroom use.
responses.
correct
correct
correct
responses responses responses
Teacher Notes:
Focus Question: How are new populations developed through natural selection?
Explain how scientists construct and scientifically test theories concerning the origin of life
and evolution of species.
Are there patterns of similarity among organisms alive today? Are there relationships among
organisms that lived in the past and organisms alive today? Where did humans come from in the
history of the world? What is the evidence that might give us some clues to these questions? Many
students come to the science classroom with strongly held beliefs that don't allow them to openly
examine the scientific explanations to these questions. The challenge in the science classroom is to
help students distinguish between a scientist's way of thinking and understanding from those practiced
by some theologians, poets, or philosophers.
Students need working definitions of key terms with clear examples to provide a framework for their
thinking. This should help them demarcate where science begins and ends. Words such as fact,
theory, hypothesis, and law are terms students encounter in casual conversation in everyday life. In
science these terms have a very specific meaning. A fact is an observation that has been repeatedly
confirmed but facts can change. It was a scientific fact for many years that human cells had 24 pairs of
chromosomes. Improved techniques of microscopy revealed that they actually have 23 pairs.
People commonly use the word theory to mean a "guess" or "hunch". "My theory is..." in common
usage would be better stated as "My hypothesis is....". In science, a hypothesis is a testable statement
about the natural world. A theory, in science, is a well-substantiated explanation of some aspect of the
natural world. It is a powerful idea that represents our best explanation at this time. The abundance of
supporting evidence makes the subsequent abandonment of a theory unlikely. Theories can be
continually refined and even replaced with an alternative theory in light of new and compelling
evidence.
Finally, laws are generalizations that describe phenomena whereas theories explain phenomena. The
laws of thermodynamics describe what will happen under certain circumstances; thermodynamic
theories explain why these events occur. A clear understanding of these terms should provide students
the structure needed to begin the study of evolution.
It is important for students to be able to distinguish between evolution and the proposed mechanism,
which accounts for its occurrence. Evolution is the historical change in life forms that is well
substantiated and is generally accepted as fact by scientists. Students should explore the similarities of
vertebrate's limb structures such as the forelimb of a chicken or bat, human, whale, cat, and lizard.
They may also study similarities in the early development of vertebrate embryos. Students need an
opportunity to observe, from the fossil record, kinds of organisms that once lived on earth but now are
extinct such as the Petoskey stone's, Hexagonaria percarinata, trilobites, or crinoids. They can
examine the apparent relatedness of fossils to one another and to organisms living today. This will
begin to lay the groundwork for evidence of common ancestry.
Students are naturally drawn to questions of their own ancestry. Students can perform a simple
comparison for similarities and differences when given pictures or models of a gorilla, a modern
human, and a hominid fossil skull. Patterns will emerge as students discover intermediate traits and
forms. Further study of the relationships of humans to other selected animal groups can be done by
looking at DNA and blood protein similarities. Vestigial structures such as the appendix, tailbone,
wisdom teeth, and ear muscles also give evidence to common ancestry with selected animal groups.
Patterns and evidence of change, as well as recognizing the diversity and apparent relatedness of
species, needs to be firmly established before delving into possible mechanisms for evolution. To
better understand natural selection students can survey the examples of artificial selection occurring
today with common pets like cats and dogs, or numerous agricultural products.