By Annwesa Dasgupta and Nancy Stearns
1.
What are the typical sequences of events in
fossilization , how does the fossil evidence
support the theory of evolution and why are
fossil gaps present?
2.
What can the presence of homologous and
analogous structures signify and how does
comparative morphology provide evidence
for evolution?
3.
What are the four principles of natural
selection and how does this provide evidence
for evolution?
4.
How a close relationship between species
compare to an escalating arms race?
5.
How do unrelated species evolve similar traits
even if they live in different parts of the world?
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Introduction to our Wiki Lessons
Established Prerequisites to the unit
Pretest: Student Survey on Evolution
Evolution Blog share
Evidence of Ancient Life: Fossils
Evidence of Anatomical Features: Homologous and
Analogous
Processes that Drive Evolution: Natural Selection,
Coevolution and Convergent Evolution
Classroom Discussion
Student Presentations
Post Test: Student Survey on Evolution

Quick introduction about fossils,
museums, and videos that are part
of the life of students.

Challenge the students to “Explore
together the processes of evolution
that are evident in today's world as
you draw your own conclusion and
determine how the available
historical evidence shapes the
scientific theory of evolution.”
1.
Scientific Method and the Nature of Science
2.
Geological Time Scale
3.
Basic Concept of Fossils
4.
Radiometric and Isometric Dating
5.
Symbiosis and Mutualism
6.
Cooperative Learning Behaviors Developed
7.
Internet Safety and Responsible Learning on the Internet
8.
Discussion Etiquette

We will give the Evolution Survey developed
by the Evolution and the Nature of Science
Institute at Indiana University.

The Survey addresses many misconceptions
students hold about evolution;
misconceptions we hope the students will
dispel themselves.

Students you are encouraged to share your
learning on this evolution blog. You may ask
questions, answer questions, submit
evidence you wish to share, or record data or
information for your group.
Questions for the lesson:
How does the fossil
evidence support the
theory of evolution?
2. What are the typical
sequences of events in
fossilization and why are
gaps present?
1.
The Nature of Science 9-10.WS.7; 9-10.WS.8
; 9-10.WS.9; B.7.3 ; B.8.1, B.8.2, B.8.3,
B.8.4 B.8.5, B.8.6
Storyboard Introduction to this Activity:
Teacher Resource Materials on Formation of Fossils
and Transitional Fossils
 Video:
PBS Evolution for Students Video Segment
Permian-Triassic Extinction
 Fossilization and Transitional Fossils Activity :
Reading Material for Activity
Worksheet for the activity
 Assessment:
Overview Quiz on Formation of Fossils and
Transitional Fossils

Questions for the lesson:
1.
2.
3.
How does comparative morphology provide evidence for
evolution?
What can the presence of homologous structures signify?
What can the presence of analogous structures signify?
The Nature of Science (B.8.1, B.8.2, B.8.3, B.8.4)(B.8.5, B.8.6, B.8.7) (9-10.WS.4; 10.WS.5 )
Questions for the lesson:
1.
2.
3.
4.
What are the four principles of
natural selection?
How does "The Theory of Natural
Selection" provide evidence for
evolution?
How a close relationship
between species compare to an
escalating arms race?
How do unrelated species
evolve similar traits even if they
live in different parts of the
world?
The Nature of Science B.4.1 ;B.4.2 ;B.8.5; B.8.6
 Storyboard Introduction to this Activity: Processes that Drive
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
Evolution
Teacher Resources
Co-Evolution, Cassia Grandis Story and Convergent Evolution
On-Line Activities:
Breeding Bunnies , Worksheet, Discussion Questions, Supplies
Flashy Fish. An online activity. Worksheet, Questions
Overproduction
Video:
Reproductive Advantage: The tale of the peacock
Video Questions
Assessment and Rubric :
Natural Selection Assessment
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Storyboard Introduction to this Activity:
Coevolution of Plants and Pollinators
Video:
PBS video segment titled 'Ancient Farmers of the
Amazon‘
Video: National Geographic video ‘mutualistic
species ’
Activity:
Marsupials and Placentals Worksheet
Tree Climbing Mangrove Crabs
Assessment :
Convergent Evolution Assessment
How does the available historical evidence shape the scientific
theory of evolution?
Questions to guide the discussion developed
Students will submit questions they wish to discuss throughout the
unit
If additional study is needed to arrive at answers, then students will
investigate the questions the following day and present them to the
class prior to the post test.
Students will also be referred to optional additional background reading
material for more useful information for answers to some of the
discussion questions.
•
Students will create a 10 minute short PowerPoint presentation (6-8
slides) on a specific kind of evidence for evolution worth 10 points.
•
The group present this to their class audience.
•
Presentations will focus on explanations to account for how the
evidence explains the scientific basis for evolution.
•
Class notes and assignment additional reading material can be used as
reference.
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Use of some sort of visual aid (pictures, videos etc.) is encouraged.
•
All information must be accompanied by a proper MLA or APA style
citation.

The identical test given to students at the
beginning of this unit of study.

We will be able to assess our lesson plans be
comparing the results of this test to the
pretest.

Any remaining misconceptions will be
addressed.
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http://www.indiana.edu/~ensiweb/lessons/wh.ev.dt.pdf
http://www.indiana.edu/~ensiweb/lessons/wh.or.11.pdf
http://www.indiana.edu/~ensiweb/lessons/c.bkgrnd.html
http://www.indiana.edu/~ensiweb/lessons/ev.surv.html Evolution Website, accessed November
2011, Evolution and Nature of Science Institutes, Bloomington, Indiana

http://www.fossilmuseum.net/fossilpictures-wpd/Archaeopteryx/Archaeopteryx.htm An
archeopteryx fossil form. Accessed November 2011, Fossil Museum.Net

https://wiki.bio.purdue.edu/K12Evolution/images/9/95/MARSUPIALS_AND_PLACENTALS.
pdf
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http://www.pbs.org/wgbh/evolution/library/01/3/quicktime/l_013_01.html
http://www.pbs.org/wgbh/evolution/educators/course/session4/explain_a.html
http://www.pbs.org/wgbh/evolution/educators/lessons/lesson4/4_fish_questions.pdf
http://www.pbs.org/wgbh/evolution/educators/lessons/lesson4/act2.html
http://www.pbs.org/wgbh/evolution/educators/lessons/lesson4/4_bunnies_quest.pdf
http://www.pbs.org/wgbh/evolution/educators/lessons/lesson4/4_bunnies_data.pdf
http://www.pbs.org/wgbh/evolution/educators/lessons/lesson4/act1.html
http://www.pbs.org/wgbh/evolution/educators/teachstuds/svideos.html
http://www.pbs.org/wgbh/evolution/library/03/2/quicktime/l_032_02.html Evolution, PBS 2001
WGBN Educational Foundation and Clear Blue Sky Productions.

http://www.softschools.com/ Fossil Evidence for Evolution Quiz, Adapted from SoftSchools.Com

https://wiki.bio.purdue.edu/K12Evolution/images/4/44/Evidence_of_Anatomical_Features_Section_2.jpg Evidence of Anatomical Features. 2002 Brooks Cole Publishing a division of
Thompson Learning

http://www.springerlink.com/content/g23113q700811w41/fulltext.html Bringing Homologies into
focus, Anastasia Thanukos, Univeristy of California Museum of Palenontology, Berkeley,
California. 2008
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http://www.rcampus.com/rubricshowc.cfm?code=A4A566&sp=true R campus Rubric Modified to
fit this activity. Rubric accessed on November 13, 2011
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http://evolution.berkeley.edu/evolibrary/article/0_0_0/history_07
http://evolution.berkeley.edu/evolibrary/article/evo_25
http://evolution.berkeley.edu/evolibrary/news/080301_elephantshrew
http://evolution.berkeley.edu/evosite/evo101/IIIF1Armsrace.shtml The Arms Race, Evollution 101 ,
Berkeley University. Education, California.

http://biology.clc.uc.edu/courses/bio303/coevolution.htm A bee on a coneflower picture.

Escape of Cassia Grandis L. Beans From Predators in Time and Space, Author(s): Daniel H. Janzen
Reviewed work(s): Source: Ecology, Vol. 52, No. 6 (Nov., 1971), pp. 964-97 Published by:
Ecological Society of America Stable URL: http://www.jstor.org/stable/1933802 .
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http://bioliteracy.colorado.edu/Readings/Natural%20Selection%20CI.pdf
Development and Evaluation of the Conceptual Inventory of Natural Selection,
Dianne L. Anderson, Kathleen M. Fisher, Gregory J. Norman, San Diego State
University, San Diego California
https://wiki.bio.purdue.edu/K12Evolution/images/9/91/Coevolution_of_Plants_a
nd_Pollinators.pdf American Field Guide, Co-evolution of Plants and Pollinators,
Purdue University, West Lafayette, Indiana
http://video.nationalgeographic.com/video/player/kids/animals-pets-kids/bugskids/ant-acacia-kids.html National Geographic Kids, Videos. National
Geographic.com
http://www-evolution.uni-regensburg.de/Staff/ChristophSchubart/pdf/EER2005short.pdf Evolutionary Ecology Research, 2005, 7: 219-233
Indiana Department of Education, Science Standards.