Title of Lesson:
The Origin of Life, Classification, and Evolution
Content/Level: Grade 9 Biology
Lesson Written By:
Mindy Pearson
Laura Widerberg
OTG Science Coach Secondary Education
Science Coach & Biology Instructor
Hillsborough County Public Schools
Brandon High School
Benchmarks:
SC.912.L.15.1
Explain how the scientific theory of evolution is supported by the fossil
record, comparative anatomy, comparative embryology, biogeography,
molecular biology, and observed evolutionary change.
SC.912.L.15.19
Identify basic trends in hominid evolution from early ancestors six million
years ago to modern humans, including brain size, jaw size, language,
and manufacture of tools.
SC.912.L.14.26
Identify the major parts of the brain on diagrams or models.
SC.912.L.15.6
Discuss distinguishing characteristics of the domains and kingdoms of
living organisms.
SC.912.L.15.4
Describe how and why organisms are hierarchically classified and based
on evolutionary relationships.
SC.912.L.15.5
Explain the reasons for changes in how organisms are classified.
SC.912.L.15.8
Describe the scientific explanations of the origin of life on Earth.
SC.912.L.15.13
Describe the conditions required for natural selection, including:
overproduction of offspring, inherited variation, and the struggle to
survive, which result in differential reproductive success.
SC.912.L.15.14
Discuss mechanisms of evolutionary change other than natural selection
such as genetic drift and gene flow.
SC.912.L.15.15
Describe how mutation and genetic recombination increase genetic
variation.
SC.912.L.15.19
Recognize that the strength or usefulness of a scientific claim is evaluated
through scientific argumentation, which depends on critical and logical
thinking, and the active consideration of alternative scientific
explanations to explain the data presented.
Students should be able to:
Know
Understand
Life on Earth is abundant and
Life is categorized into three
diverse. The first life on Earth
Domains, and is further
Do


Shoe Taxonomy
Biological Classification
1
(prokaryotes) is traced back
categorized into Kingdoms,
3.6 billion years.
Phyla, Classes, Orders,

Families, Genera, and Species.

Current scientific thinking
The origin of life on Earth is
suggests chemical evolution
not definitively known.
of the building blocks of
nucleic acids occurred on the
Life on Earth can be traced to
early planet, which gave rise
a single common ancestor.
to prokaryotes. The



endosymbiont theory explains
POGIL
Crash Course Video—
Taxonomy, Life’s Filing
System
Taxonomy is referenced in
Hominid Evolution ADI
and Evidence of Evolution
& Classification ADI.
Revealing the Origins of
Life Video
Theories of the Origin of
Life Text
Theories of the Origin of
Life Graphic Organizer
how prokaryotes became
eukaryotes.
Evolution occurs by several
Evolution, or descent with
modification, is the theorized
mechanisms, including natural 
selection, genetic drift, and
mechanism by which life
gene flow.
diversified.
Evolution occurs at different
Evolutionary relationships are
rates, as described by the
diagrammed using
concepts of gradualism and
phylogenetic trees &
punctuated equilibrium.
JIT PowerPoint (explicit
instruction; see references
to HHMI and ADI activities
in notes section beneath
slides)


Hominid Evolution ADI
Evidence for Evolution &
Classification ADI

Lamarck vs Darwin
Videoclip
Intro to Natural Selection:
Lamarck & Darwin
HHMI The Origin of
Species: The Making of a
Theory Video & Lesson
Materials
HHMI The Making of the
Fittest: Natural Selection
and Adaptation Video &
Lesson Materials.
cladograms
Natural selection requires
Natural selection is a process
several conditions, including:
that results in the survival and
overproduction of offspring,
reproductive success of
inherited variation, and the
individuals or groups best
struggle to survive, which
adjusted to their environment
result in differential
and that leads to the
reproductive success.
perpetuation of genetic
Variation arises from mutation
qualities best suited to that
and genetic recombination.
particular environment.



2



Evolution is supported by
several lines of evidence,
The Origin of Species: The
Beak of the Finch Video &
Lesson Materials
Color Variation in
Venezuelan Guppies ADI
See Sources of Variation in
Additional JIT section of
electronic references


Hominid Evolution ADI
Evidence for Evolution &
Classification ADI

HHMI Video—Great
Transitions: The Origin of
Humans
Hominid Evolution ADI
Ted Talk: What Is So
Special About the Human
Brain
A Piece of Your Mind
Activity
Make Up Your Mind Brain
Cap Activity Activity1B
including: the fossil record,
comparative anatomy
(morphology), comparative
embryology, biogeography,
molecular biology, and
observed evolutionary
change.
Generally speaking as
Several trends can be
evolution has progressed,
identified in the transition
hominids develop larger
from early hominids to
brains, smaller jaws, and
modern humans.
exhibit the use of tools and


language.
The human brain is complex,
and is capable of language
and complex tasks. (Anatomy
students may be assessed on


include: cerebrum,
cerebellum, pons, medulla
oblongata, brain stem, frontal
lobe, parietal lobe, occipital
lobe, and temporal lobe)
3
Text


References



Theories of Origin of Life (Day 2) compiled by L. King & L. Widerberg HCPS
How Do Species Change Over Time (Day 3) from Intro to NS: Lamarck &
Darwin PDF File; Lesson from Jennifer Folsom at St. Louis Zoo
Color Variation in Venezuelan Guppies (Days 13, 14, and 15) from Victor
Sampson’s Scientific Argumentation in Biology
Hominid Evolution ADI (Days 16, 17, and 18) adapted by M. Pearson and L.
Widerberg from Lab 26:Human Evolution: How Are Humans Related to Other
Members of the Family Hominidae? from Victor Sampson’s book Argument
Driven Inquiry in Biology
Evidence of Evolution & Classification ADI (Days 20, 21, 22, 23, and 24) written
by M. Pearson & L. Widerberg. Portions were adapted from Lab 27--Whale
Evolution: How Are Whales Related to Other Mammals? from Victor Sampson’s
book Argument Driven Inquiry in Biology (This is a significant revision; only
some of the background information and ADI structure were duplicated.)
Electronic
Crash Course—Taxonomy: Life’s Filing System (12:16)
References
www.youtube.com/watch?v=F38BmgPcZ_I
Revealing the Origins of Life Video (10:50)
http://video.pbs.org/video/1790640610/
Lamarck vs. Darwin Video Clip (3:01)
https://www.youtube.com/watch?v=V8KIvICfGEM
4
Electronic
Crash Course—Taxonomy: Life’s Filing System (12:16)
References
www.youtube.com/watch?v=F38BmgPcZ_I
(Continued)
Revealing the Origins of Life Video (10:50)
http://video.pbs.org/video/1790640610/
Lamarck vs. Darwin Video Clip (3:01)
https://www.youtube.com/watch?v=V8KIvICfGEM
HHMI The Origin of Species: The Making of a Theory (30:51)
https://www.hhmi.org/biointeractive/origin-species-making-theory
HHMI The Making of the Fittest: Natural Selection & Adaptation
http://www.hhmi.org/biointeractive/making-fittest-natural-selection-and-adaptation
HHMI The Origin of Species: The Beak of the Finch
https://www.hhmi.org/biointeractive/origin-species-beak-finch
HHMI Great Transitions: The Origin of Humans
http://www.hhmi.org/biointeractive/great-transitions-origin-humans
Ted Talk: What Is So Special About the Human Brain?
http://www.ted.com/talks/suzana_herculano_houzel_what_is_so_special_about_the_human_br
ain?language=en
Can Science Explain the Origin of Life?
http://statedclearly.com/videos/can-science-explain-the-origin-of-life/
Additional Just in Time (JIT) Resources
These videoclips are NOT referenced specifically in the 5E, but they are good JIT resources
should your students need elaboration on content. They are well worth reviewing.
EVO Ten—Link to Full Collection
http://vimeo.com/album/2945044
These are relatively short videoclips that address the following questions:
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
(i)
(j)
What is evolution?
Who was Charles Darwin?
What is natural selection?
How do species come about?
Where do variations come from?
What role does cooperation play? (Coevolution)
So, what’s a brief history of life?
What is the controversy?
Is evolution random?
Why should anyone care about evolution?
5
Electronic attachments are housed in folders labeled by “Day__” as referenced in
Electronic
Attachments
materials section of the daily 5E Lesson Plan below.
6
Day 11
Objective
Students will be able to describe why a classification system is necessary through
participation in the activity, Shoe Taxonomy.
Students will be able to discuss the distinguishing characteristics of the domains and
kingdoms of living organisms through the completion of the Biological Classification
POGIL.
Materials



Pacing
Teacher directions for Shoe Taxonomy activity
o 6 boxes/garbage bags for shoe collection
o Shoes (1 from each student)
o Blank paper to create labels
Biological Classification POGIL Model 3 Questions 17-23 (These questions
have been extracted from the full-length POGIL and have been converted into
a PDF.
Computer with Internet Connection and LCD Projector
One class period (approximately 50 minutes)
Advanced Prep:


Collect materials (see above) for Shoe Taxonomy activity.
Xerox a copy of Biological Classification POGIL (Model 3, Questions17-23 for each student)
ENGAGE (15 minutes)
1. Using the teacher directions provided for Shoe Taxonomy, lead students through the activity to
assist them with understanding why a classification system is a useful tool for biologists and
why the system may change over time as new information is learned.
EXPLORE (20 minutes)
2. Provide each student with a copy of the Biological Classification POGIL (Model 3, Questions 1723) and have them work through the problems with a partner or small group.
EXPLAIN (15 minutes)
3. Show the video Crash Course—Taxonomy: Life’s Filing System (12:16) to provide additional
background information and context.
www.youtube.com/watch?v=F38BmgPcZ_I
7
Day 2
Objective
Students will be able to describe the scientific explanations for the origin of life on
Earth, including chemical evolution and the endosymbiont theory through watching a
video clip, reading a text, and completing a graphic organizer.
Materials
Revealing the Origins of Life (10:50)
Both links below access the same video.
http://video.pbs.org/video/1790640610/
http://www.pbs.org/wgbh/nova/evolution/origins-life.html
Theories of the Origin of Life Text
Theories of the Origin of Life Graphic Organizer
Pacing
One class period (approximately 50 minutes)
Advanced Prep:



Preview the video clips and text.
Xerox a copy of the text and graphic organizer, Theories of the Origin of Life for each student.
Set up your technology to view the video clip, Revealing the Origins of Life (10:50).
ENGAGE:
1. Provide students with a copy of the text and graphic organizer, Theories of the Origin of Life.
2. Show the video Revealing the Origins of Life (10:50) at the following web address.
http://video.pbs.org/video/1790640610/
3. As students watch the video, have them complete the 3-2-1 section of their Theories of the
Origin of Life on Earth Graphic Organizer.
EXPLAIN:
4. Facilitate reading of the text, Theories of the Origin of Life, and work with students to complete
the remainder of the graphic organizer. (Provide additional scaffolding as you see fit.)
8
Day 3
Objective
Students will contrast Lamarck’s and Darwin’s theories of how species change over
time through watching a video clip, the completion of a short text-based graphic
organizer, and arranging a set of cards to illustrate each theory.
Materials


Pacing
Lamarck vs. Darwin Video Clip (3:01)
o https://www.youtube.com/watch?v=V8KIvICfGEM
Introduction to Natural Selection: Darwin and Lamarck
o Reading Selection: How Do Species Change Over Time
o Compare the Theories Graphic Organizer
o Lamarck’s Theory Cards
o Darwin’s Theory Cards
One class period (approximately 50 minutes)
Advanced Prep:
1.
2.
3.
4.
Set up your technology to show the video clip, Lamarck vs. Darwin.
Xerox a copy of the reading selection, How Do Species Change Over Time for each student.
Xerox a copy of the graphic organizer, Compare the Theories for each student
Xerox a set of Lamarck’s Theory Cards and Darwin’s Theory Cards for each group of 3-4
students.
ENGAGE:
1. Show the Lamarck vs. Darwin video clip (3:01) at:
https://www.youtube.com/watch?v=V8KIvICfGEM
2. Have students respond to the question, “Which scientist’s theory makes the most sense to you
and why?
EXPLAIN:
3. Have students preview the questions on the graphic organizer, Compare the Theories.
4. As students read the text, they should mark the text where they found evidence to classify each
statement as Lamarck, Darwin, or both. (L=Lamarck, D=Darwin, B=Both)
ELABORATE:
5. Provide students with a deck of Lamarck’s Theory and Darwin’s Theory Cards.
(a) Have students sort the cards into two piles (Lamarck and Darwin)
(b) Have students place the sorted cards in order to describe the theories of the two scientists.
EVALUATE:
6. Have students respond to the question, “Which scientist’s theory is most widely supported by
scientists today? Support your claim with evidence from the video clip, text, or card sort.
9
10
Days 4, 5 and 6
Objectives
Students will use data from Wallace’s field notebooks to determine the distribution of
species in the Malay Archipelago to infer the Wallace Line and hypothesize reasons
for the differences in distribution of fauna in this area. (This component is intended to
address biogeography.)
Students will articulate how Charles Darwin and Alfred Russell Wallace collaborated
and contributed to the theory of evolution by natural selection through watching a
short film, completing Cornell notes, participating in a class discussion and
completing a film guide.
Students will discuss how plate tectonics and sea level have influenced the patterns
of fauna observed around the Wallace Line.
Students will demonstrate their understanding of Darwin and Wallace’s contributions
to the theory of evolution by natural selection through the completion of the Student
Quiz.
Materials
Days 4, 5, and 6 utilize HHMI’s The Origin of Species: The Making of a Theory Video &
Lesson Materials.







Pacing
HHMI The Origin of Species: The Making of a Theory: Discovering the Wallace
Line Student Handout, including the introduction (p 1), questions (pp 2-3), field
notebooks (pp 4-6), and map (p 7).
HHMI The Origin of Species: The Making of a Theory Video (30:51) Order from
HHMI or plan to stream from the website.
https://www.hhmi.org/biointeractive/origin-species-making-theory
The Origin of Species: The Making of a Theory Teacher Materials—In Depth Film
Guide
The Origin of Species: Film Review Cornell Notes
The Origin of Species: The Making of a Theory: Fact Patterns: A Film Guide
Teacher Materials
The Origin of Species: The Making of Theory: Fact Patterns: A Film Guide Student
Handout
The Origin of Species: The Making of a Theory Student Quiz
Three class periods (approximately 150 minutes)
Advanced Prep:


Xerox and provide each student with a copy of Discovering the Wallace Line Student
Handout, including the intro and questions (pp 1-3) and map (p 7).
Xerox a class set of the field notebooks (pp 4-6)
11




Xerox and provide each student with a copy of The Origin of Species Film Review
Cornell Notes
Xerox and provide each student with a copy of Fact Patterns: A Film Guide Student
Handout (pp 1-3)
Download the video animations (sea level and plate tectonics) associated with
Discovering the Wallace Line from https://www.hhmi.org/biointeractive/discoveringwallace-line
Xerox and provide each student with a copy of the Student Quiz.
EXPLORE:
Discovering the Wallace Line
1. Students should complete The Making of a Theory: Discovering the Wallace Line Student
Handout Part I, answering questions 1-4.
a) Students should analyze the field notes to plot the locations where the various fauna
have been found.
b) Students should use different colors or patterns to distinguish the lines for each faunal
order.
c) Draw a boundary line to separate the groups of fauna (to represent the Wallace Line)
d) Make a hypothesis as to why some islands have similar fauna while other nearby islands
have completely different fauna.
EXPLAIN
The Origin of Species: The Making of a Theory Video and Cornell Notes
2. Show the video, The Making of a Theory (30:51), from HHMI series The Origin of Species. It
may be ordered in DVD format from HHMI or streamed from the website below:
https://www.hhmi.org/biointeractive/origin-species-making-theory
3. As students watch the video, the teacher should pause after recommended stop points (See
The Making of a Theory: In Depth Film Guide) to provide opportunities for discussion and
reflection.
4. At each stop point, students should complete the review questions provided on the graphic
organizer, Film Review Cornell Notes.
ELABORATE:
The Origin of Species: The Making of a Theory--Fact Patterns-A Film Guide
5. After watching the video, pause to allow students to track the observations made by Darwin
and Wallace that support the natural origin of species and evolution by natural selection using
the document, Fact Patterns: A Film Guide Student Handout (Table I).
6. Discuss which observations the students credited to Darwin, Wallace, or both (Table I). Briefly
discuss how a few of the observations on the fact patterns document support the theory of
evolution by natural selection.
7. Students should complete questions 2-4 on the Fact Patterns: A Film Guide Student Handout.
8. Lead a brief discussion of questions 2-4.
The Origin of Species: The Making of a Theory--Discovering the Wallace Line
12
9. Show the video animations (on sea level and plate tectonics) associated with Discovering the
Wallace Line lesson materials at:
https://www.hhmi.org/biointeractive/discovering-wallace-line
10. Revisit The Making of a Theory: Discovering the Wallace Line Student Handout, having
students answer questions 5-6 from Part 2.
11. Bring the lesson to closure pointing out how the fauna are separated geographically and how
plate tectonics and sea level have influenced the patterns.
EVALUATE
The Origin of Species: The Making of a Theory—Student Quiz
1. Students should complete questions 1-10 on the document, Student Quiz.
13
Days 7, 8, and 9
Objective
Students will investigate the phenotypic frequency of coat color in rock pocket mice
in two locations over time and describe the conditions that drive natural selection
while viewing a short film and completing Color Variation Over Time in Rock Pocket
Mouse Populations.
Students will be able to determine the effects of mutations on natural selection while
completing Natural Selection and Evolution of Rock Pocket Mouse Populations.
Students will be able to analyze data to identify sources of mutations and determine
how different types of mutations affect the phenotypes of populations of rock pocket
mice and how the environment determines whether a mutation is advantageous,
deleterious, or neutral while completing the Molecular Genetics of Color Mutations in
Rock Pocket Mice activity.
Materials
Days 7, 8, and 9 utilize HHMI’s The Making of the Fittest: Natural Selection and
Adaptation Video & Lesson Materials.









Pacing
The Making of the Fittest: Natural Selection and Adaptation In-Depth Film Guide
Teacher Materials
The Making of the Fittest: Natural Selection and Adaptation Quiz Student
Handout
The Making of the Fittest: Natural Selection and Adaptation—Color Variation Over
Time in Rock Pocket Mouse Populations Teacher Materials
The Making of the Fittest: Natural Selection and Adaptation—Color Variation Over
Time In Rock Pocket Mouse Populations Student Handout (pp 1-4)
The Making of the Fittest: Natural Selection and Adaptation—Color Variation Over
Time in Rock Pocket Mouse Populations Student Handout (pp 5-8)
The Making of the Fittest: Natural Selection and Adaptation—Molecular Genetics
of Color Mutations In Rock Pocket Mice Teacher Materials
The Making of the Fittest: Natural Selection and Adaptation—Molecular Genetics
of Color Mutations in Rock Pocket Mice Student Handout
The Making of the Fittest: Natural Selection and Adaptation—Natural Selection
and Evolution of Rock Pocket Mouse Populations Teacher Materials
The Making of the Fittest: Natural Selection and Adaptation—Natural Selection
and Evolution of Rock Pocket Mouse Populations Student Handout
Three class periods (approximately 150 minutes)
14
Advanced Prep:









Review The Making of the Fittest: Natural Selection and Adaptation In-Depth Film Guide Teacher
Materials.
Xerox and provide students with a copy of the Student Quiz for the film, The Making of the Fittest:
Natural Selection and Adaptation.
Review The Making of the Fittest: Natural Selection and Adaptation—Color Variation Over Time in
Rock Pocket Mouse Populations Teacher Materials.
Xerox and provide students with a copy of the Student Handout pp 1-4, The Making of the Fittest:
Natural Selection and Adaptation—Color Variation Over Time in Rock Pocket Mouse Populations.
Make a color set of the cards of rock pocket mice at locations A & B (pp 5-8) from Student
Handout for each group of students. (These may be laminated and reused in subsequent class
periods.
Review The Making of the Fittest: Natural Selection and Adaptation—Molecular Genetics of Color
Mutations in Rock Pocket Mice Teacher Materials
Xerox and provide students with a copy of the Student Handout, The Making of the Fittest: Natural
Selection and Adaptation—Molecular Genetics of Color Mutations in Rock Pocket Mice.
Review The Making of the Fittest: Natural Selection and Adaptation—Natural Selection and
Evolution of Rock Pocket Mouse Populations Teacher Materials.
Xerox and provide students with a copy of the Student Handout, The Making of the Fittest: Natural
Selection and Adaptation—Natural Selection and Evolution of Rock Pocket Mouse Populations.
ENGAGE:
The Making of the Fittest: Natural Selection and Adaptation Video and Student Quiz
1. Show the video, The Making of the Fittest: Natural Selection and Adaptation (10:24 min) from
the HHMI series, The Making of the Fittest. It may be ordered in DVD format from HHMI or
streamed from the website below:
http://www.hhmi.org/biointeractive/making-fittest-natural-selection-and-adaptation
2. As students watch, have them complete questions 1-9 from the Student Quiz. (Note: HHMI
also provides an In Depth Film Guide for Teachers that provides background information and
stop points, and examples of guiding questions one might ask.) ***We will use question 10
from the Student Quiz as an assessment.
EXPLAIN
Student Quiz
3. Discuss students’ responses to questions 1-9 on the Student Quiz.
EXPLORE:
4. Provide each group of students with a set of cards of rock pocket mice populations at locations
A & B.
5. Students should follow the procedure and answer the questions outlined on the student
handout, The Making of the Fittest: Natural Selection and Adaptation—Color Variation Over
Time in Rock Pocket Mouse Populations. You might choose to omit question 6 based upon
the level of your students.
EXPLAIN
15
Making of the Fittest: Natural Selection and Adaptation—Color Variation Over Time in Rock Pocket
Mouse Populations
6. Hold a thorough discussion of students’ responses on the student handout, The Making of the
Fittest: Natural Selection and Adaptation-- Color Variation Over Time in Rock Pocket Mouse
Populations
EVALUATE
Making of the Fittest: Natural Selection and Adaptation—Color Variation Over Time in Rock Pocket
Mouse Populations
7. Assign question 10a-10d on the student quiz handout, The Making of the Fittest: Natural
Selection and Adaptation-- Color Variation Over Time in Rock Pocket Mouse Populations as an
assessment. (You may opt to use 10e as extra credit if you wish.)
ELABORATE
The Making of the Fittest: Natural Selection and Adaptation--Natural Selection and Evolution of Rock
Pocket Mouse Populations
8. Review the Introduction on the student handout, The Making of the Fittest: Natural Selection
and Adaptation--Natural Selection and Evolution of Rock Pocket Mouse Populations.
9. Students should follow the procedure on the student handout, The Making of the Fittest:
Natural Selection and Adaptation--Natural Selection and Evolution of Rock Pocket Mouse
Populations, and answer the questions as they move through the student handout.
Question 4 on handout, see JIT PowerPoint for description and examples of genetic drift and gene flow.
EXPLAIN
The Making of the Fittest: Natural Selection and Adaptation--Natural Selection and Evolution of Rock
Pocket Mouse Populations
10. Hold a thorough discussion of students’ responses to questions 1-5 pp 2-4 on the student
handout.
ELABORATE
The Making of the Fittest: Natural Selection and Adaptation—Molecular Genetics of Color Mutations in
Rock Pocket Mice
11. Review the Introduction on the student handout, The Making of the Fittest: Natural Selection
and Adaptation—Molecular Genetics of Color Mutations in Rock Pocket Mice with students.
12. Students should follow the procedure on the student handout, The Making of the Fittest:
Natural Selection and Adaptation—Molecular Genetics of Color Mutations in Rock Pocket
Mice. Students should fill in the gene tables and answer questions 1-11 on pp 3-8.
16
EXPLAIN
The Making of the Fittest: Natural Selection and Adaptation—Molecular Genetics of Color Mutations in
Rock Pocket Mice
13. Hold a thorough discussion of students’ responses to questions 1-11 on pp 3-8 on the student
handout.
17
Days 10, 11, and 12 a, and 14&
Objective
Students will investigate how environmental conditions may drive natural selection
through watching a video on the Grants’ research on finches in the Galapagos,
participating in a lab investigation, and analyzing class data for trends.
Materials
Days 10, 11, and 12 utilize HHMI’s The Origin of Species: The Beak of the Finch Video &
Lesson Materials






The Origin of Species: The Beak of the Finch (0:00 to 7:31) (7:31-15:59)
The Origin of Species: The Beak of the Finch Student Quiz
The Origin of Species: The Beak of the Finch In Depth Film Guide for Teachers
(Optional)
The Origin of Species: The Beak of the Finch—Beaks As Tools: Selective Advantage
in Changing Environments Teacher Materials
The Origin of Species: The Beak of the Finch—Beaks As Tools: Selective Advantage
in Changing Environments Lab Worksheet/Student Handout
The Origin of Species: The Beak of the Finch—Beaks As Tools Excel Spreadsheet
(to collect class data)
Suggested Materials for The Origin of Species: The Beak of the Finch—Beaks As
Tools: Selective Advantage in Changing Environments Lab (for each group of 3-4
students)






Pacing
Xerox box lid
Two types of tools (a pair of regular tweezers and pliers)
Astroturf (grassy floor mat); large enough to fill Xerox box lid
Two types of seeds (4.5 tablespoons of rice; 1 cup kidney beans)
4 plastic or paper cups (two per tool) for seed collection
Timer
Three class periods (approximately 150 minutes)
Advanced Prep:
o Review The Origin of Species: The Beak of the Finch In-Depth Film Guide Teacher Materials.
o Xerox and provide students with a copy of the Student Quiz for the film, The Origin of
Species: The Beak of the Finch.
o Review The Origin of Species: The Beak of the Finch—Beaks As Tools: Selective Advantage
In Changing Environments Teacher Materials
o Xerox and provide students with a copy of the Lab Worksheet/Student Handout, The Origin
of Species: The Beak of the Finch—Beaks As Tools: Selective Advantage in Changing
Environments
18
o Set up the lab investigation, The Origin of Species: The Beak of the Finch—Beaks As Tools:
Selective Advantage in Changing Environments (See Teacher Guide Materials for specific
instructions.)
o Download and open the Beaks As Tools Excel Spreadsheet
ENGAGE:
The Origin of Species: The Beak of the Finch and Student Quiz
1. Show The Origin of Species: The Beak of the Finch from 0:00 to 7:31 from HHMI’s series, The
Making of the Fittest. It may be ordered in DVD format from HHMI or streamed from the
website below https://www.hhmi.org/biointeractive/origin-species-beak-finch
2. As students watch, have them complete questions 1-3 from the Student Quiz. (Note: HHMI
also provides an In Depth Film Guide for Teachers that provides background information and
stop points, and examples of guiding questions one might ask.)
3. Stop the video clip at 7:31 where the narrator indicates the Galapagos experienced a terrible
drought. Discuss students’ responses to questions 1-3 on the Student Quiz if appropriate. Tell
students they are going to participate in an investigation to study how changing conditions in
the Galapagos drove natural selection in finches.
EXPLORE and EXPLAIN:
Beaks as Tools: Selective Advantage in Changing Environments Lab Worksheet/Student Handout and
Beaks As Tools Excel Spreadsheet
4. Review the Introduction on the Beaks As Tools: Selective Advantage In Changing Environments
Lab Worksheet/Student Handout with students.
5. Discuss the purpose of the investigation with students—to act as finches and fight for survival
by “eating” as many seeds as possible within the allotted time using two different types of
tools to represent beak types to see which is best adapted to collect and “eat” food under
different conditions.
6. Students should follow the directions on the Beaks As Tools: Selective Advantage In Changing
Environments Lab Worksheet/Student Handout and answer the questions as they move
through the investigation.
7. Assist students with entering their data on the Beaks As Tools Excel Spreadsheet.
8. Direct students to record the class data in their Beaks As Tools: Selective Advantage In
Changing Environments Lab Worksheet/Student Handout
9. Hold a thorough post-lab discussion with students, including discussing the questions on the
Beaks As Tools: Selective Advantage In Changing Environments Lab Worksheet/Student
Handout.
ELABORATE
The Origin of Species: The Beak of the Finch Video and Student Quiz
10. Watch the remainder of the video, The Origin of Species: The Beak of the Finch (7:32 to 15:59).
11. As/after students watch, have them complete questions 4-9 on the Student Quiz.
12. Discuss students’ responses to questions 4-9 on the Student Quiz.
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EVALUATE
Student Quiz
13. Assign questions 10-12 on the student handout, The Origin of Species: The Beak of the Finch
Student Quiz as an assessment.
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Days 13, 14, and 15
Objective
Students will analyze a data set and participate in scientific argumentation to
determine which characteristic(s) drive the natural selection of coloration in
Venezuelan guppies.
Materials
From Victor Sampson’s Scientific Argumentation in Biology
 Color Variation in Venezuelan Guppies pp 19-23 (for students) and 24-27 (for
teacher)
 ADI whiteboards, dry erase markers, and erasers
 Color Variation in Venezuelan Guppies Paper Whiteboard Template
 Venezuelan Guppies Assessment
Pacing
Two class periods (approximately 100 minutes)
Advanced Prep:


Xerox and provide students with a copy of pp 19-23 from Victor Sampson’s Scientific
Argumentation in Biology, corresponding to the student handouts for the lesson, Color
Variation in Venezuelan Guppies.
Xerox and provide students with a copy of the paper whiteboard template for this ADI.
ENGAGE:
1. Assist students with reading the background information on John Endler’s research with
Venezuelan guppies and set up the task, “What caused these trends in the coloration of
guppies?” Point out the data and information on pp 21-22, as students must analyze this data
and interpret this information to establish their claim, evidence, and justification.
EXPLORE:
2. Student groups should analyze the Information About the Pools Where the Venezuelan
Guppies Were Found, Map of the Pool Locations, and Information About the Theory of Natural
Selection to determine which characteristic(s) drives the natural selection of color in
Venezuelan guppies to their paper whiteboard, indicating their claim, evidence, and
justification on the template provided. Instruct students that they will need this completed
paper template the following day in class when they construct their actual whiteboard in
preparation for carousel review. (Note: The purpose of constructing a paper whiteboard is that
we have found there is not enough instructional time in a 50-minute class period to analyze
the data, construct a whiteboard, and complete a sufficient carousel review and discussion.)
3. Students should refine their claim, evidence, and justification on their paper whiteboard
template for homework.
ELABORATE/EXTEND:
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4. Have student groups convene to discuss any overnight additions/refinements to their paper
whiteboard templates (5 minutes)
5. Have students transfer the information on their paper whiteboard to their actual whiteboard.
Students will take forever embellishing, so we recommend that this be a timed activity. (15
minutes)
6. Explain the carousel review process to students, indicating each round will last five minutes.
See diagram below. (5 minutes)
7. Conduct a minimum of three rounds of carousel review to allow students to view multiple
perspectives. Circulate and ask probing questions. (15 minutes)
8. Allow students to reconvene with their home group to discuss what they learned from other
groups and to consider possible changes to their paper whiteboards. (10 minutes)
EVALUATE
9. Collect students’ revised paper whiteboard templates and review for understanding.
10. Administer the Venezuelan Guppies Assessment (problems are numbered 9-13, as this is a
subset of a larger conceptual assessment on evolution). Check items as a summative measure
of student learning.
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Days 16, 17, and 18
Objective
Students will be able to analyze a data set of various hominid traits to construct a
phylogenic tree depicting their evolutionary relationship through watching a video,
completing of an ADI investigation, and participating in an argumentation session.
Materials
Pacing








HHMI Video—Great Transitions: The Origin of Humans (19:44)
Hominid Evolution ADI (Student Handout)
ADI whiteboards, dry erase markers, and erasers
Hominid Evolution Data Set (Student Handout)
Hominid Phylogenetic Tree Without Species (Student Handout)
Paper Whiteboard Template Hominid Evolution (Student Handout)
Hominid Phylogenetic Tree Key (Teacher Reference)
Hominid Phylogenetic Tree With Species (Differentiated Student Handout—
Optional)
Three class periods (approximately 150 minutes)
Advanced Prep:




Preview the video and instructional materials to best determine how to manage the lesson.
Students will likely need assistance with the background information in the Human Evolution
ADI.
Acquire skull samples (optional) for student viewing. Sets were ordered to be shared amongst
3 school sites. If your school did not receive samples, contact nearby schools. You might
encourage your department chair to order a skull set for your school site. Note: Actual skulls
are NOT necessary to complete this edited version of the ADI.
Xerox a copy of the following for each student:
(a) Hominid Evolution ADI
(b) Hominid Evolution Data Set
(c) Hominid Phylogenetic Tree Without Species
(d) Paper Whiteboard Template Hominid Evolution
Set up your LCD projector and computer with internet connection to stream HHMI’s Video—
Great Transitions: The Origin of Humans. No DVD is available to order at this time. It may be
streamed or downloaded from
http://www.hhmi.org/biointeractive/great-transitions-origin-humans
ENGAGE:
1. Show the video, Great Transitions: The Origin of Humans from HHMI (19:44) to set the stage
for our analysis of hominid evolution in the upcoming Hominid Evolution ADI. (See Explore
below.)
EXPLORE:
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2. Share with students that the HHMI video, Great Transitions: The Origin of Humans showcased
only a few examples from the family Hominidae, and that we are going to investigate several
other species in the Hominidae lineage in the Hominid Evolution ADI.
3. Provide students with a copy of the following documents:
(a) Hominid Evolution ADI
(b) Hominid Evolution Data Set
(c) Hominid Phylogenetic Tree Without Species
(d) Paper Whiteboard Template Hominid Evolution
4. Assist students with deciphering the text in Introduction, Getting Started, and Argumentation
Session sections of the Hominid Evolution ADI document.
5. Show students the Hominid Evolution Data Set, and explain that the Skull Characteristics Table
(embedded in the Hominid Evolution Data Set) corresponds to the descriptions on p. 3 of the
Hominid Evolution ADI document.
6. Show students the Hominid Phylogenetic Tree Without Species template, and indicate that
they will be filling in the names of the 7 species (in the boxes at the end of the nodes in each
clade) and the derived characteristics that delineate each clade (in the boxes next to the -----in the braches of the clades).
7. Instruct students to analyze the Hominid Evolution Data Set to determine how to label the
boxes described in item 6 above.
8. Students should also fill in the Paper Whiteboard Template Hominid Evolution, indicating their
claim, evidence, and justification on the template provided. Instruct students that they will
need this completed paper template the following day in class when they construct their actual
whiteboard in preparation for carousel review. (Note: The purpose of constructing a paper
whiteboard is that we have found there is not enough instructional time in a 50-minute class
period to analyze the data, construct a whiteboard, and complete a sufficient carousel review
and discussion.)
9. Some suggestions for filling in the paper whiteboard template are discussed below:
a. Evidence: Analyze each piece of evidence in the data set to determine how it supports
the construction of your phylogenetic tree.
b. Claim: Construct the phylogenetic tree on the template provided.
i. Label each node with the name of the hominid it represents.
ii. Label each clade with the ancestral and derived characteristics that sets it apart.
iii. Provide a statement that indicates the hominid you believe Homo sapiens are
most closely related in the box on the paper whiteboard template.
iv. Be prepared to share your phylogenetic tree with other groups.
c. Justification: Note how the evidence supports your constructed phylogenetic tree and
how the concept of descent with modification applies to hominids.
10. Students should refine their claim, evidence, and justification on their paper whiteboard
template for homework.
ELABORATE/EXTEND:
11. Have student groups convene to discuss any overnight additions/refinements to their paper
whiteboard templates (5 minutes)
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12. Have students transfer the information on their paper whiteboard to their actual whiteboard.
Students will take forever embellishing, so we recommend that this be a timed activity. (15
minutes)
13. Explain the carousel review process to students, indicating each round will last five minutes.
See diagram below. (5 minutes)
14. Conduct a minimum of three rounds of carousel review to allow students to view multiple
perspectives. Circulate and ask probing questions. (15 minutes)
15. Allow students to reconvene with their home group to discuss what they learned from other
groups and to consider possible changes to their paper whiteboards. (10 minutes)
EVALUATE:
16. Students should prepare their report using the criteria described on p. 5 of the Hominid
Evolution ADI document, including a labeled phylogenetic tree, completed paper whiteboard
template, and response to the reflection question, “Linnaean classification places genus
between family and species. Discuss the derived characteristics that set the genus Homo from
the other hominids on your phylogenetic tree. Cite evidence from the HHMI video and/or the
ADI to substantiate your response.”
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Day 19
Objective
Students will be able to articulate what makes the human brain special in comparison
to other primates through watching a Ted Talk video clip (13:30)
Students will be able to identify the major parts of the brain on a diagram and model
through completing A Piece of Your Mind Activity 1A and/or Make Up Your Mind
Brain Cap Activity 1B.
Materials



Pacing
Ted Talk: What Is So Special About the Human Brain by Suzana HerculanoHouzel
A Piece of Your Mind Activity 1A (includes teacher and student documents)
Make Up Your Mind Brain Cap Activity Activity1B (includes teacher and
student documents
One class period (approximately 50 minutes)
Advanced Prep:



Ensure you have a working internet connection to stream the Ted Talk. Alternatively, you may
download it ahead of time.
Xerox a copy of the student handouts pp 7-11 from the A Piece of Your Mind Activity 1A
and/or pp 3-5 and p 9 from Making Up Your Mind Activity 1B for each student.
Preview the teacher pages associated with Activity 1A and Activity 1B.
ENGAGE:
1. Show students the Ted Talk: What Is So Special About the Human Brain (13:30) at
http://www.ted.com/talks/suzana_herculano_houzel_what_is_so_special_about_the_human_brai
n?language=en
EVALUATE:
2. Ask students to complete a quick-write on the following prompt, “Over time primates evolved
and developed brains capable of complex tasks, including the use of tools and language. How
does the Ted Talk support what you learned by watching the HHMI video and in constructing
the phylogenetic tree for hominids?
ELABORATE: (covers brain anatomy & function, which is a required human body standard)
3. Provide students with your choice(s) of Activity 1A: A Piece of Your Mind and Activity1B:
Making Up Your Mind. One recommendation is to complete Activity 1A in class and assign
Activity 1B as homework or extra credit. For fun, students might take a “selfie” wearing the
brain cap they constructed. Directions for these are self-explanatory on the handouts.
26
27
Days 20, 21, 22, 23, and 24
Objective
Students will research and analyze the lines of evidence for evolution presented in a
data set to construct and defend a cladogram of chordates through participation in
an ADI investigation, argumentation session, and the completion of an LDC writing
task.
The LDC writing task:
After researching and analyzing lines of evidence for evolution, including:
morphological evidence, embryological evidence, the fossil record, and molecular
evidence, write an essay that discusses how you used each form of evidence to
construct a cladogram of chordates. Be sure to support your position (your
cladogram) with evidence from the texts.
Materials
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



Pacing
ADI whiteboards, dry erase markers, and erasers
Evidence of Evolution & Classification ADI
Student Data Set Comprised of the Following Documents:
o Embryological Evidence
o Morphological Evidence Skeletons
o Morphological Evidence Chart
o Molecular Genetics Evidence
o The Fossil Record (Tree of Life)
Cladogram Template
Paper Whiteboard Template Evidence of Evolution & Classification
Five class periods (approximately 250 minutes)
Advanced Prep:

Review the instructional materials for the Evidence of Evolution & Classification ADI. We
recommend going through the lesson (including the writing response) in your Biology PLC to
determine your expectations for student responses. It is also an appropriate time to discuss
the reading and writing strategies you will use to facilitate instruction.
Xerox a copy of the following documents for each student:


Evidence of Evolution & Classification ADI
Student Data Set Comprised of the Following Documents:
o Embryological Evidence
o Morphological Evidence Skeletons
o Morphological Evidence Chart
28


o Molecular Genetics Evidence
o The Fossil Record (Tree of Life)
Cladogram Template
Paper Whiteboard Template Evidence of Evolution & Classification
ENGAGE:
1. Show the video clip from Stated Clearly, “Can Science Really Explain the Origin of Life?” at:
http://statedclearly.com/videos/can-science-explain-the-origin-of-life/
to serve as a review of the content we have covered so far.
EXPLORE:
2. Provide students with a copy of the following documents:
a. Evidence of Evolution & Classification ADI
b. Student Data Set (Embryological Evidence, Morphological Evidence Skeletons,
Morphological Evidence Chart, Molecular Genetics Evidence, and The Fossil Record)
c. Cladogram Template
d. Paper Whiteboard Template Evidence of Evolution & Classification
3. Introduce the LDC writing task, which is the end product of this lesson.
After researching and analyzing lines of evidence for evolution, including: morphological
evidence, embryological evidence, the fossil record, and molecular evidence, write an essay that
discusses how you used each form of evidence to construct a cladogram of chordates. Be sure to
support your position (your cladogram) with evidence from the texts.
4. Facilitate student reading of the ADI document, including the introduction, the lines of
evidence for evolution, and the information of cladograms. Provide JIT teaching as required,
including activating prior knowledge/anchoring points from the instruction that has occurred
throughout the unit.
5. Introduce the task—In this investigation you will determine how to use morphological evidence,
embryological evidence, the fossil record, and molecular genetics evidence to construct and
defend a cladogram showing the evolutionary relationship of chordates.
6. Introduce the guiding question--What ancestral and derived characteristics differentiate the
members of the Phylum Chordata and how are they related?
7. Walk students through the components of their data set, and remind them that they must use
each line of evidence to construct and defend their chordate cladogram.
8. Show students the Cladogram Template, and indicate that they will be filling in the names of
the 9 organisms (in the boxes at the end of the nodes in each clade) and the derived
characteristics that delineate each clade (in the boxes next to the ------ in the braches of the
clades).
9. Instruct students to analyze the data set to determine how to label the boxes described in item
8 above.
10. Students should also fill in the Paper Whiteboard Template Evidence of Evolution &
Classification, indicating their claim, evidence, and justification on the template provided.
29
Instruct students that they will need this completed paper template the following day in class
when they construct their actual whiteboard in preparation for carousel review. (Note: The
purpose of constructing a paper whiteboard is that we have found there is not enough
instructional time in a 50-minute class period to analyze the data, construct a whiteboard, and
complete a sufficient carousel review and discussion.)
11. Some suggestions for filling in the paper whiteboard template are discussed below:
12. Evidence: Analyze each piece of evidence in the data set (using the instructions provided on
each piece) to determine how it supports the construction of your cladogram.
13. Claim: Construct the cladogram tree on the template provided.
a. Label each node with the name of the chordate it represents.
b. Label each clade with the derived characteristic(s) that sets it apart.
c. Provide a statement that indicates the class you believe mammals are the most closely
related to in the box on the paper whiteboard template.
d. Be prepared to share your cladogram with other groups.
14. Justification: Note how the evidence supports your constructed phylogenetic tree and how
the concept of descent with modification applies to chordates.
15. Students should refine their claim, evidence, and justification on their paper whiteboard
template for homework.
ELABORATE/EXTEND
16. Have student groups convene to discuss any overnight additions/refinements to their paper
whiteboard templates (5 minutes)
17. Have students transfer the information on their paper whiteboard to their actual whiteboard.
Students will take forever embellishing, so we recommend that this be a timed activity. (15
minutes)
18. Explain the carousel review process to students, indicating each round will last five minutes.
See diagram below. (5 minutes)
30
19. Conduct a minimum of three rounds of carousel review to allow students to view multiple
perspectives. Circulate and ask probing questions. (15 minutes)
20. Allow students to reconvene with their home group to discuss what they learned from other
groups and to consider possible changes to their paper whiteboards. (10 minutes)
ELABORATE/EXTEND
21. Students should respond to the LDC writing prompt as a summative measure of their learning.
After researching and analyzing lines of evidence for evolution, including: morphological
evidence, embryological evidence, the fossil record, and molecular evidence, write an essay that
discusses how you used each form of evidence to construct a cladogram of chordates. Be sure to
support your position (your cladogram) with evidence from the texts.
You might spend some time discussing strategies to assist students in organizing their writing for this
prompt.
Lesson Written By:
Mindy Pearson & Laura Widerberg
31