Evolution Unit
Standard:
SB5. Students will evaluate the role of natural selection in the development of the theory of
evolution.
a. Trace the history of the theory.
b. Explain the history of life in terms of biodiversity, ancestry, and the rates of evolution.
c. Explain how fossil and biochemical evidence support the theory.
d. Relate natural selection to changes in organisms.
e. Recognize the role of evolution to biological resistance (pesticide and antibiotic resistance).
Learning Objectives:
Students will be able to…
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provide evidence to support the theory of evolution
create a timeline for the theory of evolution
determine the outcomes for populations experiencing natural selection
identify the different models for natural selection
discuss the impact of evolution on human life
DI:
- Students will see the material in many different ways (verbal, visual, and kinesthetically)
-Students will be grouped according to ability for the rock pocket mouse variation lab
-Timeline will help students organize how the theory of evolution developed
- Graphic organizers will be used at times to help students organize thoughts and vocabulary
Assessments:
- Circle map
- Time line
-Notes Check
-Ticket-out the door
- M&M lab report
-Quizzes (Mini Test)
-Test
Day 1: Introduction to Evolution
Access prior knowledge with a modified circle map. In the middle they should write EVOLUTION and then
outside the circle they should write anything they can remember about evolution. They will add to this map for
the notes. Tech could be added here by having the students use an application such as ShowMe to write over an
example circle map. This is then saved electronically (less likely to be lost) and easily accessible for both the
students and the teacher.
Introductory Evolution Lab: Students will be placed in groups with different environments (aka different
pieces of fabric). Each student will get a different eating utensil (fork, knife, spoon, or tweezers) and a cup for
their “stomach”. Students will race to see who can “eat” the most noodles and the one who doesn’t eat the most
“dies”. I will use this activity to get students talking about the vocabulary and students will answer a series of
questions to introduce the environment and its role in evolution. This will also help students relate to Darwin’s
study of beaks in the Galapagos Finches.
Day 2: The details behind the theory Also using an app such as Evolution FAQ (which is free) can help
students explore the commonly asked questions about evolution.
-Watch the Pocket Mice Video and answer questions about the evolution of the mice.
- Mouse Color Variation Activity. Students will understand how the environment determines whether a
mutation is advantageous. They will be able to explain how variation, selection, and time fuel the process of
natural selection by analyzing the change in color of the rock pocket mouse populations. They will get a visual
by rearranging pictures and they will also get to make a graph. Groups are based on ability.
Day 3:
-Finish color variation activity and discuss as a class
- EOCT REVIEW
Day 4: Putting Darwin on the map (The History of Evolutionary Thought) This day would work well as a
flipped classroom day in Higher Education. You could have a pre-recorded lecture with reading notes and
questions using an application like NearPod or Panopto and then have the timeline completed in class. The
timeline could also be done using ShowMe or NearPod so there is again an electronic copy.
- Students will read about the history of evolution with their partner. As they read they will answer questions, to
guide their reading
- Students will create a timeline of the different ideas and contributions that were associated with evolution
They may or may not have time to start this timeline.
Day 5:
- Work on timeline of evolution. Students will be able to see how other scientist contributed to Darwin’s theory
and how the development of the theory progressed. (instructions for events to be included on timeline can be
found at the end of this document)
-Review timelines and discuss Darwin’s ideas as a class.
Day 6: Evidence of Evolution This would also be a good day to use a Flipped Classroom model.
-Evidence Stations
Students will rotate four stations, each covering a different type of evidence for evolution. a packet covering the
four major pieces of evidence for evolution (fossils, biochemistry, comparative embryology, and anatomical)
Day 7: Radiometric Dating- Investigating Fossil Dating
Quiz This quiz could be given electronically using Socrative 2.0.
There are two ways to tell the age of a fossil, relative dating and radiometric or radioisotope dating (specifically
carbon).
Relative Dating – Students will investigate the law of superposition (that in a sequence of sedimentary rock layers,
each layer of rock is older than the layer above it and younger than the rock layer below it), and Law of Cross Cutting
relationships (if a fault or other body of rock cuts through another body of rock then it must be younger in age than the
rock through which it cuts and displaces). Students will be given a picture of layers of rock, where they will put them in
order from youngest to oldest. The website below will help teach them the laws.
http://imnh.isu.edu/exhibits/online/geo_time/geo_principles.htm#super
Radiometric Dating –
Students will use skittles or m&m’s (student’s choice) to investigate radioisotope dating and discover how the
half –life of carbon can be used to get the age of a fossil.
http://serc.carleton.edu/sp/mnstep/activities/34884.html
- Turn in student lab report
Video on Carbon 14 Dating
http://science.howstuffworks.com/environmental/earth/geology/carbon-14.htm
Homework: Define the following terms
Speciation
Gene Pool
Allele Frequency
Convergent Evolution
Divergent Evolution
Coevolution
Students could use an app such as Quizlet to create flashcards on these terms
Day 8: Distribution of Traits
Froot Loop Selection Lab - Students will use froot loops to represent the different types of distribution –
Normal distribution, Directional Selection, Stabilizing Selection, and disruptive selection. They will be given
different scenarios that will influence their froot loop population. They will label their graphs with explanations
of what is occurring in each graph. Be sure to point out that populations change not individuals.
Students have an opportunity to pick on partners.
Lab Report
Day 9:Review/Reteach Day
Mini Test: Students will take a 15-20 question test over the concepts we have already covered (this will give me
a better understanding of what they do not understand and it will also help the students know what they need to
work on for the upcoming test over evolution). Depending on how students do, it may be taken as a quiz grade
instead.
As a class identify whether different types of organisms show convergent evolution, divergent evolution, or
coevolution.
Convergent Evolution ( organisms that look similiar not because they're close relatives. Instead, they've
evolved similar adaptations because they occupy similar niches)
http://www.pbs.org/wgbh/evolution/library/01/4/image_pop/l_014_01.html
http://education.nationalgeographic.com/education/activity/examining-convergent-evolution/?ar_a=1
Homework: EOCT Review #6
Day10: Speciation Through Isolation
Quiz on vocabulary (convergent, divergent, coevolution, gradualism, and punctuated equilibrium
When students come in ask them what speciation is and how do we get new species. They should be able to
come up with mutations and meiosis with teacher guided questions. Then, ask students if there are any other
ways to get a new species and lead them to the term isolation (ask what does isolation mean, how would
becoming isolated result in a new species?)
Speciation Through…
1. Mutations
4. Behavioral Isolation
2. Recombination (Meiosis)
5. Geographic Isolation
3. Reproductive Isolation
6. Temporal Isolation
Students will use a graphic organizer to help them understand the new vocabulary better. They will define the
different types of isolation, draw pictures, and give an example of each.
If time… go over EOCT Review #6
Students could use an app such as Sketch Desk to create a graphic organizer or they could fill in a graphic
organizer using ShowMe or NearPod.
Homework: Reading Assignment. Students will read and highlight the pre-reading for the genetic drift lab that
we will do tomorrow. Students should use some form of guided reading to help them.
Day 11: Genetic Drift Simulation
Students will use different beans to grasp a better understanding of the effects of genetic drift. They will also
use this activity to review natural selection and describe how it differs from genetic drift.
Day12: Study Guide
Day 13: Review Day
Day 14: Final Evolution Test
Instructions for Timeline:
Please include the following events on your timeline
1. Catastrophism (George Curvier)
2. Uniformitarianism (Charles Lyell)
3. Theory of Inheritance of acquired Traits ( Lamarck)
4. Thomas Malthus Essay on the Principle of Population
5. Darwin’s visit to the Galapagos Islands
6. Mendel Discovered Genetics
7. Watson and Crick discovered the structure of DNA
8. Darwin publishes The Origin of Species
9. Alfred Russel Wallace "On the law which has regulated
the introduction of new species"
10. Robert Hooke first discovered the cell
11. Carolus Linnaeus created classification system
History of Evolution -Timeline
Example of Circle Map Below:
Embryology Key