Key Vocabulary
Speciation, sympatric, allopatric, polyploidy, natural selection,
convergent/divergent evolution, adaptive radiation, evolution, co-evolution,
punctuated equilibrium, gradualism
SBI3U Evolution Unit Plan
Kel Cullis
Katarzyna Chmielewska-Folek
Apolonia Kukla
Title
Evolution
Duration
20 h
C. Evolution
Overall Expectations
By the end of this course, students will:
C1. analyse the economic and environmental advantages and disadvantages of an artificial selection technology, and evaluate the impact of environmental
changes on natural selection and endangered species;
C2. investigate evolutionary processes, and analyse scientific evidence that supports the theory of evolution;
C3. demonstrate an understanding of the theory of evolution, the evidence that supports it, and some of the mechanisms by which it occurs.
Lesson
Topic
1.
What should the students
learn?
Genetic equlibrium
Discuss what is a species,
genetic equilibrium (Hardy
Weinberg theory) and
what results if not in
equilibrium
Possible Learning Experiences
(strategies/activities)
How can the students achieve this?
-think, pair, share, full-class brainstorm of what is a species
-discuss/review Hardy Weinberg, genetic equilibrium – take note on 5
requirements.
-watch and discuss YouTube video on evolution of species as class and
relate back to Hardy Weinberg
http://www.youtube.com/watch?v=vgIm6i-Olc4
Evaluation and
Assessment
(formative/summative)
Specific Expectations
How can learning
achievement be measured?
assess students’ prior
knowledge through sharing,
brainstorm and discussion
(K/U), (T/I)
Maybe for the first
evaluation slash assessment
we could do a KWL chart or
we could do like a mini four
question sheet where they
need to answer from what
they have learned today or if
the youtube video if it has
some controversial points
then the students might be
able to state their opinions
on it in a journal and then
later on could use those
points if there are enough
similarities as debate topics!
C3.1 explain the fundamental theory of evolution,
using the evolutionary mechanism of natural selection
to illustrate the process of biological change over time
C3.3 define the concept of speciation, and explain the
process by which new species are formed
2.
History of evolution
Explain historical thoughts
on evolution and the origin
of the theory of natural
selection.
3,
4.
Natural selection
Explain natural selection
and its’ role in the
evolution of species
including other factors
affecting gene frequency.
5,6.
Laboratory on natural
selection
Demonstrate natural
selection on a population.
7.
Speciation
Demonstrate speciation
through allopatric and
sympatric methods.
- Jigsaw – expert groups: Pre-Darwinian thought/Lamarck, Darwin and
Wallace, natural selection, general evolution, sources of heritable
variation (mutation, recombination, crossing over)
Incidental formative by
walking around, listening to
groups, asking questions,
checking answers/home
group notes (T/I), (C)
C2.3 analyse, on the basis of research, and report on
the contributions of various scientists to modern
theories of evolution (e.g., Charles Lyell, Thomas
Malthus, Jean-Baptiste Lamarck, Charles Darwin,
Stephen Jay Gould, Niles Eldredge) [IP, PR, AI, C]
- Provide each group with a topic and some articles, textbooks, or other
resources. Groups then research and give short presentations of agents
that affect gene frequency.
1) Natural selection – explain basic natural selection as well as
stabilizing, directional and disruptive selection.
2) Genetic drift – explain what happens and give at least one example of
how it could occur in nature
3) Founder effect – How could this occur and what is the result on the
population’s gene pool?
4) Bottleneck effect – Give examples of bottleneck events and possible
repercussions for the new population, genetically what happens here?
5) Non-random mating – Do most organisms mate randomly? What are
some benefits/problems with non-random mating?
6) Mutation – What is the role of mutation in Macro-evolution, compare
commonality of beneficial to harmful mutations
7) Gene migration – What role can immigration and emigration have on a
population’s gene pool, does the size of the population matter?
listening/watching group
presentations, walking
around helping, asking
questions during planning
time, providing written
feedback to groups after
presentations (T/I), (C)
For the natural selection
types maybe we could also,
since there are seven take
out for example natural
selection or maybe a more
interesting one like the
bottleneck effect and we
could, do like an assignment
of a certain population that
this is happening to and the
students have to show how
this would happen along
with answering a few key
questions about what’s
happening to the particular
population in this process.
C1.2 evaluate the possible impact of an
environmental change on natural selection and on the
vulnerability of species (e.g., adaptation to
environmental changes can affect reproductive
success of an organism) [AI, C]
- Students Natural Selection practical investigation and summary
questions
http://www.explorebiology.com/documents/LE/LabNaturalSelection2008.p
df
Take up discussion
questions as class, discuss
problem areas (T/I), (A)
C2.4 investigate, through a case study or computer
simulation, the processes of natural selection and
artificial selection (e.g., selective breeding, antibiotic
resistance in microorganisms), and analyse the
different mechanisms by which they occur [PR, AI, C]
- alien speciation activity:
Each row of students receives a description of an alien planet and an
outline of a generic alien humoniod. The first person in the row draws on
some physiological feature and then hands it to the person behind them
and so on. After, each group gets together to discuss their alien and then
presents to the class, explaining how each feature drawn allows the alien
to survive in their alien environment.
- discussion to take place on physiology, survival and adaptation.
- speciation note
Listening to discussion,
asking how activity relates to
scientific theory (T/I), (A)
C3.2 explain the process of adaptation of individual
organisms to their environment.
C3.3 define the concept of speciation, and explain the
process by which new species are formed
8.
Allopatric and sympatric
speciation
Investigate mechanisms
of allopatric and sympatric
speciation.
9.
Reproductive isolation
Investigate mechanisms
of reproductive isolation
leading to speciation.
10.
Convergent and
divergent evolution
- review definitions of speciation types
- allopatric speciation of lizard video
http://www.mhhe.com/biosci/esp/2001_gbio/folder_structure/ev/m3/s2/ev
m3s2_4.htm
- Read and answer questions on Sympatric Speciation case study
“chewing louse evolution” from Examples of evolution in New Zealand pg.
28-29 by Paterson and Smith
listening to discussion,
walking around checking
progress, taking up case
study questions as a class
(K/U) (C)
C3.3 define the concept of speciation, and explain the
process by which new species are formed
- isolating mechanisms animation
http://www.youtube.com/watch?v=2bPX0f120nc&feature=related
- isolating mechanisms note on board and work sheet with questions
- polyploidy summary paragraph writing. Give a verbal description of
polyploidy to students, allow for questions and then have them write a
paragraph summarizing polyploidy in their own words.
take up worksheet answers,
class discussion, collect
summary paragraph for
formative assessment (C),
T/I), (A)
C2.2 use a research process to investigate some of
the key factors that affect the evolutionary process
(e.g., genetic mutations, selective pressures,
environmental stresses) [IP, PR]
C3.4 describe some evolutionary mechanisms(e.g.,
natural selection, artificial selection, sexual selection,
genetic variation, genetic drift, biotechnology), and
explain how they affect the evolutionary development
and extinction of various species (e.g., Darwin's
finches, giraffes, pandas)
- review quiz
- divergent/convergent/parallel evolution power point and accompanying
work sheet
Marking review quiz,
discussion/focus questions
during presentation,
checking completion of work
sheet (K/U)
C3.1 explain the fundamental theory of evolution,
using the evolutionary mechanism of natural selection
to illustrate the process of biological change over time
Distinguish between
convergent and divergent
evolution.
11,
12.
Adaptive radiation
- Students research in a computer lab to find a case study of their choice
describing an instance of adaptive radiation and then create a pamphlet
from case study
Take in pamphlets for
formative (maybe
summative?) assessment
and feedback (T/I)
C2.2 use a research process to investigate some of
the key factors that affect the evolutionary process
(e.g., genetic mutations, selective pressures,
environmental stresses) [IP, PR]
13.
Coevolution
- Planet Earth movie clips on co-evo of moths, monkeys, and flowers
- white board note with full definition and explanation
- discussion and class mind map of ex. of co-evo
Discussion following movie
clip, discussion and
suggestions given during full
class mind map (K/U)
C3.1 explain the fundamental theory of evolution,
using the evolutionary mechanism of natural selection
to illustrate the process of biological change over time
14.
Gradualism and
punctuated equilibrium
-note on gradualism & Punctuated equilibrium accompanied by class
discussion and verbal focus questions throughout note
- patterns of evolution review crossword puzzle
Class discussion, focus
questions during and after
note taking (K/U)
C3.4 describe some evolutionary mechanisms(e.g.,
natural selection, artificial selection, sexual selection,
genetic variation, genetic drift, biotechnology), and
explain how they affect the evolutionary development
and extinction of various species (e.g., Darwin's
finches, giraffes, pandas)
15,
16.
Human impact on
process of evolution
-power point presentation of human impact and artificial selection with
accompanying work sheet
- Students research and analyze an article of their choosing concerning a
case of human impact on a species and present their results as a 1-2
Discussion, focus questions
during presentation,
completion of worksheet,
walk around checking
C1.1 analyse, on the basis of research, the economic
and environmental advantages and disadvantages of
an artificial selection technology (e.g., livestock and
horticultural breeding) [IP, PR, AI, C]
page referenced report
understanding.
Reports submitted for
assessment (T/I), (C), (A)
17,
18,
19.
Culminating activity
Time Travelling Evolutionary Adventure
marking rubric
majority of expectations
20.
Unit Test
Unit test
marking guide
majority of expectations
* The abbreviation(s) in the specific expectations column for the broad area(s) of investigation skills – IP, PR, AI, and/or C – are provided in square brackets at the end of the expectations to which the particular area(s)
relate.
Resources:
How Does Evolution Really Work? Natural Selection YouTube video: http://www.youtube.com/watch?v=vgIm6i-Olc4
Natural Selection Lab. Kim B. Foglia • www.ExploreBiology.com • ©2008 http://www.explorebiology.com/documents/LE/LabNaturalSelection2008.pdf
Allopatric Speciation. Copyright © The McGraw-Hill Companies, inc http://www.mhhe.com/biosci/esp/2001_gbio/folder_structure/ev/m3/s2/evm3s2_4.htm
The basics of reproductive isolation YouTube video: http://www.youtube.com/watch?v=2bPX0f120nc&feature=related
Planet Earth Season Forests episode DVD Copyright © 2012 Discovery Communications, LLC
Examples of evolution in New Zealand pg. 28-29 by Paterson and Smith Lincoln University, 1998.