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? 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 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 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 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. • 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. 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 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 http://www.rcampus.com/rubricshowc.cfm?code=A4A566&sp=true R campus Rubric Modified to fit this activity. Rubric accessed on November 13, 2011 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 . 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.