Day 2
Objective:
• Students will know and evaluate different types of evidence for evolution
Agenda:
1. Stamps and presentations for Cartoon Activity
2. Pieces of the Puzzle Assignment
Warm-up Questions
1. What do Lamarck and Darwin’s theories try to explain?
2. If Hunter stretched his arms as wide as he could every day during
science class, would his arms get really long? Would his children
have super long arms? Why or why not?
Topics
DNA
Vestigial structures
Homologous
structures
Fossils
Biogeography
Embryology
Scoring Rubric
1
2
3
Appearance
Includes a limited
amount of information
that is poorly
presented with limited
verbiage and visuals
Includes information
and explanations that
may be somewhat
inaccurate and a
limited number of
effective visuals
Includes complete,
accurate information
and explanations with
exemplary visuals
Example
Includes 0-1 example
that is not accurate,
relevant or connected
to the topic.
Includes only one
example that is only
partially accurate,
relevant or connected
to the topic.
Includes at least one
example that is
accurate, relevant and
whose connection to
the topic is explicit.
Quiz
Questions
Includes 0-5 questions
are appropriate,
relevant or suitable for
the class.
Includes 3-5 questions
may not be
appropriate, relevant
to the topic or a
suitable difficulty level.
Includes 5 questions
that are appropriate,
relevant to the topic,
and suitable difficulty
level.
Online resources
•
Initial Background Information:
– Textbook 15-3 (pg 378)
– http://en.wikipedia.org/wiki/Evidence_of_evolution
•
Evolution 101 website:
– http://evolution.berkeley.edu/evosite/lines/index.shtml
– http://evolution.berkeley.edu/evolibrary/search/topics.php?topic_id=14
– http://evolution.berkeley.edu/evolibrary/search/topicbrowse2.php?topic_id=46
•
Potentially helpful online resources:
–
–
–
–
–
–
–
http://www.evoedu.com/evidence.html
http://bioweb.cs.earlham.edu/9-12/evolution/index.html
http://anthro.palomar.edu/evolve/evolve_3.htm
http://www.ucmp.berkeley.edu/education/explorations/tours/stories/middle/C7.html
http://www.ucmp.berkeley.edu/education/explorations/tours/fossil/9to12/intro.html
http://www.zoology.ubc.ca/~bio336/Bio336/Lectures/Lecture5/Overheads.html
http://www.scientificamerican.com/article.cfm?id=shaking-the-family-tree
Day 3
Objective:
• Explain how multiple lines of scientific evidence support
biological evolution
Agenda:
1. Great Fossil Find
2. Evidence Presentations (two sections)
3. NOVA Activity
Warm-up
1. Define evolution
2. How would Darwin explain the fact that foxes in
Alaska are white, while foxes in Oregon are
brown?
(Use words and/or pictures to illustrate your answer)
Great Fossil Find
1. By looking at your final bone configuration, what
would you say about how and where this animal
lived?
2. Did the information from other groups or the
booklet influence your final decision?
3. Did your interpretation of the bones change as you
got more information?
4. How is this activity like our evidence for evolution
posters?
Nova Activity
1. List five Nodnol traits in your notebook
2. Cut out all 12 Nodnols
3. Place them in order you think they evolved
4. Defend your choice in your notebook. What
evidence or specific traits support your idea?
5. Does the fact that “complex” Nodnols exist mean
that the “simple” Nodnols went extinct? Explain
your answer.
Exit Ticket
Explain how each of the topics supports the theory of
evolution. Use an example if applicable.
•
•
•
•
•
•
Fossils:
Vestigial structures:
Homologous structures:
DNA:
Embryology:
Biogeography: