[3/25/14  

     

Title of Unit It’s Evolution, Baby! Grade Level 9-12 Curriculum Area Life Science/Biology Time Frame 3 weeks (3 40 minute blocks, 1 80 minute block

per week) Developed By Jessica Flaherty

Identify Desired Results (Stage 1) Performance Expectations HS-LS4-4.

Construct an explanation based on evidence for how natural selection leads to adaptation of populations.[Clarification Statement: Emphasis is on using data to provide evidence for how specific biotic and abiotic differences in ecosystems (such as ranges of seasonal temperature, long-term climate change, acidity, light, geographic barriers, or evolution of other organisms) contribute to a change in gene frequency over time, leading to adaptation of populations.]

HS-LS4-5.

Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. [Clarification Statement: Emphasis is on determining cause and effect relationships for how changes to the environment such as deforestation, fishing, application of fertilizers, drought, flood, and the rate of change of the environment affect distribution or disappearance of traits in species.]

Content Standard(s) and DCI(s) Standard: HS-LS4 Biological Evolution: Unity and Diversity DCI: LS4.A: Evidence of Common Ancestry and Diversity DCI: LS4.B: Natural Selection DCI: LS4.C: Adaptation DCI: LS4.D: Biodiversity and Humans

Understandings Essential Questions Vocabulary – Scientist’s Notebook Overarching Understanding(s) /

CCC(s) & DCI(s) Overarching Tiers 2-3

Patterns & : Cause and effect & Structure and Function - Fossil record – evolution is genetic, variation causes natural selection and variation is genetic, beneficial traits are more likely to be passed on, Natural selection leads to

• What are survival of the fittest, natural selection, and adaptations? Give examples of the patterns in nature that help

Pattern Cause and effect Causality Linear/non-linear

Biotic Abiotic Gene Charles Darwin

 [3/25/14  

     

adaptation and adaptations are genetic Cause and effect & Patterns – evolution is caused by population growth, variation, competition, and growth of well-adapted variants, adaptations change when conditions change Cause and effect & patterns- environmental changes regardless of cause result in changes in populations because of adaptations, extinction is caused by species being poorly adapted to the environment

you identify them. Explain how you identify the structure and function of adaptations. Explain your answers.

• What is evolution and what causes it to happen? What is the evidence that this has happened consistently over time? What patterns can you identify that show that evolution occurs?

• What are some examples of humans causing change in the natural world and what effect does that have on other organisms?

Active/Intentional Passive/Unintentional Event-based Process Deterministic Probabilistic Centralized Decentralized Immediate Delayed Adaptation Evolution Local Fittest Reliability Traits Stable Competition Population Environment Variation Structure Function

Natural selection Artificial selection Species Mutation Organism

Related Misconceptions • Please see list at the end of the unit • Most significant misconceptions are

highlighted __

Knowledge from DCI(s) Students will know…

Skills from Science & Engineering Practices Students will be able to…

• Genetic information, like the fossil record, provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1)

• Natural selection occurs only if there is both (1) variation in

• Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible. (HS-LS4-3)

• Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (HS-LS4-2),(HS-LS4-4)

• Evaluate the evidence behind currently accepted explanations or solutions to determine the merits of arguments. (HS-LS4-5)

 [3/25/14  

     

the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3)

• The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3)

• Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment’s limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2)

• Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4)

• Adaptation also means that the distribution of traits in a population can change when conditions change. (HS-LS4-3

• Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline–and sometimes the extinction–of some species. (HS-LS4-5),(HS-LS4-6)

• Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species’ evolution is lost. (HS-LS4-5)

• Communicate scientific information (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (HS-LS4-1)

• A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. (HS-LS4-1)

Assessment Evidence (Stage 2) and Learning Plans (Stage 3)

Overarching Understanding #1 Assessment Evidence Patterns & : Cause and effect & Structure and Function - Fossil record – evolution is genetic, variation causes natural selection and variation is genetic, beneficial traits are more likely to be passed on, Natural selection leads to adaptation and adaptations are genetic

Performance Expectation HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

Formative Assessments: Commit and Toss (what do we know) (#7 Page Keeley) Justified T/F from Misconception Driven Statements (#31

 [3/25/14  

     

Page Keeley)

Other assessment evidence (to include Practices, CCCs, and DCIs) Pre-assessment based on misconceptions (T/F) Bird Beak Lab and Report

Integrated Instructional Sequence (Backward Design & 5 E’s Instructional Model)

An Engage Lesson Pearl Jam’s Evolution played to open the lesson Pre-Assessment Class discussion – what do we know about organisms and changing over time List Facts vs. Ideas Commit and Toss Exploration Lesson(s) Read Chapter Introduction on Evolution (AP text, reading level grade 12 – text dependent questions (15 minutes) (ELA connection – Lexile at Reading Standard 10) Outside – Identify various familiar species and discuss why they are successful Explanation Lesson(s) Vocabulary Intro for Science Notebooks (CCSS Connection – Acquiring vocabulary) Cosmos: A Space Time Odyssey Episode “Some of the Things that Molecules Do” and discussion Elaboration Lesson(s) Bird Beak Lab Evaluation Lesson(s) Complete Bird Beak report with conclusions (CCSS Connection - 6.RP – Understand ratio concepts and use ratio reasoning to solve problems. 3. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape, diagrams, double number line diagrams, or equations. c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.) (CCSS ELA connection – Informational/Explanatory Writing) Justify T/F

Overarching Understanding #2 Assessment Evidence

 [3/25/14  

     

Cause and effect & Patterns – evolution is caused by population growth, variation, competition, and growth of well-adapted variants, adaptations change when conditions change

Performance Expectation • HS-LS4-4. Construct an explanation based on evidence for

how natural selection leads to adaptation of populations. • HS-LS4-5. Evaluate the evidence supporting claims

that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

Formative Assessments: Whiteboarding (#75 Page Keeley) Missed Conception (#35 Page Keeley) Other assessment evidence (to include Practices, CCCs, and DCIs) Organism Research and poster Rat Island Report

Integrated Instructional Sequence (Backward Design & 5 E’s Instructional Model) to include Formative Assessment An Engage Lesson Explore various specimens, i.e. skulls, teeth, pelts Whiteboarding (Common ideas about adaptations, structure, function, species success) Exploration Lesson(s) Choose an organism (plant or animal) and research it on the laptops; create a story about the organism and three adaptations it has, what the structure and function is, and how it helps the animal be successful – small groups or partners for discussion and collaboration Explanation Lesson(s) Present stories to each other in scientists meeting; discuss whether the listed adaptations would actually help an organism survive and explain why or why not and whether the trait would be likely to pass to offspring. Elaboration Lesson(s) Rat Island Activity Evaluation Lesson(s) Complete Rat Island Report; share in scientists meeting (CCSS Connection – Informational Explanatory Writing) (CCSS Connection – Speaking and Listening) Missed Conception

 [3/25/14  

     

Overarching Understanding #3 Assessment Evidence Cause and effect & patterns- environmental changes regardless of cause result in changes in populations because of adaptations, extinction is caused by species being poorly adapted to the environment

Performance Expectation HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Formative Assessments: RERUN (#52 Page Keeley) Muddiest Point (#36 Page Keeley) I Used to Think, But Now I Know (#28 Page Keeley) Other assessment evidence (to include Practices, CCCs, and DCIs) Change Over Time Activity Post-assessment based on misconceptions (T/F)

Integrated Instructional Sequence (Backward Design & 5 E’s Instructional Model)

An Engage Lesson Morgan Sphinx Moth segment of Cosmos: A Space Time Odyssey Episode “Deeper, Deeper, Deeper Still” Discussion to activate prior learning on ecosystems, biotic and abiotic factors, and environmental impacts on organisms RERUN Exploration Lesson(s) Muddiest Point Part 1 Change Over Time Activity Introduction and Research Explanation Lesson(s) Part 2 Change Over Time Activity – Selecting Organisms and Environmental Changes Elaboration Lesson(s) Part 3 Change Over Time Activity – Describing changes in organisms over time Evaluation Lesson(s) Part 4 Change Over Time Activity – Scientists Meeting – present findings (CCSS Connection – Speaking and Listening) I Used to Think, But Now I Know

 [3/25/14  

     

EXTEND: Engineering Design Challenge – Create a Creature (Materials for creature creation, 3 distinct environments – choose materials to successfully obtain “food”, most successful creature at each station wins!

 [3/25/14  

     

PART ONE: A ship recently heading towards the United States had a major malfunction. Due to this malfunction, the ship eventually sank, and the only survivors were a group of rats that were living on the ship. As the ship sank, these rats swam to a nearby island. First, choose what this island looks like. Circle one choice for each of the ten island characteristics below:

Characteristic Choice 1 Choice 2 Choice 3 Size of island

Small (3 miles wide)

Medium (8 miles wide)

Large (20 miles wide)

Number of plants

Hardly any trees and plants

Some trees and plants

Lots of trees and plants

Size of plants

Short Medium Tall

Water present

Hardly any ponds, lakes or streams

A few ponds, lakes or streams

Lots of ponds, lakes and streams

Weather

Colder (~60°) and Dry

Warm (~100°) and Dry

Warm (~100°) and Rainy

Terrain

Flat without many rocks

Some hills with rocks

Mountainous

Meat- food

Small fish and crabs Insects Small, quick lizards

Plants- food

Roots Apples Coconuts

Predators (Big)

Wolves Snakes Hawks

Predators (Small) Stronger species of rats

Cats Strong, but slow Lizards

 [3/25/14  

     

*DRAW A PICTURE OF YOUR ISLAND

On the next page- include all details based on your choices.

Island Drawing- you can turn the page if you want to.

 [3/25/14  

     

PART TWO: The rat population that made it to the island from the sinking boat are: Strong swimmers (some weak ones drowned on the way to the island) Good climbers (lots of pipes and wires to run along on the ship) Nocturnal (any that were seen/caught during daylight were killed and eaten) Poor Hunters/ Excellent smellers (lots of scavenging for food)

 [3/25/14  

     

To answer the next two questions, use complete sentences and thoroughly explain your reasoning. Discuss at least two advantages and disadvantages. *Based on the characteristics of your island, what were the rats’ advantages? *Based on the characteristics of your island, what were the rats’ disadvantages?

 [3/25/14  

     

PART THREE: Now, imagine that the ship actually sunk 400 years ago (1614) and that the rats have been living on the island ever since. Further, these rats are fully mature at 6 months old, can reproduce about four times a year, and produce about 12 offspring at a time. Over time, the rat population has changed. Look back at your island and list ten adaptations that would have evolved in the rat population as a result your island’s characteristics and many, many, many generations of rats. The adaptations should be physical or behavioral traits that have a specific function. You may want to say the rats are fast runners, but that is only the function- what is the structure of the adaptation? Strong leg muscles that function to support high speeds, is more accurate.

Characteristic

Size of island

Number of plants

Size of plants

Water present

Weather

Terrain

Meat- food

Plants- food

                 ADAPTATIONS:  Structure  and  Function  

 [3/25/14  

     

Predators (Big)

Predators (Small)

*DRAW A PICTURE OF YOUR RAT

Rat Drawing- you can turn the page if you want to.

 [3/25/14  

     

Post-Lab Discussion Questions:

1. Choose three of your rats’ adaptations and describe the survival benefit of each. How would those traits allow your rat to survive better on the island?

2. Choose one of your rats’ traits and describe some of the steps that would have been taken to evolve that final trait.

 [3/25/14  

     

Now that you have drawn your island and your rat, imagine that you travel to this island as part of a family vacation and some of the rats smuggle themselves on board your boat. Once your boat travels back to the United States, these rats hop off the boat and into your luggage. Finally, when you arrive back in your Vermont hometown, these rats try to live in their new environment. Write a paper, using the format provided, and answer the following question: Format: 1 page minimum typed or hand-written (if you want to hand write it you can use the back of the last page) Question: Would your rat population be able to survive in your hometown? A) If so:

1. What adaptations (3) will allow them to thrive? Why and How? 2. Where would they live in your hometown? 3. What would be their predators and prey in this area? OR B) If not:

1. Why would they not survive (3) in your hometown? Why and how? 2. Where could they travel to that is nearby in order to survive? 3. Why would they be able to survive there?

 [3/25/14  

     

RAT ISLAND RUBRIC

Category

1 3 5

Island Drawing Missing 2 requirements

Missing 1 requirement Colorful, neat, and creative

Rat Drawing Missing 2 requirements

Missing 1 requirement Colorful, neat, and creative

Essay Format Missing 2 requirements

Missing 1 requirement Follows all requirements

Essay Questions Answered, but missing much information

Answered, but missing some information

All Answered completely

Spelling and Grammar Major errors throughout

Minor errors throughout

Very well done

GRADE = __________/25 points

 [3/25/14  

     

P R E S E N T A T I O N R U B R I C

Category

Approaches Standard 5.9 – 7.2

Meets Standard 7.3 – 8.7

Exceeds Standard 8.8 - 10 Score

Background Missing information Missing details Wrong information No unique facts

Species Name (in Latin and common) Physical description Where it lives (habitat and countries) Predator and prey of species How fertilization happens How young are born How young are cared for At least one unique fact Sources page

Includes information from meets standard, as well as some of: When species was discovered Other organisms it is related to Type of organism Endangered Status Mating Rituals At least two unique facts

Adaptations One adaptation or two with missing information Adaptation structure taught Adaptation function taught Teaches HOW adaptation helps species be more successful

Two adaptations or three with missing information Adaptation structure taught Adaptation function taught Teaches HOW adaptation help species be more successful

Three adaptations Adaptation structure taught Adaptation function taught Teaches HOW adaptation help species be more successful

Visual Has at least one picture Missing pictures and/or maps (8) No images are explained or referred

to in presentation Difficult to see pictures/words Many mistakes that make the visual

distracting

Has at least one picture All required pictures and maps (8) Some images are explained or referred to

in presentation Sometimes hard to see pictures/words Occasional mistakes/inconsistencies

noticeable

Has at least one picture More than required pictures and

maps All images are explained or

referred to in presentation Easy to see pictures/words Amazing attention paid to detail-

no mistakes/inconsistencies, etc.

 [3/25/14  

     

Name: ____________________________ Block: _____ Date: _______________ Bird Beak Adaptation Lab Hypothesis and Data Collection Make Predictions

Island Type of Food What would a bird have to do to get

the food?

Which beak do you predict will be the most successful?

Why?

1

2

3

4

 [3/25/14  

     

Island _____ with Food Source ___________________ Beak Type Trial 1 Trial 2 Trial 3 Average Most successful

beak? What were the advantages and disadvantages of each beak?

Pipette

Pliers

Tweezers

Dip Net

Island _____ with Food Source ___________________ Beak Type Trial 1 Trial 2 Trial 3 Average Most successful

beak? What were the advantages and disadvantages of each beak?

Pipette

Pliers

Tweezers

 [3/25/14  

     

Dip Net

Island _____ with Food Source ___________________ Beak Type Trial 1 Trial 2 Trial 3 Average Most successful

beak? What were the advantages and disadvantages of each beak?

Pipette

Pliers

Tweezers

Dip Net

 [3/25/14  

     

Island _____ with Food Source ___________________ Beak Type Trial 1 Trial 2 Trial 3 Average Most successful

beak? What were the advantages and disadvantages of each beak?

Pipette

Pliers

Tweezers

Dip Net

 [3/25/14  

     

Name:__________________

Biology Common Assessment: Evolution In nature, measurable change occurs over time at different rates.

A surrounding area is composed of four distinct habitats. A field, a thickly forested area, a wetland and a lake. • Choose 2 of the 4 habitats and identify three organisms (animals, plants, etc...) that live there and describe their adaptations

for survival within that habitat. Habitat: Adaptation 1 Adaptation 2 Adaptation 3

Organism 1:

Organism 2:

Organism 3:

Habitat: Adaptation 1 Adaptation 2 Adaptation 3

Organism 1:

 [3/25/14  

     

Habitat: Adaptation 1 Adaptation 2 Adaptation 3

Organism 2:

Organism 3:

• The Green Mountains divide the east and west sides of Vermont. Due to climate change, and increasing global temperature,

the environments along the ridges of the Green Mountains have become hotter and drier. Native plant life has dwindled significantly. The surrounding area of Vermont experiences a catastrophic flood carving a deep canyon along the Otter Creek, dividing the east and west side more severely than previously. For the two habitats you have selected describe two ways the physical characteristics of the environment would change as a result of this flood. Explain how these changes would impact organisms in the ecosystem.

Impact of the Flood

Habitat 1:

 [3/25/14  

     

Impact of the Flood

Habitat 2:

• Given the environmental changes you have discussed, choose 1 organism from each habitat and determine what new realistic

adaptations (at least 2) may now be selected for by the changed environment. Tell why these traits would be more effective for the population’s success and survival in the changed environment.

Habitat: Habitat 1: Habitat 2:

Organism:

Realistic Adaptation:

Why Effective

 [3/25/14  

     

• Draw one of your organisms based on its expected characteristics before the flood labeling two adaptations and then draw

and label it as you would expect it to look after many generations of natural selection as a result of the flooding showing two realistic adaptations.

Organism Before the Flood Organism After the Flood

• Based on your evidence from this activity and your prior

knowledge, summarize how environmental changes can effect the traits of a population living in that environment, use at least 3 terms.

Abiotic Biotic Natural Selection Adaptation Change Survival of the fittest Time Evolution

 [3/25/14  

     

Misconceptions List Frequency of selecting a misconception was calculated by dividing the total number of times a misconception was chosen by the number of times it could have been chosen, averaged over the number of students answering the questions within this particular idea.

Grades 9–12

Species that have no apparent, obvious, or superficial similarities have no similarities at all 32%

Up until recently, extinction was rare; humans have caused the majority of extinctions 21%

Except for periodic mass extinction events, extinction is very rare 15%

Only a few of the many species of organisms that lived in the past are now extinct. Most of the species of organisms that lived in the past are still alive today

7%

All species began at the same time and still exist today 8%

Except for a few major changes due to large volcanoes that have erupted or meteorites that have struck the

earth, environmental conditions have stayed the same throughout the history of the earth

12%

Except for minor fluctuations from year to year, environmental conditions have stayed the same throughout the history of the earth

11%

Since the time life began, conditions have remained the same in the oceans but have changed on land 7%

Environmental conditions did not change in the past, but they are changing now 7%

Environmental conditions have changed in the past, but are no longer changing 6%

There have been no changes to the physical environment of the earth since life began 3%

Individual organisms can deliberately develop new heritable traits because they need them for survival 28%

Sudden environmental change is required for evolution to occur 30%

 [3/25/14  

     

Changes in a population occur through a gradual change in all members of a population, not from the survival of a few individuals that preferentially reproduce

28%

Evolution happens when individual organisms acclimate or "get used to" new conditions gradually 27%

Change occurs in the inherited characteristics of a population of organisms over time because of the use or disuse of a particular characteristic

18%

Change to the characteristics of populations (i.e. the proportion of individuals in the population having certain traits) of organisms is always random, and is not influenced by the favorability of that change in a given environment

14%

Except for differences between males and females, and between young and old, all organisms of the same species look and act the same

11%

All individuals within a population of organisms are the same. Differences among them are trivial and unimportant. All members of a population are nearly identical

11%

The internal chemistry, appearance, and behavior of a species do not change, even over long periods of time 10%

Changes to the environment cannot lead to changes in the traits of species living in that environment. 9%

Change occurs in the inherited characteristics of populations of organisms over time because organisms observe other more successful organisms and model their appearance or habits

8%

Species that are similar can share a common ancestor, but species that have no apparent, obvious, or superficial similarities cannot share a common ancestor

44%

Plants and animals cannot share a common ancestor 33%

Humans do not share a common ancestor with other living organisms 25%

Members of different species do not share a common ancestor 21%

(AAAS Science Assessment Beta, 2014)

 [3/25/14  

     

Resources AAAS Science Assessment Beta. (2014). Misconceptions. Retrieved August 15, 2014, from

http://assessment.aaas.org/topics/EN#/

Campbell, N. & Reese, J., & Associates. (2008). AP Biology, 8th Edition. Pearson Benjamin Cummings/Pearson Eduation. Upper Saddle River, New Jersey.

Miller & Levine. (2012). Biology. Prentice Hall. Upper Saddle River, New Jersey. National Research Council of the National Academies. (2012). A Framework for K-12 Science Education: Practices, Crosscutting

Concepts, and Core Ideas. The National Academies Press. Washington D.C.

Page Keeley. (2008). Science: Formative assessment. NSTA Press/Corwin Press. Thousand Oakes, CA. Resources Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development

ISBN # 0-87120-313-8 (ppk) Adapted by Jean Ward. (2014)