Module 5 Teacher Resources- evolution

Teacher Notes

Lesson # 5.1

Engage- Fill a bowl with a variety of candies. Include some candies that students will probably avoid. Teacher will have students take a piece of candy as they enter the room. At the end of passing out the candy, make a list of the traits of the candies that were eaten the most and a list of traits of candy that were eaten the least. Teacher should lead the students to see that there were different candies with different traits resulted in some candies being eaten and others surviving. This is what natural selection does with individuals in a population. Each individual has unique traits; some traits will help an individual survive and some traits do not. Further directions can be viewed at http://www.ucmp.berkeley.edu/education/lessons/candy_dish.html

Explore

Beetle Evolution- Teacher Guide Evolution_Change Through Time_Biology Roots.pdf
Video: Clearly Stated http://statedclearly.com/videos/what-is-evolution/ (Links to an external site.)Links to an external site.Students will complete the What is Evolution Anticipation Guide SC.7.L.15.2.docx prior to and as they watch the video
Finch Beaks Lab- SC.7.L.15.2_LAB Finch Beaks.docx Students will complete a lab to demonstrate the process of natural selection. Teachers can substitute materials. The following are some suggestions:
- Simulate Bird Beaks- Spoon, toothpick, chop sticks, clothes pins
- Simulate food- cereal, candies, pop corn kernels, beans, marshmallows
How a Cricket Lost Its Song-
Scientific Questions: Why do most male crickets on Kauai have flat wings? Could parasitoid flies have contributed to the loss of song for male crickets?

Students will use the handout How A Cricket Lost Its Song Version C.pdf and the How A Cricket Lost Its Song Grading Rubric.pdf Analyze the data provided to answer the scientific questions above. Alternative versions of the handout are available for struggling students How A Cricket Lost Its Song Version A.pdf, How A Cricket Lost Its Song Version B.pdf
Pocket Mouse Evolution- Click here to view the BioInteractives Interactive Video: The Making of the Fittest, Natural Selection and Adaptation (Links to an external site.)Links to an external site. (10 min: 29 sec)
Article- Invasive Species Triggers Rapid Evolution of Lizards in Florida, Teacher Guide Article Invasive species trigger rapid evolution for lizards in Teacher Notes.docx
Peppered Moth Lab and Simulation- In this lab, students will simulate how predators locate prey in different environments. They will analyze how color affects and organism's ability to survive in certain environments. Peppered Moth Lab.pdf. Students can Compare the results of the lab with the online simulation https://www.biologycorner.com//worksheets/pepperedmoth.html

Explain- Students will read an article on Charles darwin and his Theory of Natural Selection. They will answer the guiding question: What evidence from Darwin’s observations on the Galápagos Islands helped him form his theory of evolution by natural selection.

Elaborate- Students will research the evolution of human skin color and what role skin cancer might have played if it played any at all. They will present their findings to the class. Provide the following sites to assist if needed.

Background Information:

https://evolution.berkeley.edu/evolibrary/news/140305_skincolor

https://www.hhmi.org/biointeractive/biology-skin-color

https://www.sciencemag.org/news/2017/10/new-gene-variants-reveal-evolution-human-skin-color

http://humanorigins.si.edu/evidence/genetics/human-skin-color-variation/modern-human-diversity-skin-color

(Li

Exnks to an external site.) E

HHojdl

jkxkcnHow

Lesson # 5.2

Engage- Students will view an illustration that shows the evolution of a horse. Students will use the illustration to describe the changes

Explore

Fossil record Lab- In this lab students will be working with the a fictitious organism of the genus Adventurian, They will categorize Adventurian fossils by similarities in morphology and age in an attempt to give specific evidence that organisms of the genus Adventurian evolved.

Fossilactivity.pdf

Fossilactivityanalysisquestions.pdf

fossil record.jpg

Evidence of Natural Selection- Students will examine a list of scientific discoveries. Some have been used by scientists to support this theory, while others have no relevance. Student's job is to evaluate this list and determine the four most critical scientific discoveries to support the theory. They are asked to justify their answers. Have students work in groups and share their thoughts with the class. There are more than 4 correct choices. Struggling students can try to find 2 or 3 discoveries.
Interactive- From Land to water: Whale Evolution- Students will examine if whales are more closely related to a fish or a cat. Click here to access the interactive From Land to Water: Whale Evolution

Explain- Students will read an article and answer the guiding question: How did scientists use fossils to solve the mystery of whale evolution?

Elaborate- Evolution of the Horse- Students will view a series of pictures to describe what features of a horse have changed over time.

Additional Resources

content here.