EVOLUTION

= = =EVOLUTION and BIODIVERSITY= =Stage One - Identify Desired Results=

Established Goals:
State and National Standards for this unit

Essential Questions that will be considered by students:

 * 1) How has life developed on earth?
 * 2) Do all living things share a common ancestry?
 * 3) What are the major causes of extinction?
 * 4) Why is biodiversity important? How have human activities affected the earth's biodiversity, and what can we do to help sustain the earth's biodiversity?
 * 5) How do we know that populations and species are still changing today and will continue to change?
 * 6) How have inherited traits been acquired by the species we see today?

Understandings Desired:
Students will understand. ..
 * All life on earth to be related by a common ancestry.
 * Biodiversity is connected to stability of ecosystems and the maintance of ecological services.
 * Human activities have depleted and degraded some of the earth's terrestrial and aquatic biodiversity. These threats are expected to increase.
 * We should protect the earth biodiversity because of the economic and ecological services it provides.
 * Cutting down large areas of forest reduces biodiversity, eliminates the ecological services forests provide, and can contribute to regional and global change.
 * The varied and considerable body of evidence that shows evolutionary change.
 * <span style="font-family: 'Arial','sans-serif';">Natural Selection is the most significant mechanism for evolutionary change.
 * <span style="font-family: 'Arial','sans-serif';">What a species is, how a new species might come about, and how a species may go extinct.
 * <span style="font-family: 'Arial','sans-serif';">How a species evolves by natural selection and sexual selection.
 * <span style="font-family: 'Arial','sans-serif';">Natural selection acts on already existing variation within a population (does not create variation)
 * <span style="-moz-background-inline-policy: -moz-initial; background: none repeat scroll 0% 0% #fdf9f9; font-family: 'Arial','sans-serif';">Acts on the phenotype rather than the genotype of an organism.
 * <span style="font-family: 'Arial','sans-serif';">Sources of variation within a population.
 * <span style="-moz-background-inline-policy: -moz-initial; background: none repeat scroll 0% 0% #fefdfd; font-family: 'Arial','sans-serif';">And recognize the gene pool of a population and how changes in gene frequencies can occur, resulting in evolutionary change.

<span style="color: black; font-family: 'Arial','sans-serif';">Key knowledge and skills acquired:
<span style="color: black; font-family: 'Arial','sans-serif';">Students will know. . . > <span style="font-family: 'Arial','sans-serif';">Difference between chemical and biological evolution; coevolution, macro and micro evolution (and examples, i.e. peppered moth)
 * <span style="background-color: #ffffff; color: #000000; font-family: 'Arial','sans-serif'; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Mutation provides the raw material for genetic diversity and evolution
 * <span style="font-family: 'Arial','sans-serif';">How <span style="background-color: #fdf9f9; color: #000000; font-family: 'Arial','sans-serif'; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;"> mutations <span style="font-family: 'Arial','sans-serif';"> and sexual reproduction account for genetic variation within a species or population.
 * <span style="background-color: #ffffff; color: #000000; font-family: 'Arial','sans-serif'; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Evidence for Evolution
 * <span style="background-color: #ffffff; color: #000000; font-family: 'Arial','sans-serif'; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">Biochemical (gene and protein similarities), Fossil, Biogeographic, Structural Homologies
 * <span style="font-family: 'Arial','sans-serif';">Role of continental drift and plate tectonics in speciation and extinction and age of the earth
 * <span style="background-color: #fefdfd; color: #000000; font-family: 'Arial','sans-serif'; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">How fossils can form.
 * <span style="font-family: 'Arial','sans-serif';">The assumptions of Evolution by Natural Selection
 * <span style="font-family: 'Arial','sans-serif';">Overproduction, variation, struggle for survival, limits on population growth, limited resources
 * <span style="font-family: 'Arial','sans-serif';">Isolation mechanisms of speciation
 * <span style="font-family: 'Arial','sans-serif';">Geographic, Temporal, Behavioral, Anatomical, Gametic
 * <span style="font-family: 'Arial','sans-serif';">Mechanisms for reproductive isolation of populations and how they are part of speciation.
 * <span style="font-family: 'Arial','sans-serif';">Difference between specialist and generalist strategies to survival
 * <span style="font-family: 'Arial','sans-serif';">Genetic diversity and species diversity
 * <span style="font-family: 'Arial','sans-serif';">Major characteristics of each of the three domains of life(Eukaryota, Archea, and Eubacteria).
 * <span style="-moz-background-inline-policy: -moz-initial; background: none repeat scroll 0% 0% #fdf9f9; font-family: 'Arial','sans-serif';">Major events in the fossil record including earliest fossils, evidence of photosynthesis, first eukaryotes, multicellular life, the Cambrian explosion, age of Reptiles, Ice Age Mammals, Hominid Evolution.
 * <span style="font-family: 'Arial','sans-serif';">Natural selection is differential survival and reproduction due to some environmental factor/pressure.
 * <span style="font-family: 'Arial','sans-serif';">Sexual Selection is the modification of males and females within a population due to mate preference.
 * <span style="font-family: 'Arial','sans-serif';">How antibiotic resistance represents an human health example of evolution in action.
 * <span style="font-family: 'Arial','sans-serif';">Correctly define and use these terms: evolution, evolutionary adaptation, natural selection, genetic variation, inherited trait, theory, law, homologous structures, vestigial organs, analogy, half-life, rock strata, sedimentary rock, plate tectonics, gene, population, gene pool, mutation, genetic drift, evolutionary fitness, biological species concept, reproductive isolation, fossil record, cladogram, tree of life, Pangaea, eukaryote, prokaryote, archea, mass extinction.

<span style="color: black; font-family: 'Arial','sans-serif';"> Students will be able to. . . <span style="-moz-background-inline-policy: -moz-initial; background: none repeat scroll 0% 0% #fdf9f9; color: black; font-family: 'Arial','sans-serif'; font-size: 11pt; line-height: 115%;">Develop skill of data collection, data organization, data analysis, describing data trends, drawing connections between trends and data and biological concepts.
 * <span style="font-family: 'Arial','sans-serif';">Identify evidence of structural homology and differentiate it from structural analogy.
 * <span style="-moz-background-inline-policy: -moz-initial; background: none repeat scroll 0% 0% #fdf9f9; font-family: 'Arial','sans-serif';">Analyze data of DNA and protein homology to draw a cladogram showing the relative distance of ancestral divergence of a group of species.
 * <span style="-moz-background-inline-policy: -moz-initial; background: none repeat scroll 0% 0% #fdf9f9; font-family: 'Arial','sans-serif';">Use knowledge of radioisotope half-life to estimate the age of fossils.
 * <span style="-moz-background-inline-policy: -moz-initial; background: none repeat scroll 0% 0% #fdf9f9; font-family: 'Arial','sans-serif';">Calculate gene frequencies for a population regarding two alleles for a single trait give the phenotypes of individuals regarding the trait.
 * <span style="-moz-background-inline-policy: -moz-initial; background: none repeat scroll 0% 0% #fdf9f9; font-family: 'Arial','sans-serif';">Apply and model Hardy-Weinberg equilibrium for a particular trait for a species.
 * <span style="-moz-background-inline-policy: -moz-initial; background: none repeat scroll 0% 0% #fdf9f9; font-family: 'Arial','sans-serif';">Connect changes in genes and chromosomes (mutation, meiosis, and sexual reproduction) to their contribute to inherited variation.

Performance Tasks

 * <span style="font-family: 'Century Schoolbook','serif';">You have been hired by the Los Angeles County Museum of Natural History to create a short educational film (3-5 minute iMovie documentary) that will be aimed at a general audience and explains the **development of one of these animal groups** from its ancestors.
 * <span style="font-family: 'Century Schoolbook','serif';">Whales
 * <span style="font-family: 'Century Schoolbook','serif';">Humans
 * <span style="font-family: 'Century Schoolbook','serif';">Marsupials
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 11pt; line-height: 115%;">Cats
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 11pt; line-height: 115%;">Bats
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 11pt; line-height: 115%;">Birds

> > and > explain the **importance of understanding evolution** to the lives of each of us. > > > Other Evidence (e.g., tests, quizzes, prompts, work samples, observations)
 * Your film must include an explanation of each of these items related to your animal family
 * 1) an **introduction to your animal group**, including description of distinguishing traits and major events in its evolution from our common tetrapod (four legged) ancestors.
 * 2) Provide a **description of how natural selection Acts** as the primary mechanism for change in your animal group.
 * 3) Provide a **description of the important evidence** supporting this understanding of the evolution of your animal group (include any specific fossil, molecular or Anatomical homologies, Biogeography or other evidence).
 * 4) Provide a **description of how new species developed** within your animal group (**speciation**)
 * 1) Describe at least two important ways that an understanding of evolution impacts the **quality of your life**.
 * 2) Describe how knowing about evolution can **inform decisions you make.**
 * Weekly Quizzes
 * Unit Test
 * On-going laboratory notebook record keeping.
 * Student Self-Assessment and Reflection
 * Every week students will write and meet in groups, then in entire class to share what they have learned, how this might connect to larger concepts and questions, what questions have come up, what problems have arrisen, how those problems and questions might be delt with in the following week

Week One - February 6 - 10 2017

 * Meeting 1<span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;"> Learning Experience B (as in bones...not in the text) What can you learn from bones?
 * Meetings 2 and 3 __Variation Within a Species - Laboratory Activity__
 * ===[[file:Variation Lab .docx]]===
 * PowerPoint Instructions for Variation Within a Species - Laboratory Activity [[file:Variation in a Species.pptx]]
 * ====Learning Objectives: Students will observe, measure, and describe the distribution of variation in each of three inherited traits (human eye width, lima bean seed length, and grasshopper femur length====
 * take careful, clear, specific measurements of length in miliimeters
 * organize measurements in a data table by frequency
 * graph frequency distribution of each trait
 * describe of the trend of distribution of each trait
 * determine (claim) whether variation exists for each inherited trait

Week Two - February 13 - 17 2017

 * Meeting 1 <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">Learning Experience 12: Genetics and Evolution: Making the Connection from //Insights in Biology//
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">//pages 289, Prologue and Brainstorming//
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">//Teddy Graham Selection page 292-293// (We use Goldfish crackers if we can't find Teddy Grahams)
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">Graph your results //- What happens to the population? What happens to individuals?//
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">Analysis p. 293 #1-2
 * Meeting 2
 * Debrief results from Teddy Graham Graph and analysis
 * Changing Genes, Changing Populations p. 293-296 from //Insights in Biology//
 * Darwin's Observations and Inferences = Natural Selection
 * The Origin of Species - The Making of a Theory
 * media type="youtube" key="XOiUZ3ycZwU" width="560" height="315"
 * Concept of Gene Pool - connect to genotype and phenotype
 * Analysis p. 296 #1-4 answer then discuss
 * Meeting 3 Rock Pocket Mice [|Natural Selection and the Rock Pocket Mouse]
 * This film, questions, and discussion are aimed at students describing the ingredients for natural selection and identifying a specific example of each in this study
 * media type="youtube" key="sjeSEngKGrg" width="560" height="315"
 * [|Video on HHMI Teacher resources]
 * [|Teacher materials, related handouts, web resources]

Week Three - February 20 - 24

 * Meeting 1 Introduce Performance Task
 * Handout; form groups; select topic.
 * Handout to each student a source article - see source list at the bottom of this page; each group member should receive a different article, read and complete their own Source Sheet, come back and meet with his group and share and explain all his answers with his group.
 * Read and complete Source Reference Information Sheet for your source article
 * Share several (5 or 6) important ideas for your Performance Task, you gained from reading the article.
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">Meeting 2 Learning Experience 9: How did it all begin? p. 89-94 from //Insights in Biology//
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">Prologue and Brainstorming p. 89
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">Activity: A Long, Long, Time Ago - creating a time-line for the history of life on earth p. 90-91
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">How Old is the Earth? media type="youtube" key="5yFnO2O6XPM" width="560" height="315"
 * //The Bubbling Cauldron//
 * //create a recipe for early life - present in class//
 * //Video NOVA Origins (How Life Began) Neil Degrasse Tyson//
 * //[|Origins]media type="youtube" key="IuqmtcogwsE" width="560" height="315"//
 * //Video Carl Sagan Cosmos - The Stuff of Life//
 * media type="youtube" key="_2xly_5Ei3U" width="560" height="315"
 * Reading //The Spark of Life// p. 92 - 94 Analysis Questions p. 94 #1-4
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">Meeting 3 Learning Experience 6: Variation…Adaptation…Evolution p. 540-553 from //Insights in Biology//
 * Prologue, Brainstorming p. 541
 * Review of Natural Selection
 * Reading The //Evolving Understanding of Evolution: A First// Look p. 543-544
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">Peppered Moth Simulation
 * Reading The //Evolving Understanding of Evolution: A Second Look// p. 545-547 Analysis p. 548 #1-2
 * evidence for biological evolution
 * media type="youtube" key="lIEoO5KdPvg" width="560" height="315"
 * [[file:Evolution, Science and Creationism.pdf]]

Week Four - February 27 - March 3

 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">Meeting 1 Activity: //The Beak of the Finch// p. 548-549
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">natural selection and adaptive radiation
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">reading and interpreting trends from graphs
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">Meeting 2 Learning Experience 7: Must Like Long Walks, Dining by Candlelight, and Be of Same Species from //Insights in Biology//
 * Prologue and Brainstorming p. 554
 * Reading //The Fundamental Unit// p. 556-558 Analysis p. 558 #1-3
 * media type="youtube" key="mcM23M-CCog" width="560" height="315"
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">Teacher Materials [|Origin of Species HHMI Teacher Page]
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">Meeting 3 Speciation Learning Experience 8: The Diversity of Life
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">media type="youtube" key="8yvEDqrc3XE" width="560" height="315"
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">media type="youtube" key="EmtIofdeUbc" width="560" height="315"
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">media type="youtube" key="EmtIofdeUbc" width="560" height="315"

**Week Five - March 6 - 10**

 * Meeting 1 Extinction
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">Learning Experience 9: Going...going...gone! from //Insights in Biology//
 * //Prologue and Brainstorming p. 571//
 * Activity: //Return to the Past p. 572-573 Analysis p. 573 #1-4//
 * Video The Sixth Extinction
 * media type="youtube" key="z9gHuAwxwAs" width="560" height="315"
 * //Video Lesson from TED-Ed [|When Will the Next Mass Extinction Occur?]//
 * Meeting 2 Short Portion of Video presented
 * Importance of Understanding Evolution and Natural Selection
 * Antibiotic Resistance
 * Attention getting Intro Video [|Science Bulletins: MRSA - Evolution of Drug Resistance Super Bugs]
 * Video Frontline PBS.org [|The Trouble with Antibiotics]
 * Video TED-Ed Lesson [|What Causes Antibiotic Resistance?]
 * Meeting 3 Work on Completing Performance Task Video
 * Finish and discuss MRSA video
 * Review major concepts

**Week Six - March 13 - 17**

 * Meeting 1 - Final Work on Performance Task Video
 * Review major concepts
 * Meeting 2 - Submit and View Performance Task Videos
 * Review major concepts
 * Meeting 3 - Unit Exam


 * Additional Resources:**
 * <span style="color: black; font-family: 'Century Schoolbook','serif';">Terra film //<span style="font-family: 'Century Schoolbook','serif';">A Life with Skulls // by Beth Cataldo
 * <span style="color: black; font-family: 'Century Schoolbook','serif';">BBC film Charles Darwin and the Tree of Life
 * <span style="color: black; font-family: 'Century Schoolbook','serif';">PBS Evolution Series
 * //<span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt;">Great Transformations //
 * //<span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt;">Extinction //
 * //<span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt;">NOVA What Darwin Never Knew //
 * HHMI Video and student activities at []
 * Making of the Fittest: Natural Selection and Adaptation []
 * Origin of Species: The Making of a Theory []
 * Origin of Species: Beak of the Finch []
 * <span style="font-family: 'Century Schoolbook','serif'; font-size: 12pt; line-height: 115%;">Additional Readings: **


 * <span style="font-family: Arial,Helvetica,sans-serif;">Mindell, David P. __Evolution in the Everyday World__ Scientific American January 2009 p.82-89
 * <span style="font-family: Arial,Helvetica,sans-serif;">NATIONAL ACADEMY OF SCIENCES INSTITUTE OF MEDICINE. Evolution, Science, and Creationism. National Academy Press. 2008 p. 1-35.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Nesse, R. and G.C. Williams. 1998. Evolution and the origins of disease. Scientific American. November 1998. pp. 86-93.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">O'Brien, Stephen and Johnson, Warren E. __The Evolution of Cats__ Scientific American July 2007 p.68-75
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Padian, Kevin and Chiappe, Luis __The Origin of Birds and Their Flight__ Scientific American February 1998 p. 38-47
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Pimm, Stuart L. and Jenkins, Clinton __Sustaining the Variety of Life__. Scientific American September 2005 p66-73
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Shubin, N. 2008. __Your Inner Fish__
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Simmons, Nancy B. __Taking Wing__ Scientific American December 2008 p.96-103 evolution of bats
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Wong, Kate. __The Mammals that Conquered the Seas__ Scientific American May 2002 p. 70-77
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Wong, Kate. __Lucy’s Baby__ Scientific American December 2006 p.78-85
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Zimmer, Carl. __What is a Species?__ Scientific American June 2008 p.72-79

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> Note: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">These readings can be undertaken in Jig-saw form by having one of three people in each group read each of three articles (the bottom two and one of the top articles). Learners should read, outline, discuss articles then share with partners. Partners should outline information from other articles in their notes.