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Evolution.   Why is there such a great diversity of organisms on Earth?  What are mutations and how do they lead to new species?  Why do organisms.

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Presentation on theme: "Evolution.   Why is there such a great diversity of organisms on Earth?  What are mutations and how do they lead to new species?  Why do organisms."— Presentation transcript:

1 Evolution

2   Why is there such a great diversity of organisms on Earth?  What are mutations and how do they lead to new species?  Why do organisms live where they do? How are organisms adapted to live in the habitat that they live in?  What are some of the modes of evolution?  Are humans still evolving?  How can we observe evolution? Essential Questions

3   Required Readings:  3.24  Learning Objectives:  To recall that living organisms differ from one another  To distinguish between continuous and discontinuous variation Day 1: Variation

4   Why do you think there is so much variation within species?  Provide some examples (at least 3) of organisms and how they vary.  Time: 10 minutes Starter

5   Watch the video “The Making of the Fittest: Natural Selection and Adaptation”  Complete the quiz as you watch it. Don’t worry if you don’t finish the quiz  Time: 15 minutes Activity 1

6   Move to your lab groups  Complete the Color Variation in Rock Pocket Mouse Populations packet  Time: 35 minutes Activity 2

7   sms_behaviour_health/variation_classification/revis ion/1/ sms_behaviour_health/variation_classification/revis ion/1/  Read through the summary, complete the activity and the quiz  Time: 20 minutes Activity 3

8   Complete the quiz (due Monday)  Complete the “Color Variation in Rock Pocket Mouse Population” (due Monday) Closing & Homework

9   What Darwin Never Knew  While watching the video,  Write down questions that they have after watching the video  Keep note of interesting facts/information that they learned while watching the video  Hand these in at the end of the lesson  Homework: What is your personal view of evolution? Give 3 points to support your claim. Why do you think evolution is such a controversial topic to learn about? Day 2

10   Required Readings:  3.25  Learning Objectives:  To identify mutation and sexual reproduction as sources of variation  To understand that mutations may involve whole chromosomes or genes within them  To recognize that environmental factors may increase the likelihood of mutation Day 3: Causes of Variation

11   What is a mutation?  How do mutations occur?  What do mutations do to an organism?  Are mutations good, bad or neither? Explain.  Time: 15 minutes Starter

12   Any questions on last week’s video?  Time: 5 minutes Activity 1

13   Get into your lab groups  Mutations and Variation activity  Time: 45 minutes Activity 2

14   Which mutation caused the greatest delay in acquiring food?  Which mutation caused the greatest delay in processing and consuming food?  What would these mutations do to the population of the environment?  What were some adaptations to the mutations your group came up with?  In what environment would each mutation be beneficial in? Harmful?  What type of animal would have these mutations? Discussion

15   Beneficial vs. harmful mutations  Create a cartoon showing the benefits and the harms of mutations  Time: 15 minutes Activity 3

16   Required Readings:  3.26: Variation and NS: The Evolution of Species  Learning Objectives:  To understand the meaning of adaptation and to provide examples of this  To realize that Darwin’s theory benefited from the ideas of other scientists Day 4 (60 min)

17   Go to the website: hide/ hide/  Play the game and answer the questions 1-9 on the first page  Go to the website: h.html h.html  Complete the simulation and answer the data and analysis section Activity 1

18   Activities due Tuesday, February 26 Homework

19   Required readings:  3.27: Natural Selection  Learning Objectives:  TO understand how adaptation leads to natural selection Day 5

20   Work in your groups to complete the following activities:  Using a picture, explain how and why natural selection occurred in Darwin’s finches in the Galapagos Islands  Create a powerpoint with the following:  Research the following and give examples where this occurs in nature: over-production, survival of the fittest, struggle for existence, variation, passing on advantageous characteristics to offspring  How are new species formed? How do selective pressures affect how a species evolves? Activities

21   Required Readings:  None  Learning Objectives:  To simulate the Darwinian theory of natural selection  Observe how natural selection affects a population  Learn how mutations, gene flow, genetic drift, and selective mating affect a population  Understand how natural selection tends to create a population more adapted for its environment Day 6

22   Any problems from last week’s work?  Show me the work you completed from the last 2 lessons  Time: 15 minutes Starter

23   Get into your lab groups  Read through the “Engage” section of the activity and answer the questions on the side  Time: 10 minutes Activity 1

24   Work through the “explore” section  You will do 2 generations at each of the three habitats  I will tell you “start” and “stop” for each of the generations after you have your station set up  Record the data when needed  Time: 45 minutes Activity 2

25   Answer the “explain” questions with your group  Time: 15 minutes Activity 3

26   Required Readings:  None  Learning Objectives:  To simulate the Darwinian theory of natural selection  Observe how natural selection affects a population  Learn how mutations, gene flow, genetic drift, and selective mating affect a population  Understand how natural selection tends to create a population more adapted for its environment Day 7

27   Work through the “Extend” section of the “Simulating the Darwinian Theory” lab  When completed, answer the “Explain” questions with your group  Hand in one copy plus your observations  You may use the rest of the time to get caught up on missing work Activity 1

28   Required readings:  None  Learning Objectives:  To form an opinion with proof to back up your opinion on whether humans are still evolving or not Day 8

29   Compare and contrast early man to humans today (you may use your phones/computers to research)  Some things to include are:  Physical features (height, weight, skin colour)  Structural features (do we have all the same organs? Are some structures now vestigial?)  Technological advances – how have these affected our evolution?  Intelligence  Time: 20 minutes Starter

30   Read the instructions for “Worksheet 5.3”  By yourself, respond to the question “Are humans still evolving?”  You can write your answer on the handout provided, or if you would like to answer it in another form, you may do so  Be thoughtful and thorough in your response. Don’t rush, you will be given plenty of time to answer.  Be sure to back up your opinions with evidence  Time: 20 minutes Activity 1

31   Move to your lab groups  Share your thoughts and ideas about if humans are still evolving or not  Things to think about include:  Does your socioeconomic status matter? Think – Developed countries vs. developing countries; wealthy vs. impoverished  Does biotechnology have an effect on evolution?  Time: 10 minutes Activity 2

32   Read through the 3 articles with your lab group on whether humans are still evolving or not  Highlight/underline key ideas as you read  As a group, draw a conclusion for the question “are humans still evolving” and depict your conclusion on the poster paper  Have at least 3 arguments/proof to support your claim  Time: 30 minutes Activity 3

33   Required Readings:  None  Learning Objectives:  To explain the evolution of animal structures in relation to Darwin’s theory Day 9 (60 min)

34   Tiktaalik is believed to be the first vertebrate land animal  Why did Tiktaalik move from the water to land?  What parts needed to evolve in order to survive on land?  How did this pave the way for other land species to evolve?  Time: 15 minutes Starter

35   Look at the different pictures with your group  For each of the structures, explain how the structure evolved from an ancestral structure. You can write your answers in “Part 1”  You can use the internet to help you out if you get stuck on any of the structures  We will share our answers at the end  Time: 25 minutes Activity 1

36   What is the Darwinian theory of evolution?  Were there previous theories before Darwin? If so, explain how they are different from Darwin’s.  Create a concept map/flow chart/spider web to communicate your answers  Time: 20 minutes Activity 2

37   Required Readings:  Learning Objectives:  To see the adaptive features of a frog through a dissection Day 10

38   What do the following words mean? You will need to understand these in order to make observations for our dissection.  Dorsal  Ventral  Vomerine teeth  Hind legs  Pericardial membrane  Villi  Mesentery  Time: 15 minutes Starter

39   Work through the “dissecting frog evolution” handout, using the “how to dissect a frog” as a guideline for the steps you need to take to dissect  Fill in your observations and explanations as you go  Time: 60 minutes Activity 1

40   Discussion and summing up the dissection  Time: 20 minutes Activity 2

41   Required Readings:  None  Learning Objectives:  To investigate coevolution and research animals that have coevolved  To develop a theory for why dinosaurs became extinct Day 11

42   These two species have coevolved  What do you think this term means using the picture below as a guide  Time: 10 minutes Starter

43   Go to the website  How are the following concepts addressed in the article?  There is a fit between organisms and their environments, though not always a perfect fit.  Evolution results from natural selection acting upon genetic variation within a population.  Natural selection and genetic drift act on the variation that exists in a population.  Inherited characteristics affect the likelihood of an organism’s survival and reproduction.  Over time, the proportion of individuals with advantageous characteristics may increase (and the proportion with disadvantageous characteristics may decrease) due to their likelihood of surviving and reproducing.  Traits that confer an advantage may persist in the population and are called adaptations.  Depending on environmental conditions, inherited characteristics may be advantageous, neutral, or detrimental.  Scientists test their ideas using multiple lines of evidence.  Scientists use multiple research methods (experiments, observational research, comparative research, and modeling) to collect data.  Scientists can test ideas about events and processes long past, very distant, and not directly observable.  Scientists use experimental evidence to study evolutionary processes. Activity 1

44   Go to the website essons/lesson1/act2.html essons/lesson1/act2.html  Work through part A & B Activity 2

45   Required Readings:  3.28: Artificial Selection  Learning Objectives:  To understand the process of artificial selection Day 12: Artificial Selection

46   Artificial selection has been going on for hundreds of years  What is artificial selection?  What are the benefits?  All of these vegetables come wild mustard.  How do you think it was done?  Time: 15 minutes Starter

47   Humans have been using artificial selection to breed dogs for hundreds of years  Why do you think we might want to artificially select dogs?  Do you think that we would get the desired outcome on the first try? Explain.  Watch the short clip on artificial selection  Time: 15 minutes Activity 1

48   Describe the features or abilities of dogs for which humans might breed  Look at the “dog breeding example” – what traits match the example given? What other traits are important to consider? What traits are not important to consider?  Time: 10 minutes Activity 2

49   You will be artificially selecting a new dog with certain traits by crossing 2 already existing dogs  Fill in the “ownership card” and “puppy traits” sheet  Each breeding pair will produce 3 puppies, and traits can be inherited from either the mother of father (use a coin to determine which traits are inherited)  Discuss the variation observed in the puppies  Display your findings in a picture  Time: 30 minutes Activity 3


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