Adaptation and Evolution - VDOE

1 Science Enhanced Scope and Sequence Biology Virginia Department of Education 2012 1 Adaptation and Evolution Strands Life at the Systems and Organisms Level; Interaction of Life forms Topic Investigating comparative anatomy, adaptations, and Evolution Primary SOL The student will investigate and understand how populations change through time. Key concepts include a) evidence found in fossil records; b) how genetic variation, reproductive strategies, and environmental pressures impact the survival of populations; c) how natural selection leads to adaptations; d) emergence of new species; and e) scientific evidence and explanations for biological Evolution . Related SOL The student will investigate and understand bases for modern classification systems. Key concepts include a) structural similarities among organisms; b) fossil record interpretation; c) comparison of developmental stages in different organisms; d) examination of biochemical similarities and differences among organisms.

2 Materials Copies of the seven attached handouts Station 1: stopwatch, empty water bottle with screw-on cap, piece of string, duct tape, running water Station 2: dishwashing tub, marbles, grains of rice, pieces of yarn or string, unpopped popcorn, forceps, crucible tongs, kitchen tongs, blunt pliers, four plastic cups, kitchen timer, graph paper Station 3: two dishwashing tubs one-quarter filled with a mixture of dark organic soil, a bag of black beans, and a bag of navy beans; two kitchen timers; two plastic cups Station 4: drawing and coloring utensils Station 5: scissors, glue, white copy paper Station 6: paper Station 7: copies of Picture A, Picture B, and other pictures C, D, E, F, and G, as specified Vocabulary absolute age, Adaptation , analogous structures, behavioral isolation, camouflage, comparative morphology, development, directional selection, disruptive selection, divergence, DNA analysis, DNA fingerprint, embryology, Evolution , extinct, fossil record, fossil, gel electrophoresis, gene pool, genetic drift, geographic isolation, homologous structures, Law of Superposition, mimicry, natural selection, parapatric speciation, relative age, reproductive isolation, resistance, speciation, stabilizing selection, variation, vestigial, vestigial structures Science Enhanced Scope and Sequence Biology Virginia Department of Education 2012 2 Student/Teacher Actions (what students and teachers should be doing to facilitate learning)

3 In this lesson, students will investigate visually, verbally, and kinesthetically comparative anatomy of organisms and how these organisms have changed through Adaptation and Evolution . To meet this objective, each group of students will perform seven independent activities at seven separate stations. This lesson is designed to be accomplished in two 90-minute blocks with the groups working simultaneously at the seven stations for about 20 to 25 minutes each. Some activities are to be done collaboratively by the group members, while others are to be done individually. You may want to have students refer to a visible clock to keep track of the time. Prior to the class, set up each station in an appropriate place in the classroom with all the materials needed for the station s activity. (As an alternative to having students do the experiments presented on the handouts, Socratic questioning could be used to guide students in designing solid experiments themselves, similar to the given ones.)

4 1. Give each student a copy of the activity sheets for all seven stations. 2. Form seven groups of students. (See first strategy under Strategies for Differentiation below.) 3. Assign each group to a station, where they will find the materials needed to complete the station s activity. Allow students 20 to 25 minutes to work in their groups to complete the activities at their various stations. As students work, circulate and facilitate their work by answering and asking questions, making clarifications, and offering other assistance. 4. When time is up, direct groups to rotate to the next stations and complete their new activities. Again, allow 20 to 25 minutes for students to complete the activities. Continue having groups rotate among the stations until all groups have completed all activities. Assessment Use completed activity sheets for assessment. Extensions and Connections (for all students) For a great pre-learning or during-learning activity, show a short video on adaptations, Evolution , or comparative anatomy.

5 One possibility is By Land or by Sea Comparative Anatomy (available at ; click on Anatomy ). Be sure to preview any video first. After students view the video, hold a brief discussion about it, pointing out key vocabulary and questioning students about important content. Have students read the article Fire ants invade and evolve (available at ) and then write responses to the questions How does natural selection work? How does natural selection favor different genes based on environmental condition? Strategies for Differentiation Employ flexible groupings of students by grouping them according to common readiness levels, shared interests, or diverse strengths. Create compare-contrast diagrams and graphic organizers for students to use. Science Enhanced Scope and Sequence Biology Virginia Department of Education 2012 3 Direct high level students to make their own data charts and give more examples.

6 Use writing prompts with essential questions to apply concepts to real-world applications. Allow students to record their input instead of writing. Differentiate the writing portions of the activities by having students complete them either as a group, individually in class, or for homework. As a group assignment, roles could be assigned within each group so that one student is the recorder who does the writing, another is the discussion leader, a third is the timekeeper, and a fourth is the proofreader. Science Enhanced Scope and Sequence Biology Virginia Department of Education 2012 4 Station 1: Homologous Structures Introduction In this activity, you will simulate how different organisms have adapted to their environments while maintaining some similarities among certain of their anatomical features. You will perform an experiment to compare the anatomies and uses of three appendages a human hand, a dog paw, and a whale flipper.

7 You will fill in data tables and answer questions about the experiment. Materials Stopwatch, empty water bottle with screw-on cap, piece of string, duct tape, running water Procedure 1. Each member of the group does one of the following tasks, and another person times how many seconds it takes to complete the task. Each person records the times opposite Open hand in the data table below. Unscrew and screw back on the cap of an empty water bottle Tie and untie a knot in a piece of string Perform a daily task of your choice ( , put jewelry on and take it off, tie and untie a shoe lace) 2. The group goes to a source of running water, and one person catches as much water as possible in a single, open hand with fingers spread wide. Each person records the amount of water (very little, some, a lot) opposite Open hand in the data table below. 3. One person uses a foot-long piece of duct tape to wrap around the middle of one hand, fastening his/her thumb securely to the side of the hand.

8 The thumb should be totally unusable, but the other fingers should still be spreadable. Procedures 1 4 are repeated. 4. Another person uses another piece of duct tape to securely tape all fingers of one hand together so he/she cannot spread or use any fingers or thumb at all. Procedures 1 4 are repeated. 5. Based on all observations, each person fills in the data table on the next page and then answers all the questions. 6. The group resets the station, leaving it for the next group exactly like they found it. Type of appendage Time to screw cap off and on Time to tie and untie knot Time to perform chosen activity Amount of water in hand Open hand with spread fingers Open hand with spread fingers but no thumb Closed hand with no fingers or thumb Science Enhanced Scope and Sequence Biology Virginia Department of Education 2012 5 Station 1: Homologous Structures, continued Type of appendage In what kind of environment does this organism live?

9 What is this appendage best at doing? Describe. What kind of food does this organism eat? Does it use this appendage to catch food? Whale flipper Human hand Dog paw Questions 1. What was the chosen activity? Why was it chosen? 2. What was difficult to do with the thumb taped? With all fingers taped? Explain. 3. If an appendage can hold water well, what does that mean? 4. Which example above represented the whale flipper? Which example above represented the human hand? Which example above represented the dog paw? 5. Why are these anatomical features considered homologous? Science Enhanced Scope and Sequence Biology Virginia Department of Education 2012 6 6. Examine the pictures below of the anatomical features of the whale flipper, human hand, and dog paw. Below the drawings, c reate a triple Venn diagram based on your observations, explaining the similarities and differences among the three appendages.

10 Science Enhanced Scope and Sequence Biology Virginia Department of Education 2012 7 Station 2: Darwin s Finches Introduction On Charles Darwin s famous voyage to the Galapagos Islands, he studied many different species of organisms, one of which was the finch. He noticed that these finches had many different beak styles, the style seemingly being dependent on the type of food readily available to each finch. In this activity you will simulate how finches with different beak styles compete for food and are successful at eating various different types of food. You will compare four different beak styles: Long, thin, pointy beaks Medium, long, pointy beaks Fat, long beaks Fat, thick, short beaks Each group member will represent a finch with a different beak style. Materials Dishwashing tub, marbles, grains of rice, pieces of yarn or string, unpopped popcorn, forceps, crucible tongs, kitchen tongs, blunt pliers, four plastic cups, kitchen timer, graph paper Procedure 1.