Thanksgiving: Bird Evolution

Grade Level: 9-12

Subject/Content: Science/Biology

Summary of Lesson: Students will be able to explain the evolutionary theories that focus on the ancestry of birds and the evidence to support the theories

Focus Question: According to evolutionary theories what is the debate over the evolutionary ancestry of birds?

Resource(s): Science Resource Center

Procedures:

1. This lesson fits best within the discussion of evolution, classification or scientific discovery. It can be introduced at anytime during these studies so try to plan it around Thanksgiving time
2. Initiate a class discussion about the Thanksgiving turkey. Introduce the fact that what we are eating is the muscles off of the turkey bones. Pose the question, "What valuable information do you believe scientists can gain from examining the muscle arrangements of turkeys compared to other organisms?"
3. Discuss the phylogenic tree and pieces of evidence that scientists have to support the links between organism ancestry (similar embryos, homologous and analogous structures, biochemical similarities, etc.)
4. Distribute lined paper to each student and write the following question on the board for them to answer, "Do you think evolutionary theory links bird ancestry (such as the turkeys) to reptiles or dinosaurs"
5. Share out answers around the room focusing on why they chose the answer they chose
6. Provide computer time for students to access the Science Resource Center. Have students search the data base with the words "bird dinosaur"
7. Instruct students to read through and cite four articles that discuss evolutionary findings about the ancestry of birds and what the evidence says
8. For each article have students document the resource, explain the argument and summarize the evidence. Some potential articles to direct them toward include: "Bones Support Bird- Dinosaur Theory." (birds may have evolved from dinosaurs)(Brief Article) Current Science, a Weekly Reader publication, Nov 3, 2000 v86 i5 p12. Science Resource Center. Gale. 20 July 2007; "Feathered dinosaurs found in China." (Science News of the week)(Brief Article) Science News, June 27, 1998 v153 n26 p404(1). Science Resource Center. Gale. 20 July 2; "Biologists peck at bird- dinosaur link." (study on the ancestry of birds from dinosaurs) Science News, Nov 15, 1997 v152 n20 p310(2). Science Resource Center. Gale. 20 July 2007; "Oldest bird and longest dinosaur." (Protoavis and Seismosaurus fossil discoveries) Science News, August 16, 1986 v130 p103(1). Science Resource Center. Gale. 20 July 2007
9. Have students get into groups of four and provide each group with a large sheet of paper
10. Instruct students to share out the information they found with their small group and then choose what they feel to be the best four pieces of evidence they found
11. Provide students with coloring pencils, stencils and other art supplies
12. Have each group construct a journal magazine cover that highlights their evidence as if they were writing a cover story for a Thanksgiving issue. Encourage students to be creative and humorous but use real evidence that they have uncovered.
13. Allow time for groups to share their creations and post them onto a Thanksgiving bulletin board

Steps/Activities by Student(s):

1. Participate in a class discussion about the history of the Thanksgiving turkey
2. On lined paper, write down the question from the board and answer the question using complete sentences and thoughts
3. Share your answer and reasoning with the class when called on
4. Using the computer, access Science Resource Center. In the search bar type the words "bird dinosaur"
5. Read through some of the articles and cite four of them that discuss evolutionary findings about the ancestry of birds. Be sure to focus on the details of what the evidence says. For each article document the resource, explain the argument and summarize the evidence. Some potential articles you can use include: "Bones Support Bird- Dinosaur Theory." (birds may have evolved from dinosaurs)(Brief Article) Current Science, a Weekly Reader publication, Nov 3, 2000 v86 i5 p12. Science Resource Center. Gale. 20 July 2007; "Feathered dinosaurs found in China." (Science News of the week)(Brief Article) Science News, June 27, 1998 v153 n26 p404(1). Science Resource Center. Gale. 20 July 2; "Biologists peck at bird- dinosaur link." (study on the ancestry of birds from dinosaurs) Science News, Nov 15, 1997 v152 n20 p310(2). Science Resource Center. Gale. 20 July 2007; "Oldest bird and longest dinosaur." (Protoavis and Seismosaurus fossil discoveries) Science News, August 16, 1986 v130 p103(1). Science Resource Center. Gale. 20 July 2007.
6. Get into a group of four and share out the information you have found with your group. Then choose what your group believes to be the best four pieces of evidence you all collectively found.
7. With the supplies provided by your teacher, your group will construct a journal magazine cover that highlights your four chosen pieces of evidence. Create the journal magazine cover as if you were writing a cover story for a Thanksgiving issue. Be creative and even perhaps humorous, but be sure to include factual pieces of information
8. Be ready to share your creation with the class and hang it on the designated bulletin board spot

Outcome: Students will be able to recognize the evolutionary evidence surrounding the issue of bird evolution and use the evidence to create their own arguments about the topic

Related Activities: This activity can also be modified slightly for all of the other kingdoms and phylums during a classification unit. Multiple bulletin boards representing key phylums of study would result in a dynamic learning atmosphere

Standard Date: December 1994

Content Standard(s): NS.9-12.1(A) Abilities necessary to do scientific inquiry, Understandings about scientific inquiry; NS.9-12.3(C) Biological evolution, Behavior of organisms, Interdependence of organisms; NS.9-12(G) Science as a human endeavor; Nature of scientific knowledge; Historical perspectives

Performance Indicators:

• At Level 1, the student is able to:
• Students will be able to sort through scientific evidence and document findings
• At Level 2, the student is able to:
• Analyze the evidence they have found for accuracy and thoroughness
• At Level 3, the student is able to:
• Interpret scientific evidence and present findings as a clear creative journal cover

Computer Literacy and Usage Standards 9-12:

• The student will demonstrate proficiency in the care and use of computer-based technology
• The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research, and improve communications
• The student will use technology resources to improve problem solving and decision-making skills and apply these skills to real world situations

ISTE NETS for Students

• Creativity and Innovation
• Communication and Collaboration
• Research and Information Fluency
• Critical Thinking, Problem-Solving & Decision Making
• Technology Operations and Concepts

Information Power; Information Literacy Standards:

• Standard 1: The student who is information literate accesses information efficiently and effectively
• Standard 2: The student who is information literate evaluates information critically and competently
• Standard 3: The student who s information literate uses information accurately and creatively