Culture

Title: Diversity / Natural Selection

Author: Jennifer Dwojakowski

Grade Level: 9-12

Subject/Content: Science / Biology

Summary of Lesson: Students understand the mechanisms behind biological evolution and the theories that feed it and are able to demonstrate their knowledge of these theories in a story.

Focus Question: How did people around the world become so physically diverse from one another?

Databases(s): WEB FEET, Science Resource Center

Procedures:

• Steps/Activities by teacher:
  • Monitor a class discussion that revolves around the idea that all things must change overtime in order to survive in a changing world
  • Engage students in a discussion of what the term evolution means to them. Take this opportunity to dispel any misconceptions the students may have about the topic
  • Give the students a list of evolutionary terms such as: natural selection, genetic equilibrium, genetic drift, speciation, variations, adaptations, adaptative radiation, etc. that they can create flashcards for as they search through the WEB FEET and Science Resource Center databases during this assignment
  • Have students search the Science Resource Center for resources – such as "Evolution, Evidence of." U·X·L Complete Life Science Resource. Ed. Leonard C. Bruno and Julie Carnagie. Detroit: U·X·L, 2001 and "Evolution, evidence of." World of Biology. Ed. Kimberley A. McGrath. Detroit: Gale, 1999 – for at least four pieces of evidence to support the theory of evolution (ex. similar embryos, fossil evidence, DNA comparisons, divergent and convergent evolution)
  • Supply students with a piece of drawing paper which they should fold into fours. For each piece of evidence have them describe and then draw an example of that piece of evidence in one of the four boxes
  • Have students search the WEB FEET database (click on Biology then Evolution) to find out who Charles Darwin was and how his evolutionary theories revolutionized the science community
  • See possible English tie
  • Lead a class discussion reviewing the terms and helping the students see the connection between the terms and the concepts of Darwin's theory of evolution
  • Assign the students the task of creating a children's book titled, "How Did We Become So Diverse?" The children's story they create should be elementary in its delivery, yet thorough in its content. Encourage the students to be creative, include mostly illustrations and use their vocabulary terms in their explanation within the book.
  • See Global Studies tie
  • Have students share their stories with the class
• Steps/Activities by student(s):
  • Participate in the class discussion about evolution
  • Create flashcards for the evolutionary terms your teacher gives you as you search through the WEB FEET and Science Resource Center databases throughout this lesson
  • Search the Science Resource Center resources for at least four pieces of evidence to support the theory of evolution (ex. similar embryos, fossil evidence, DNA comparisons, divergent and convergent evolution)
  • Fold a piece of drawing paper into four squares. For each piece of evidence describe and then draw an example of that piece of evidence in one of the four boxes
  • Access the Gale WEB FEET database (click on Biology then Evolution) to find out who Charles Darwin was and how his evolutionary theories revolutionized the science community. Be ready to discuss his theories during a class discussion
  • Create a children's book titled, "How Did We Become So Diverse?" that is elementary in its delivery, yet thorough in its content. Be creative, including mostly illustrations and use the vocabulary terms you have collected in your explanation within the book.
  • Share your stories with the class

Outcome: Students will be able to effectively communicate the ideas behind the theories of evolution and understand their origin.

Related Activities – this activity is easily integrated with:

• Global Studies can be incorporating by:
  • Have students include how the beliefs and practices of people around the world may be influenced by their evolutionary history
  • Explore with students the reasons why conflict among different cultures exists when evolutionarily we all have a common ancestry
• English can be incorporated by:
  • Have the students construct a "Letter from Darwin". This letter can be written from Darwin, as he travels around the Galapagos, to other scientists and would explain his detailed findings, evidence, theory and the significance of them. The lesson would help students with letter writing skills will demonstrating knowledge of science content

Standard Date: December 1994

Content Standard(s): NS.9-12.3(C) Molecular basis of heredity; Biological evolution; Behavior of organisms NS.9-12.4(D) Origin and evolution of the earth system NS.9-12.7(G) Historical perspectives

Learning Expectation: As a result of activities, students will be able to explain basic evolutionary theories and communicate how and why people around the world are physically diverse.

Performance Indicators:

At Level 1, the student is able to:

• Define terms relevant to basic evolutionary theories including Darwin's theories of natural selection

At Level 2, the student is able to:

• Be able to explain the evidence scientists have to prove that species have changed overtime.
• Give examples of particular species that have changed thousands of years and how they have changed

At Level 3, the student is able to:

• Construct a children's book that explains in simple terms why people around the world are so physically diverse

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

• A1 Identify questions and concepts that guide scientific investigations; Communicate and defend a scientific argument
• C2 Molecular basis of heredity
• C3 Biological evolution
• C6 Behavior of organisms
• E2 Creativity, imagination and a good knowledge base are all required in the work of science and engineering

Information Power; Information Literacy Standard 7:

• The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society