Biology 30

Unit 5 Evolution

Unit Overview

This unit is a consideration of evidence of evolution, the development of evolutionary theory, and of the mechanisms by which evolution proceeds. This unit completes a circle to Biology 20, and provides opportunities for many connections in learning.

Concept Development

The Conceptual Development section will be updated to reflect changes to K-10 Science curricula.

See Figure 14.

Note: A pre-assessment to determine the entry level of the students may be appropriate.

Key Concepts

Genetic variation, Hardy-Weinberg principle, natural selection, phytogenetic development, punctuated equilibrium, speciation by isolation, uniformitarianism.

Webbing Highlights

• genetics and the process of science and change (20-1)
• ecological organization and change (20-2)
• diversity of life and evolution (20-3)
• changing agriculture and changes in the kinds of organisms (20-4)
• mutations (30-3)
• gene mapping (30-3)
• biotechnological impacts
• population genetics (30-3)
• changing animal systems and evolution (30-4).

Science-Technology-Society-Environment (S T S E) Focus

• effect of climate change -- global warming
• the long term effects of manipulated change of organisms
• the development of new species
• the linkages among organisms -- chemical closeness
• gene transfer
• protection of anthropological and archaeological finds and what they tell us about the present and the past
• effect of current environmental problems on human biology

Factors of Scientific Literacy Which Should be Emphasized

• A2 ...... historic
• A3 ...... holistic
• A7 ...... unique
• A8 ...... tentative
• A9 ...... human/culture related
• B1 ..... change
• B2 ..... interaction
• B10 ..... cause-effect
• B18 ..... population
• B20 ..... theory
• B26 ..... evolution
• B29 ..... gradient
• C1 ....... classifying
• C6 ....... questioning
• C8 ....... hypothesizing
• C9 ....... inferring
• C13 ..... formulating models
• C18 ..... using time-space relationships
• C21 ..... synthesizing
• D7 ....... variable positions
• D11 ..... science, technology, and other realms
• E13 ...... using quantitative relationships
• E2 ....... using natural environments
• E4 ....... using audio visual aids
• F3 ....... search for data and their meaning
• F5 ....... respect for logic
• F8 ....... consideration of premises
• G5 ....... avocation
• G6 ....... response preference

Common Essential Learnings Foundational Objectives

1. Explain how the evolutionary theory unifies biology.
   

   1.1 Describe how individual variations are produced.
   1.2 Discuss the action of natural selection on individuals, populations, and species.
   1.3 Explain how Darwin's observations led to his inferences about evolution.
   1.4 Compare the development of theories of evolutionary change (some examples - Lamarck, De Vries, Weisman).

2. Recognize evidence of evolution.
   

   2.1 Discuss the use of the fossil record in the creation of lines of phylogeny.
   2.2 Examine data from comparative anatomy and comparative embryology.
   2.3 Describe instances of evolution documented in earth history.
   2.4 Discuss the theory of continental drift and how that might have contributed to the changing variety of organisms that exist today. Where possible consider examples.
   2.5 Examine broad climatic changes during the earth's history (ice ages, melting of the ice caps) and consider how these changes may have contributed to the changing organisms.
   2.6 Examine the effects of migration and mutations on evolutionary change.

3. Discuss how evolution proceeds.
   

   3.1 Compare gradualism and punctuated equilibrium.
   3.2 Discuss the implications of the Hardy-Weinberg principle.
   3.3 Describe the role of isolation in speciation.
   3.4 Identify both pre-mating and post-mating barriers to recombination and reproduction.
   3.5 Consider the speciation and development of humans.

• Use Student Evaluation: A Student Handbook
• Consult key resource supports.
• Review pages in this guide

Suggested Activities and Inquiries

Note: Many activities have been identified in the key resources Information Bulletin.

1. Change over time.

   It is important for students to realize that the process of change in organisms occurs not only in the long term, which is very difficult for any of us to comprehend, but that organisms change in the short term as well.

   Objectives: A1.1, A1.2, A1.3, CCT, COM
   Factors: B1, C6, C9, C18, F3
   Assessment: Reports

   Instructional Strategies

   a) With students in small groups (2 to 4) initiate discussion on two ideas:

   • manipulated change (from the unit on genetics consider how organisms are changed by gene and chromosome manipulation)
     
   • natural change (changes within a population such as the increase in height and weight of North American males and females over the last 50 years).

   Students should have a recorder set up a series of charts for individual examples.

   Since time is a factor, you may want students to work only with the information that they can generate in the classroom or you may wish to give them one or more class periods to collect data before they present their information to the class.

   b) Students could illustrate the information in poster format or they could simply provide examples as their groups are asked to contribute.

   Evaluation Strategies

   Use the information from above to prepare a poster (on an 8.5 by 11 sheet) or if they wish prepare a record cover jacket, picture for a T- shirt, etc., which will reflect the student's understanding of the topic. The finished product should include:

   • Definite illustration of the theme of change.
     
   • Utilization of space and perception.
     
   • Aesthetic balance to reflect their creative thinking.

   Evaluation (Five marks for each of the following)

   • impact - dominant idea present.
     
   • organization ( clarity and content).
     
   • creativity - different artistic methods employed.
     
   • students will evaluate two other posters on the same basis as above. The teacher will assign the other posters to students.

   Use the following chart for student evaluation.

   Student Name	Categories
   	Impact	Organization	Creativity	Total
   1
   2

2. Ask an animal breeder to come into the school and discuss her or his breeding program in terms of the kinds of changes that are desired.

3. Ask students to pick organisms that have homologous structures, draw those structures, and discuss the similarities and differences that they can observe.

4. Prepare a chart on the eyes of birds, mammals, insects, and the octopus. Include the most impressive adaptations and the disadvantages.

5. If one were to find a fossil organism, what can one learn about the fossil's past? Include ideas about the size, lifestyle, intelligence, climatic conditions, etc. What kinds of information is not revealed by the fossil?

6. Do a survey of early humanoid organisms and prepare a series of posters depicting their physical features, habitat, and niche.

7. Reconstruct a campsite for early humans that would illustrate that they were hunters and gathers as well as living in social groups.

8. Explain how a fossil Pleisiosaurus could be found in central Saskatchewan. Was this a dinosaur or a crocodile?

9. Try Activity 11 page 100 for this unit.

10. Inquire into the "beefalo" story.

11. Consult American Indian Ecology (Grade 10 Science reference) to expand on the concept of extinction.

12. As far as Saskatchewan Education is concerned, "Special Creation" is a religious concept in contrast to evolution, a scientific concept. Any special student essays on this topic should contrast these ways of knowing.

13. Have students prepare a short report on an animal which has undergone de-evolution such as the buffalo. (See The First Albertans.)