http://www.transformation2013.org/docs/Design%20Challenges/Biology/Evolution

Transformation 2013 PBL 5E Planning Form Guide PBL Title: Natural History Museum Curator Presentation Teacher(s): Shane McKay School: East Central High School Subject: Biology Abstract: The learner will know the theory of evolution and be able to identify adaptations in species. Students will also learn the outcome of natural selection.

MEETING THE NEEDS OF STEM EDUCATION THROUGH PROBLEM BASED LEARNING Š 2008 Transformation 2013

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Begin with the End in Mind The theme or “big ideas” for this PBL: Students will learn the Theory of Evolution and the driving force behind the theory: that all species change over time. Other concepts to be cultured are the evidence of change, natural selection, and speciation.

TEKS/SEs that students will learn in the PBL: (7) Science concepts. The student knows the theory of biological evolution. The student is expected to: (A) identify evidence of change in species using fossils, DNA sequences, anatomical similarities, physiological similarities, and embryology; and (B) illustrate the results of natural selection in speciation, diversity, phylogeny, adaptation, behavior, and extinction.

Key performance indicators students will develop in this PBL: Students will be able to identify changes in species over time; as well as, comprehend how environmental changes have impacted speciation.

21st century skills that students will practice in this PBL: www.21stcenturyskills.org Team-work, critical thinking, problem-solving, responsibility, and productivity STEM career connections and real world applications of content learned in this PBL:

Career: Biologist, Teacher, Museum Curator Connections: With our constantly changing world, evidence of evolution is all around us.

Species have to adapt or they will not survive.

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The Problem You are a natural history museum curator who educates the public on the evidence of evolution and natural selection. A local high school has booked a tour at your museum and would like to have the evolution and natural selection presentation that you give.

You need to create a PowerPoint presentation, which must include hyperlinks to the internet, videos, animations, illustrations/diagrams, and sound. Remember, you know how hard it is to keep a teenager’s attention. Your presentation must be engaging from the beginning to the end. Make it fun for all who attend. Your presentation must include at least three elements of evolution from the following list: - Fossils - DNA sequencing - Anatomical similarities - Embryology - Homologous structures - Vestigial structures - Adaptation - Speciation - Extinction - Phylogeny Your project will be graded based on a rubric, and you will present your project to the class for peer review.

Good Luck!

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Map the PBL Already Learned

Performance Indicators

1. Vocabulary: adaptation, speciation, evolution, phylogeny, homologous, vestigial, natural selection 2. Vocabulary: fossils, theory, evidence 3. Students must be able to sum up the theory of evolution and natural selection 4. The learner should be able to illustrate how adaptations have occurred in organisms due to environmental changes 5. The student should have a through comprehension of the crucial role natural selection has on speciation.

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5E Lesson Plan PBL Title: Natural History Museum Curator Presentation TEKS/TAKS objectives: TAKS Objective: 3 ; TEKS: 7A,B Engage Activity Make sure each student is sitting in straight rows of at least 5 students per row. Pass out a plain piece of computer paper to each student. Ask every student that sits behind the 1st person in each row to close his or her eyes. Hand the 1st person a picture (provided) of a lizard drawing. Explain they have 3 minutes to draw what they see. Once 3 minutes is up, remove the lizard picture from each student and ask him or her to pass their own drawing back to the person that sits behind them. THEY CANNOT TELL ANYONE WHAT WAS ON THE ORIGINAL DRAWING or WHAT THEIR DRAWING IS!!!

The next person can only draw what they see, after 3 minutes that person will then pass their own drawing back to the person who sits behind them and pass the original drawing forward. No one can open their eyes until the drawing is passed to them. Continue this process until everyone has drawn.

Next, each row will pass their drawings forward to the first person in their row. That student must keep them in order with 1st drawing, 2nd drawing, etc‌ Provide each row with tape and have them tape their drawings onto the wall in order (vertically). Each drawing represents 100 years of evolution. Then show the whole class the original drawing you provided at the beginning.

Ask students as to why the organism changed over time? They will respond in their learning journal.

Students have a lot of fun and laugh with this assignment. For it to truly work, please keep the original drawing a secret from the class until everyone is done.

Engage Activity Products and Artifacts Drawing, Journal Entry Engage Activity Materials/Equipment Computer paper, pencils, tape, lizard drawing, learning journal Engage Activity Resources None

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Explore Activity Before the lab get one yellow, one green, one red, one clear, and one blue sheet of overhead transparency paper. Using a hole-puncher, punch as many holes as possible in each sheet (hundreds).

Then, perform the Chips are Down Lab (see below).

Next, have each student go to a computer and have them do the following online lab simulation. http://www.pbs.org/wgbh/evolution/sex/guppy/ed_pop.html Upon completion of the simulation, have students reflect in their journals regarding the following: How many simulations did you conduct?

Were you able to see trends occur over time?

What was responsible for the trends in coloration among male guppies?

Explore Activity Products and Artifacts Chips Are Down Lab data sheet & write-up, journal reflection Explore Activity Materials/Equipment Red, Blue, Yellow, Green, and Clear transparency paper, hole-puncher, large pieces of white butcher paper, computers with internet access Explore Activity Resources The Chips Are Down adapted from: http://www.indiana.edu/~ensiweb/lessons/ns.chips.html http://www.pbs.org/wgbh/evolution/sex/guppy/ed_pop.html

Explain Activity Evidence of Evolution Webquest Break the students up into teams of 6. Each team should divide themselves into groups of 2. Each group will either be (Anatomists, Molecular Biologists, or Paleontologists).

Each group will be given a series of websites to explore on their area of expertise and they will report back to the entire team the information they gathered on evolution.

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Anatomists • Evidence Supporting Biological Evolution (see "Common Structures") • How Scientists Study Evolution (search for "Evolution," click on "How Scientists Study Evolution," and look for "Anatomical Similarities") • Fossils Can Show How Certain Features Evolved 

Sparknotes

Molecular Biologists • Evolution Makes Sense of Homologies • Axing the Family Tree • Evidence of Evolution Sparknotes Paleontologists • Fossils Can Show How Certain Features Evolved • Transitional Vertebrate Fossils FAQ • Evolution Makes Sense of Homologies • Dating Fossils • Getting into the Fossil Record

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Each team of 6 will create a presentation chart with the following categories: Evidence for Evolution Areas of Evidence Significance Interest (descriptions or drawings) Anatomy Molecular Biology Paleontology Each team will present their findings to the class.

Explain Activity Products and Artifacts Evidence of Evolution Webquest Explain Activity Materials/Equipment Chart paper, markers, computers Explain Activity Resources http://www.nap.edu/openbook.php?record_id=6024 http://encarta.msn.com/

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http://www.ucmp.berkeley.edu/education/explorations/tours/stories/middle/C7.html http://www.zoology.ubc.ca/~bio336/Bio336/Lectures/Lecture5/Overheads.html http://www.sparknotes.com/biology/evolution/evidence/section3.rhtml http://biology.about.com/library/weekly/aa070199.htm?once=true& http://anthro.palomar.edu/evolve/evolve_3.htm http://www.ucmp.berkeley.edu/education/explorations/tours/stories/middle/C7.html http://www.talkorigins.org/faqs/faq-transitional.html http://www.enchantedlearning.com/subjects/dinosaurs/dinofossils/Fossildating.html http://www.ucmp.berkeley.edu/education/explorations/tours/fossil/9to12/intro.html

Elaborate Activity Have students work independently on the Understanding Evolution worksheet. Identify any misconceptions and clarify any misunderstandings.

Break students up into groups of 2. Pass out Teddy Graham lab to the students. Once students have performed the lab they must properly dispose of the teddy grahams when the lab is completed (become a bear eating monster).

Upon completion of the lab, re-introduce the students to the problem: You are a natural history museum curator who educates the public on the evidence of evolution and natural selection. A local high school has booked a tour at your museum and would like to have the evolution and natural selection presentation that you give.

You need to create a PowerPoint presentation, which must include hyperlinks to the internet, videos, animations, illustrations/diagrams, and sound. Remember, you know how hard it is to keep a teenager’s attention. Your presentation must be engaging from the beginning to the end. Make it fun for all who attend. Your presentation must include at least three elements of evolution from the following list: - Fossils - DNA sequencing - Anatomical similarities - Embryology - Homologous structures - Vestigial structures - Adaptation - Speciation - Extinction - Phylogeny Your project will be graded based on a rubric and you will present your project to the class for peer review.

Remind the students to apply all of the knowledge that they have gained throughout the project to the design and content of their PowerPoint presentations. Provide students with time to work on their presentations.

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Elaborate Activity Products and Artifacts Understanding Evolution Worksheet, Teddy Grahams Lab, PowerPoint presentation Elaborate Activity Materials/Equipment Boxes of Teddy Grahams, calculators, handouts, paper towels, paper bowls, pencils, graph paper, computers, PowerPoint Elaborate Activity Resources Understanding Evolution adapted from: http://evolution.berkeley.edu/evolibrary/article/similarity_hs_01 Teddy Grahams Lab: http://www.accessexcellence.org/AE/AEC/AEF/1995/wartski_natural.php Evaluate Activity

Students will present their PowerPoint presentations for the evaluation process.

Evaluate Activity Products and Artifacts Curator PowerPoint project Evaluate Activity Materials/Equipment Computer, speakers, LCD projector Evaluate Activity Resources None

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Lizard Drawing (Engage)

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THE CHIPS ARE DOWN: A NATURAL SELECTION SIMULATION INTRODUCTION The process of natural selection occurs because organisms vary in their heritable characteristics, and because some variants survive and reproduce better than others. As a result, the genetic structure of a population changes through time, which is a factor in evolution. Although evolution may be defined in terms of genetic change, natural selection occurs by the interaction of the environment and whole organisms, and not directly on their genome. The genome is affected by mutations.

In this exercise, we want to reinforce the concept with a demonstration of how natural selection works. It is far too time-consuming to observe natural selection at work in natural populations, so we will use artificial populations consisting of paper chips.

PROCEDURE 1. Spread out the fabric or paper habitat given to you by your teacher on the table top.

2. Count out ____ chips of each of the ____ colors for a total of 100 as your initial population.

3. Appoint one person as the prey (chip) distributor. That person should spread the chips out randomly over the entire fabric, making sure the chips do not stick together. The other members of the group should have their backs turned during this procedure.

4. The predators (other members) should turn around and take turns picking off the prey (chips) one by one until only 25% remain. COUNT CAREFULLY. Predators are to take the first chip they see and follow each chip to the discard area with their eyes so as not to see more chips, and keep track of the number of chips they get.

5. Carefully shake off the fabric to remove survivors (remaining 25 chips).

6. Group the survivors according to color. Count and record these numbers.

7. Assume each survivor produces three offspring. Using the reserve chips, place three chips of the same color with the survivors (i.e., take the number of survivors multiplied by 4).

8. Mix these chips together and re-distribute them as in step 3.

9. Repeat the entire process two more times, making a total of three generations of prey being preyed upon.

(OPTIONAL) The teacher may require students to do a population growth lab of each of the colored chips to show quantitative results and search for a pattern in survival.

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CHIPS ARE DOWN....Data Sheet PURPOSE: DATA: Red

COLORS Clear

Blue

Yellow

Green

Number at start--> # after 1st predation--> # after 1st reproduction-> # after 2nd predation--> # after 2nd reproduction-> # after 3rd predation--> REVIEW QUESTIONS: 1. Study your survivor populations. a) Was 1 color of paper chip represented more than others in the first generation of survivors? _____ b) Were shades of that color or similar colors also present? ______ c) What, if any, change occurred between the 1st and 2nd, and again between the 2nd and 3rd generation of survivors?

2. Compare the original and survivor populations. Is there any color from the original population that is NOT represented in the survivor population? _____ If so, what color (or colors)?

3. Examine your survivor chips and the fabric from which you took them. How do you think the colors of the survivors are related to their habitat?

4. Write a conclusion as to which colors survived in the habitat and which did not, and why. Try to extrapolate this to a natural situation.

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Understanding Evolution: Homology and Analogy 1. a) In the image, which pair represents an analogy and which a homology? b) Define homology: c) Define analogy:

2. What is a tetrapod?

3. What are the six bones found in all tetrapod legs?

4. Identify these limbs (to what animal do they belong)?

5. What did the common ancestor of all modern tetrapods look like?

6. Side Trip: "not just anatomy." - How are a bird and a crocodile homologous?

7. Similar structures that evolved independently are called _________________________.

8. a) What is the difference between a marsupial and a placental? b) What is Smilodon? c) What is Thylacosmilus?

9. Describe how two unrelated flowers could evolve to have a similar appearance?

10. Are similarities between sharks and dolphins homologous or analogous?

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11. What is morphology?

12. What three criteria are used to determine whether something is a homology or analogy?

13. Fill in the blanks of the primate tree.

14. Considering all of the evidence, are the "wings" (actually flaps of skin stretched between the legs) of sugar gliders and flying squirrels homologous or analogous structures? Explain why you would conclude this.

15. Sidetrip: See more examples of homology and examples of analogy. a) How are a venus fly trap and a pitcher plant homologous? b) How are barnacles and limpets alike? How can these similarities be explained?

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Teddy Grahams Lab Today you will use Teddy Grahams to simulate natural selection and evolution. Here’s the scenario: “You are a bear-eating monster. There are two kinds of bears that you like to eat: Happy Bears (arms are up) and Sad Bears (arms are down). Happy Bears are easy to catch and taste sweet. Sad Bears are bitter, sneaky, and are hard to catch. Because of this, you eat only Happy Bears if possible. New bears are born every “year” during hibernation, and the birth rate is one bear for every surviving bear left from the last year.” Genetically it has been determined that Happy Bears are homozygous recessive (aa). The Sad allele is dominant therefore both heterozygous bears (Aa) and homozygous dominant bears (AA) are Sad Bears.

Here’s how to run the lab: 1. Get a population of bears from your teacher and pour them on the “paper towel” habitat to keep them clean.

2. Record the number of Happy Bears, Sad Bears and the total population in the data table.

3. Eat three Happy Bears. If you don’t have enough Happy Bears, then eat the difference in Sad Bears.

4. Next, get a new generation of bears. You should randomly get same number of bears as you have survivors, (so that each surviving bear has one offspring). Add these new bears to your habitat with the old bears.

5. Record the new population as above (see number 2) in the data table.

6. Repeat steps 3 through 5 until you have 4 generations of bears recorded in the data table Record the actual population information in your lab book using the data table below as a guide.

Generation

No. of Sad Bears at start of generation

No. of Happy Bears at start of generation

Total Bears

% of Sad Bears

% of Happy Bears

1 2 3 4 Create a line graph of your data using data table above. One of the variables is to be the percentage. You should have two lines on this one graph.

Using your the actual population data from the above data table and the Hardy Weinberg formulas complete the following data table to determine the percentage for each genotype in the population:

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Generation

p2

2pq

q2

AA frequency

Aa frequency

aa frequency

p

q

1 2 3 4 Make a second line graph with two lines. One line should compare the “p” vs. generations and second line should graph the “q” vs. generations.

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Plan the Assessment Engage Artifact(s)/Product(s): Learning Journal

Explore Artifact(s)/Product(s): Chips Are Down Lab, Journal Reflection

Explain Artifact(s)/Product(s): Evidence of Evolution Webquest

Elaborate Artifact(s)/Product(s): Teddy Graham Lab, Understanding Evolution Worksheet, PowerPoint Presentation

Evaluate Artifact(s)/Product(s): Curator PowerPoint Presentation

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Rubric Natural History Museum Curator PowerPoint Rubric

Teacher Name:

Student Name:

________________________________________

CATEGORY Creativity

25 Lots of creative energy used to present a unique news bulletin

20 Some creative energy used to present a unique news bulletin

15 Little creativity used in project

10 No creativity used in project

Construction - Care Taken

Great care taken in construction process so that the structure is neat, attractive and follows plans accurately.

Constuction was careful and accurate for the most part, but 1-2 details could have been refined for a more attractive product.

Construction accurately followed the plans, but 3-4 details could have been refined for a more attractive product.

Construction appears careless or haphazard. Many details need refinement for a strong or attractive product.

Scientific Knowledge

Explanations indicate a clear and accurate understanding of scientific principles underlying the construction and modifications.

Explanations indicate a relatively accurate understanding of scientific principles underlying the construction and modifications.

Explanations indicate a somewhat accurate understanding of scientific principles underlying the construction and modifications.

Explanations do not illustrate much understanding of scientific principles underlying the construction and modifications.

PowerPoint Elements

PowerPoint met all five requirements

PowerPoint only met 4 of the 5 requirements

PowerPoint only met 3 of the 5 requirements

PowerPoint met 2 or fewer of the 5 requirements

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Story Board 

Week 1 Activities

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Day 1 Engage: Lizard activity and learning journal (30 minutes) Explore: The Chips are Down Lab (60 minutes)

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Day 2 Explain: Evidence of evolution Webquest (90 minutes)

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Day 3 Elaborate: Evidence of Evolution Worksheet (30 min.)

Teddy Graham Lab (60 minutes)

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Day 4 Evaluate: Students will work on their power point presentation and prepare the project for the next day (90 minutes)

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Day 5 Evaluate: Students will present the power point presentation (90 minutes)

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