Instructional Guide8th SCIENCE – Natural Selection

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Title: Natural SelectionContent Standards and Objectives

S.8.LS.6 analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. S.8.LS.7 apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. S.8.LS.9 construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. S.8.LS.10 use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.DSS.6-8.7 Develop learning skills TCS.6-8.10 Find or organize data and use technology to analyze and represent it to solve problems.

Performance Objectives(Know/Do)

Know         Variations exist within species and are due to genetic differences.          Natural selection may favor one variation over another and because of that is

not random.         Artificial and natural selection display similar roles in the change in species.         Definitions: artificial and natural selection, selection pressure, speciation,

homologous structure, and molecular similarities. 

Do         Relate the process of speciation to gradual accumulation of variations within a

population         Evaluate the fossil record that illustrates change and relate that change to

natural selection         Compare the role man has played in the domestication of plants or animals by

artificial selection Investigate the role the Human Genome Project plays in providing evidence of

natural selection

Big Idea Natural selection

Enduring Understandings Natural selection plays a role in changing populations. Natural selection works by providing a survival advantage for a genetic variation. The evidence of natural selection can be found in multiple areas. Artificial selection and natural selection result in speciation by changing the

population.Essential Questions        How are new populations developed through natural selection?

       How do fossils provide evidence of natural selection?        How does homologous structure provide evidence of natural selection? How can molecular structure provide evidence of natural selection?

Learning Plan & Notes to Instructor

Notes to the InstructorThe intent of this unit is to evaluate the evidence for natural selection including

speciation, fossil record evidence, homologous structure and molecular similarities. Students will use a variety of resources including the Internet, encyclopedias, magazines, biology textbooks, and simulations of natural selection. Using a word processor, students will report their understanding of the evidence supporting natural selection. In the culminating activity students will research the emerging field of Comparative Genomics. Students will investigate the molecular similarities of the human DNA sequences and those of other species. The research suggests great promise in the area understanding human cancer and disease. Prerequisite to unit:

         This unit will take 2 to 4 weeks to complete with traditional 50 minute periods          Should follow units on genetics and DNA          Safety in laboratory setting 

Background: An understanding of the process of natural selection relies on students' prior knowledge that genetic variations exist within a population. Natural selection occurs when environmental conditions favor one variation over another. Individuals which exhibit the variation have a survival advantage and will reproduce, resulting in the frequency of individuals within the population exhibiting the favored trait to increase. Natural Selection refers to the adaptation of the population to a particular environment. More information on student misconceptions of the process of natural selection and adaptation can be found in Project 2061. (p. 361) Several opportunities for Differential Instruction exist in this lesson:

         Cooperative group assignments can pair different skills levels         Consult with students frequently to check understanding and progress         Frequent scientific journal activities encourage self-check of progress         Prerequisite skills check valuable in determining optional laboratory activities 

Students should be well acquainted with the following procedures:         Designing and maintaining a computer Scientific Journal          Data collection and organization          Presentation of materials through multimedia format.          Research using Internet protocol. 

Learning Plan: This unit would follow genetics where students have studied inheritance patterns of dominant and recessive traits. If the genetics unit did not include a discussion of the inheritance patterns of sickle cell anemia introduce this trait to be used to assess prior knowledge of genetic variations. The hook to draw students into the study of natural selection should be reading an article about sickle cell anemia. The survival advantage of a trait may not be the same in different environments. Students should be lead in a discussion of what sickle cell anemia is and mutation. This would be a good time to introduce the use of a scientific journal to record their progress during this unit. A Mutation Story Sickle Cell Anemia article/video  Guidelines for Science Journal-  Journal Entry Rubric Scientific Journal will be used each phase of this unit. Each day summarize the day’s activities in complete sentence/paragraph form. Be thorough. Include procedures and relevant vocabulary as well as questions that you come up with.  Daily journal entries (Journal Entries Rubric) should include the following:

         Answer the focus question for each science prompt          Record observations and data for each science prompt          Record progress of the group’s research

         Evaluate your effort and your group’s effort for the day on a scale of 1 to 5. (1 = no effort, 5 = high effort)

 Natural Selection and Concept Development: In the next section of the investigations students will use available resources from the Action Bioscience site such as How Evolution Works , on-line tutorials such as those found on GeneEd, lab simulations, textbooks and direct instruction to determine the major events occurring during natural selection. During discussion of the simulation watch for student misconceptions and make sure they understand these concepts:

Genetic variations exist within individuals of a population Gene mutations may be inherited and passed on to offspring Some genetic variations provide a survival advantage Populations will adapt to environmental factors when their genetic variants are

advantageous Different adaptations occur when islands have habitats

 Developing a trip itinerary just makes this process of concept development more interesting. Use a search engine to provide a list of websites that may help with concept of natural selection. The student prompt encourages using the lab simulation the peppered moth to show how selection pressure influences populations. Several web sites are available for the Galapagos Islands by completing an advanced search. The student should keep summary notes for these tutorials and simulations in their Scientific Journal. Assessment for this activity will be through the journal entries.  Natural Selection and Speciation: This Clipbirds simulation will provide evidence that natural selection acts upon genetic variation within a population. Download the entire activity of Clipbirds. The materials list is provided at this website. There are several versions of this activity, but the clip bird beak simulation is easier to prepare ahead of time. The activity, “Birds, Beaks and Natural Selection” is excellent but difficult to prepare.  Natural Selection verses Artificial Selection: Look at the difference between natural selection and artificial selection. Use the domestic dog and the difference between the wolf and dog and the breeds of domestic dog. Students might also research different species of domesticated animals.  Natural Selection and Fossils: Introduce this activity with the article on “Horse evolution follows a twisted tail”. This will provide some background and guidance as to interpretations of the fossil evidence. Using the Florida museum of Natural History on-line museum, science magazine, American Museum of Natural History and Fossil Horse in Cyberspace students will experience a virtual field trip. The students would look at the various differences in the feet, teeth and overall size and connect the environmental factors which might favor one trait over the other. Variations between fossils illustrated adaptations can lead to an understanding of conditions where the fossils lived.  Natural Selection and Homologous Structure: Engage students with the reconstruction of “fossil” bones the forelimb of an unknown animal and compare the fossil to other pictures of skeletons or actual skeleton forelimbs. The limbs should include those of a bird, reptile, amphibian, and mammal. The skeleton could be real if the teacher prepared chicken wings beforehand or use pictures of each bone and constructed a puzzle. Chicken wing preparation involves boiling the wing for 30 minutes, remove all soft tissue, and soak in 10% Clorox solution for 15 minutes, allow bones to air dry. If students help with removing the soft material, it is necessary to wear gloves. Compare homologous structure of vertebrates’ forelimb and relate structure to adaptations (natural selection).  

Natural Selection and Molecular Similarities: The culminating assessment addresses molecular similarity and natural selection. The student will investigate the emerging new field of biological research called comparative genomics . To introduce this activity give students the article “Doggy Genes” : Newly sequenced Genome Could Shed Light on Human Diseases or “ Background on Comparative Genomic Analysis” .

Academic Prompts Prompt- Prompt 1 Rubric - Galapagos Islands TourNatural Selection and Concept Development: Your class is planning a “virtual” trip to the Galapagos Islands to study the animals that inspired the concept of “natural selection”. The trip itinerary will be the responsibility of the class with groups acting as “tour guide” for one of the days spent exploring the islands. Your group is to use available resources to select the island habitat, the adaptations observed within the animal species, and the relevance that species would have to the developing of an understanding of natural selection. Each group will present “a tour of the islands” through a multimedia presentation which highlights the animal adaptation and the island habitat. During a planning session your group identifies two problems that must be addressed before you can make the selections necessary for the trip itinerary. Each member must have a clear understanding of the process of natural selection. In addition, information is needed about the island habitats and wildlife before the itinerary can be developed. Your teacher has provided a list of websites that may help with concept of natural selection. Record your search in your computer science journal with the website and the pertinent information. The presentations are scheduled for next week and you will be going on with the additional studies into natural selection, so budget your time and bon voyage! Scientific Journal Entry: What are the requirements for natural selection to occur within a population?   Prompt 2- Prompt 2 Rubric Natural Selection lab ClipbirdsNatural Selection and Speciation: During the Galapagos Islands tour one of the bird species demonstrated a variety of beak and feet adaptations. This Clipbirds simulation will provide evidence that natural selection acts upon genetic variation within a population. Clipbirds with different size beaks will experience survival advantage when the environmental conditions of food availability changes. Following the simulations, you will prepare a report that includes a two paragraph explanation of the process of speciation by natural selection. Attach a copy of the data collection, and the analysis questions. This will be shared within the group for peer and teacher review. Scientific Journal Entry: How are new populations developed through natural selection?   Prompt 3- Prompt 3 Rubric - Natural Selection vs. Artificial SelectionNatural selection verses artificial selection: You are a judge for the “American Kennel Society Dog Show” and have been asked to speak to a high school biology class on the topic of natural and artificial selection and the effects on the major breeds of domestic dog. The biology instructor has suggested that a power point presentation might hold the interest of her very diverse class. The instructor also included suggestions of the type information students were interested in. Your research team will provide background information for you. Include in the power point information on the major breeds of domestic dogs. Explain how the breed is different from the ancestor of the dog. What natural selection may have led to the speciation between the wolf and dog? What artificial selection leads to the differences between the breed selected and other breeds? Scientific Journal Entry: Research what would happen if the selection pressures were removed from the population of domestic dog. Prompt 4- Prompt 4 Rubric Natural Selection Fossil HorsesNatural Selection and Fossil Record: Your class will be visiting a natural history museum by virtual tour to study the fossil record of a select group of organisms. You

enter the Fossil Horse Gallery and begin the investigation by looking for evidence of change that exist within this group of fossil. Select five fossil species from different times in the fossil record. Investigate the skeletal characteristics of the forelimbs, teeth and overall size of the specimens. Investigate Identify the geographic range and probable environmental conditions the fossil specimen would have lived under. Your research should include what the fossil evidence suggests about the environmental conditions to which each species was particularly adapted. For each fossil specimen form a hypothesis that would explain how this fossil evidence supports natural selection. This may suggest a mechanism for selection pressure for the observable differences in the species. Your report should include a graphic organizer to display results, and a description of the changes occurring for each trait. Keep a scientific research journal to be evaluated through group discussion and peer review. Scientific Journal Entry: How do fossils provide evidence of natural selection?  Prompt 5- Prompt 5 Rubric Natural Selection Homologous StructureNatural Selection and Homologous Structure: You have been given a bag of bones collected at an archeological dig and will be reconstructing the apparent forelimb of a vertebrate. As you investigate the relationship between the bones collected, document the reconstruction using digital pictures. Create a permanent display by attaching the bones to a display board with glue. Research available sources and conduct a comparison study of homologous structure with other vertebrate groups. You will be reporting back to the group your understanding of how homologous structure provides evidence of natural selection through your comparison of homologous forelimbs of vertebrate groups. Each group will be given five minutes to present the results of the research into the relationship between natural selection and homologous structure. Scientific Journal Entry: How does homologous structure provide evidence of natural selection?

Culminating Assessment or Product

Your class will be preparing for the annual National DNA Day celebration in April by investigating the latest research at the Genome Research Center. The Human Genome Project completed in 2002 has led to the genomic sequencing for several other animals, plants, and bacteria. By comparing the human genome with the genome of other organisms, researchers hope to better understand human genes and develop new strategies to fight human disease. This emerging new area of biological research called Comparative Genomic has already lead to claims that dogs may share similar cancer and disease DNA messages. Your group will investigate the genome projects and the comparative studies which are currently underway. Your group will then prepare a report to include the following:

         Describe how the genome project provides a better understanding of life.         How does the DNA sequence show close relationships with others?          How is the Human Genome Project affecting medicine today?          What does the Comparative Genomic Research hold for the future?         What research questions would you like to ask the experts on The Human

Genome Project?         Why is molecular evidence the strongest support for natural selection?

The report will be presented in a panel discussion format with the group selecting the best questions to ask during the next National DNA Day on-line session.  Culminating Assessment RubricScientific Journal Entry: How can molecular structure provide evidence of natural selection?

Links and Other Resources

Student Materials:          Computer with Internet access         Data storage device for Journals         Printer         Digital Camera         Computer software for Power Point and digital camera

         One bag of chicken wing bones per group.         Pictures of forelimb of vertebrates or vertebrate skeleton

Related Websites:Fossil Info http://www.ucmp.berkeley.edu/education/explorations/tours/stories/middle/B5.htmlHuman Genome Project:  http://www.genome.gov/page.cfm?pageID=12511476Human role in dog evolution http://news.nationalgeographic.com/news/2013/03/130302-dog-domestic-evolution-science-wolf-wolves-human/http://news.nationalgeographic.com/news/2013/13/130514-dogs-domestication-humans-genome-science/Natural selection tutorial http://sciencenetlinks.com/lessons.cfm?BenchmarkID=5&DocID=361Natural selection tutorial http://www.sciencenetlinks.com/lessons.cfm?DocID=99Sickle cell anemia as a follow up to natural selection https://www.nhlbi.nih.gov/health/health-topics/topics/scaVideo on sickle cellhttps://www.nhlbi.nih.gov/health/health-topics/topics/scaBiology Mad site great tutorials http://www.biologymad.com/Simulation of bird beaks http://www.ucmp.berkeley.edu/education/lessons/birdbeaks/birdbeaks.htmlWebsite on genomics http://www.actionbioscience.org/Fossil horse in cyberspace http://www.flmnh.ufl.edu/fhc/National DNA Day http://www.genome.gov/10506367 Other: The concepts in this lesson were modified from sources Marco Polo and Access Excellence lesson 

Journal Entries Rubric – Natural Selection – Biology

Name ____________________________________ Date ______________

Journal Questions: Specify which questions are being scored by this rubric

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Depth of Understanding: How well do you know science?

Focus Level 4 Level 3 Level 2 Level 1 ScoreAccuracy in Content

Scientific information accurate, thoughtfully explained

Scientific information and ideas are accurate.

Scientific information has some inaccuracies or is simplified

Scientific information has major inaccuracies or is overly simplified

Patterns and trends

Patterns and trends are identified, discussed, & extended.

Patterns and Trends are identified

Patterns or trends are suggested or implied

Patterns and trends are unclear or inaccurate.

Connections Relevant applications to personal and societal issues

Connections are correctly identified & discussed. Issues identified and insightful described

Scientific connections are identified. Issues are identified

Scientific connections may be implied. Issues are suggested or implied

Scientific connections are unclear or absent. Minimal context for interpretation.

Communication: How well do you communicate what you know and can do in science?

Focus Level 4 Level 3 Level 2 Level 1 ScoreWritten Presentation Focus and organization

Writing structure follows appropriate grammar and usage rules. Writing is clear, concise and uses appropriate scientific vocabulary.

Writing structure follows appropriate grammar and usage rules. Responses to statements are clear. Communication clear and focused.

Writing structure is inconsistent. Responses to statements are brief. Some information lacks clarity

Writing structure is not grade appropriate and responses to statements are unclear. Lacks focus and organization

Total score

Criteria Weight ScoreResearch paper and chosen presentation format (slideshow, newsletter, or Web site) provided a supported investigation of the island habitat, animal adaptation, and relevance of species to natural selection

___X3

Research paper and chosen presentation format provided trip itinerary` that includes the reason for selection. Identifies the relationship between the adaptation and habitat.

___X2

Research includes the island habitat, animal adaptations, and relevance of species to natural selection.

___X1

Research paper and chosen presentation format are free of any grammatical and spelling errors.

___X1

Class presentation was original and well-rehearsed with smooth

delivery. Team members had clear roles in the presentation, and all of them were “experts” on the subject.

___X2

The overall presentation product is eye-catching and creative.

The layout, fonts, and colors are well chosen to enhance the message and to provide the most impact. Images support the message and enhance the overall product.

___X2

Project Total Score /44

Comments:

Prompt 1 Rubric-Galapagos Islands Tour

. Please use these ratings to rate each of the criteria in the scoring guide.

Student Name

4 3 2 1 0Exceeded expectations. Criteria was met and expanded on, well beyond the scope of the project.

Met all criteria and included some extra elements or details to enhance the project.

Met the criteria. Came close to meeting criteria but was missing one or two minor elements or details.

Did not meet the criteria and was missing crucial elements.

Prompt 2 Rubric - Natural Selection lab Clipbirds Name: _______________________________________________ Date: _______

Criteria 4 3 2 1 Peer ScoreFollows

DirectionsCompleted tasks without any assistance from peers or teachers.

All tasks and questions are completed clearly with minimal assistance from teacher.

Some tasks are not completed thoroughly or help from teacher is needed.

Many tasks are not completed and help from teacher is needed.

Procedures of Data and Calculation

Information is displayed in a data tables using excel spread sheets

Measurement data is organized and legible.

Measurement data is unorganized but legible.

Measurement data is unorganized and illegible.

Content Describes and predicts change in population related to environmental selection pressure

Describes and/or predicts change in population related to environmental selection pressure

Describes change in population related to environmental selection pressureDescriptions are vague or inaccurate, and illegible.

Describes change in population with some omissions or inaccuracy. No attempt at analyzing the relationships.

Data Organization

Other graphic organizers, beyond charts, are used to enhance and communicate information.

Data charts are organized so descriptions, predictions, and conclusions are clearly communicated.

Data charts are used but are hard to read and understand or are illegible.

Data is unorganized and illegible. Charts or other organizing structures are not used.

Analysis of Data

Statements incorporate generalization and synthesis.Reflection statements use scientific language and are quantified.

Reflection statements include thoughtful analysis of the use of data management strategies and comparison of student’s own data to the class data.

Two logical conclusions are made using the class data charts.Reflection statements are not explained clearly.

Analysis statements are missing or statements are not based on data. Reflection statements are shallow or not explained clearly.

Total Score: _______

4 3 2 1 0Exceeded expectations. Criteria was met and expanded on, well beyond the scope of the project.

Met all criteria and included some extra elements or details to enhance the project.

Met the criteria. Came close to meeting criteria but was missing one or two minor elements or details.

Did not meet the criteria and was missing crucial elements.

Criteria Weight ScoreResearch paper and chosen presentation format (power point, slideshow, newsletter, or Web site) provided an overview of natural selection versus artificial selection

___X2

Research paper and chosen presentation format provided a supported investigation of the major dog breed, artificial selection, and differences between other breeds ___X2

Research identifies how natural selection may have led to the speciation between the wolf and dog?

___X1

Research paper and chosen presentation format are free of any grammatical and spelling errors.

___X1

Class presentation was original and well-rehearsed with smooth

delivery. Team members had clear roles in the presentation, and all of them were “experts” on the subject.

___X2

The overall presentation product is eye-catching and creative.

The layout, fonts, and colors are well chosen to enhance the message and to provide the most impact. Images support the message and enhance the overall product.

___X2

Project Total Score /40

Comments:

Prompt 3 Rubric – Natural Selection vs. Artificial Selection Please use these ratings to rate each of the criteria in the scoring

Student Name

Prompt 4 Rubric - Natural Selection Fossil Horses Name: _______________________________________________ Date: _______

Criteria 4 3 2 1 Peer ScoreFollows

DirectionsCompleted tasks without any assistance from peers or teachers.

All tasks and questions are completed clearly with minimal assistance from teacher.

Some tasks are not completed thoroughly or help from teacher is needed.

Many tasks are not completed and help from teacher is needed.

Procedures of Data and Calculation

Information is displayed in a data tables using excel spread sheets

Measurement data is organized and legible.

Measurement data is unorganized but legible.

Measurement data is unorganized and illegible.

Content Describes and predicts change in population related to environmental selection pressure

Describes and/or predicts change in population related to environmental selection pressure

Describes change in population related to environmental selection pressureDescriptions are vague or inaccurate, and illegible.

Describes change in population with some omissions or inaccuracy. No attempt at analyzing the relationships.

Data Organization

Other graphic organizers, beyond charts, are used to enhance and communicate information.

Data charts are organized so descriptions, predictions, and conclusions are clearly communicated.

Data charts are used but are hard to read and understand or are illegible.

Data is unorganized and illegible. Charts or other organizing structures are not used.

Analysis of Data

Statements incorporate generalization and synthesis.Reflection statements use scientific language and are quantified.

Reflection statements include thoughtful analysis of the use of data management strategies and comparison of student’s own data to the class data.

Two logical conclusions are made using the class data charts.Reflection statements are not explained clearly.

Analysis statements are missing or statements are not based on data. Reflection statements are shallow or not explained clearly.

Total Score: _______

Prompt 5 Rubric - Natural Selection Homologous Structure

Name: _______________________________________________ Date: _______Criteria 4 3 2 1 Peer ScoreFollows

DirectionsCompleted tasks without any assistance from peers or teachers.

All tasks and questions are completed clearly with minimal assistance from teacher.

Some tasks are not completed thoroughly or help from teacher is needed.

Many tasks are not completed and help from teacher is needed.

Procedures of Data and

Calculation

Information is displayed in a data tables using excel spread sheets

Measurement data is organized and legible.

Measurement data is unorganized but legible.

Measurement data is unorganized and illegible.

Content Describes and predicts change in population related to environmental selection pressure

Describes and/or predicts change in population related to environmental selection pressure

Describes change in population related to environmental selection pressureDescriptions are vague or inaccurate, and illegible.

Describes change in population with some omissions or inaccuracy. No attempt at analyzing the relationships.

Data Organization

Other graphic organizers, beyond charts, are used to enhance and communicate information.

Data charts are organized so descriptions, predictions, and conclusions are clearly communicated.

Data charts are used but are hard to read and understand or are illegible.

Data is unorganized and illegible. Charts or other organizing structures are not used.

Oral Presentation Focus and organization

Well prepared for oral presentation

Communication clear and focused.

Some information clarity

Lacks focus and organization

Total Score: _______

Culminating Assessment Rubric for Comparative Genomic Research Natural Selection - Biology

Student Name ___________________________________ Date ___________________

Describe how the genome project provides a better understanding of life. How does the DNA sequence show close relationships with others? How is the Human Genome Project affecting medicine today? What does the Comparative Genomic Research hold for the future? What research questions would you like to ask the experts on The Human Genome

Project? Why is molecular evidence the strongest support for natural selection?

Depth of Understanding: How well do you know science?

Focus Level 4 Level 3 Level 2 Level 1 Score Accuracy in Content

Scientific information accurate, thoughtfully explained

Scientific information and ideas are accurate.

Scientific information has some inaccuracies or is simplified

Scientific information has major inaccuracies or is overly simplified

X 2

Patterns and trends

Patterns and trends are identified, discussed, & extended.

Patterns and Trends are identified

Patterns or trends are suggested or implied

Patterns and trends are unclear or inaccurate.

X 1

Connections Connections are correctly identified & discussed

Scientific connections are identified

Scientific connections may be implied

Scientific connections are unclear or absent.

X 2

Communication: How well do you communicate what you know and can do in science?Focus Level 4 Level 3 Level 2 Level 1 Scor

eWritten Presentation Focus and organization Inventive/expressive dimensions

Well prepared for oral presentation

Communication clear and focused.

Some information clarity

Lacks focus and organization

X 2

Relevance to Society: How well do you show how science affects people’s lives?Focus Level 4 Level 3 Level 2 Level 1 ScorePerson and society

Issues identified and insightful described

Issues are identified

Issues are suggested or implied

Minimal context for interpretation X 1

Total Score:__________/ 32

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