Evolution Nancy Dow Jill Hansen Tammy Stundon

1. Biology Partnership (A Teacher Quality Grant) Evolution Nancy Dow Jill Hansen Tammy Stundon

2. Pre-test Breaks Q & A boards Our approach to the standards & to this lesson

3. Men in Black

4. Resources For New Teachers • Review Games • Biology EOC Review • Bay County Pacing Guide - 7 period Day • H.O.T Labs • Khan Academy

5. Florida Next Generation Sunshine State Standards • SC.912.L.15.13Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. (MODERATE) • SC.912.L.15.14Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. (MODERATE) • SC.912.L.15.15 Describe how mutation and genetic recombination increase genetic variation. (Moderate)

6. Benchmark Clarifications • Students will explain and/or describe the conditions required for natural selection that result in differential reproductive success. • Students will explain and/or describe the scientific mechanisms, such as genetic drift, gene flow, and nonrandom mating, resulting in evolutionary change. • Students will explain and/or describe how mutation and genetic recombination increase genetic variation. • Students will identify ways in which a scientific claim is evaluated (e.g., through scientific argumentation, critical and logical thinking, and consideration of alternative explanations).

7. Content Limits • Items will not address descent with modification or common descent. • Items addressing mutation and genetic recombination in relation to increasing genetic variation must be assessed in the context of evolution. • Items will not assess the Hardy-Weinberg principle or genetic equilibrium. • Items may address how meiosis contributes to genetic variation but may not assess the steps or stages of meiosis. • Items assessing a scientific claim are limited to the topics discussed in SC.912.L.15.13, SC.912.L.15.14, and SC.912.L.15.15. Stimulus Attributes None specified Response Attributes None specified Prior Knowledge • Items may require the student to apply scientific knowledge described in the NGSSS from lower grades. This benchmark requires prerequisite knowledge of SC.7.L.15.2, SC.7.L.15.3, SC.7.L.16.1, SC.7.L.16.3, SC.7.L.17.3, SC.7.N.1.7, SC.6.N.2.2, and SC.7.N.2.1.

8. Simpson Evolution Video

9. Natural selection content • Lee Meadow’s “The Missing Link” • ISBN 13:978-0-325-07749-5 • An inquiry approach for teaching all students about evolution. • Don’t say evolution is ‘just a theory’ • Many students feel they have to defend their faith. Relieve that feeling. • http://leemeadows.blogspot.com/

10. ADI Link

11. ? How long can a fruit fly survive without food? “SURVIVAL OF THE FITTEST”—ONLY THE ‘BEST’ FLY WILL SURVIVE AND BE ABLE TO REPRODUCE AND PASS IT’S GENES ON TO THE NEXT GENERATION.IT IS THEN SAID TO BE ‘FIT’-THIS IS NATURAL SELECTION.

12. AVERAGE STARVATION RESISTANCE The average fruit fly can survive about 20 hours without food. Number of flies A MORE GENETICALLY ‘FIT’ FLY GENETICALLY ‘UNFIT’” FLY Hours until starvation

13. Only the most starvation-resistant flies live to lay eggs. ? Can fruit flies evolve so that they can resist starvation longer? Can we see Natural Selection at work? (YES) THE EXPERIMENT 1INITIAL SETUP Start with a cage that contains a large number of fruit flies (5,000), and remove the food. = 500 fruit flies 2TESTING STARVATION RESISTANCE Wait until 80% of the flies starve to death, then return the food to the cage. Record the average starvation-resistance time. Food removed Food returned Eggs New generation 3START NEW GENERATION After the surviving flies eat a bit, collect the eggs those flies lay and transfer them to a new cage.

14.  Over many generations of natural selection, the population changes! The flies now resist starvation much longer. THE RESULTS GENERATION 1 Average starvation resistance: 20 HR. Number of flies Hours until starvation GENERATION 2 Average starvation resistance: 23 HR. Number of flies Hours until starvation Experiment continues through 60 generations. GENERATION 60 Average starvation resistance: 160 HR.---this is evolution (change) at work Number of flies Hours until starvation

15. Natural Selection Individuals with favorable traits are more likely to leave more offspring better suited for their environment Example: English peppered moth (Bistonbetularia) Peppered Moth Lab

16. Peppered Moth Natural Selection Simulation Peppered Moth Natural Selection Simulation

17. Peppered Moth Natural Selection Simulation

19. THE EVOLUTIONS OF POPULATIONS • THERE ARE FOUR MECHANISMS THAT CAN GIVE RISE TO EVOLUTION: • MUTATION • GENETIC DRIFT • MIGRATION (Gene Flow) • 4.NATURAL SELECTION • Greatly and quickly seen in isolated populations like those on islands. • Allele frequency will change over generations; situations/EVR will • favor one allele over another • Those populations at equilibrium are not evolving • Species with more genetic diversity will adapt better to environmental changes

20. THE EVOLUTIONS OF POPULATIONS Allele frequencies: TIGER POPULATION Proportion of orange fur-pigment alleles in the population Proportion of white fur-pigment alleles in the population Evolution is a change in the allele frequencies of a population over time. For example, a change in the proportion of pigment alleles in the population of tigers means that evolution has occurred.

21.  Despite mutation’s vital role in the generation of variation, mutations almost always cause early death or lower the reproductive success of an organism. MUTATION A mutation can create a new allele in an individual. When this happens, the population experiences a change in its allele frequencies and, consequently, experiences evolution. #1 EVOLUTIONARY CHANGE: MUTATION MECHANISMS OF EVOLUTION Mutagen DNA Normal base- pair sequence Mutated base- pair sequence Normal protein Mutated protein Normal phenotype Mutated phenotype

22. five digits wrist bone Mutations • Are rare because you have self correcting enzymes • Natural Process that produces genetic diversity • Not all mutations are bad • Some won’t affect the body at all • Blood types/ear lobes • Some are advantageous (thumb)

23. Argumentative Driven Inquiry • Sex and the Single Guppy • Guppy Sex Simulator

24. #2 MECHANISMS OF EVOLUTION GENETIC DRIFT A population can experience random changes in allele frequency that do not influence reproductive success and, consequently, the population experiences evolution. GENETIC DRIFT POPULATION BEFORE GENETIC DRIFT Allele frequencies: cleft chin (dominant) smooth chin (recessive) Neither allele is related to reproductive success. Inheritance is based solely on chance. REPRODUCTION In this example, a heterozygous couple (Cc) could have two children that are homozygous recessive (cc), causing an increase in the proportion of recessive alleles in the population. POPULATION AFTER GENETIC DRIFT There are now more recessive alleles in the population than before. FIXATION Genetic drift leads to fixation when an allele’s frequency becomes 100% in a population. If this occurs, there is no longer genetic variation for the gene.

25. #2 MECHANISMS OF EVOLUTION FOUNDER EFFECT The founding members of a new population can have different allele frequencies than the original source population and, consequently, the new population experiences evolution. GENETIC DRIFT: FOUNDER EFFECT SOURCE POPULATION Allele frequencies: 5 digits per hand (recessive) >5 digits per hand (dominant) A group of individuals may leave a population and become the founding members of a new, isolated population. AMISH NEWLY FOUNDED POPULATION The new population will be dominated by the genetic features present in the founding members.

26.  All cheetahs living today can trace their ancestry back to a dozen or so individuals that happened to survive a population bottleneck about 10,000 years ago! #2 GENETIC DRIFT: BOTTLENECK EFFECT MECHANISMS OF EVOLUTION BOTTLENECK EFFECT Occasionally, famine or disease or rapid environmental change may cause the deaths of a large, random proportion of the individuals in a population. Occasionally, famine or disease or rapid environmental change may cause the deaths of a large, random proportion of the individuals in a population. SOME CATASTROPHE SOURCE POPULATION EXTREME AND RAPID ENVIRONMENTAL CHANGE NEW POPULATION The new population will be dominated by the genetic features present in the surviving members. Unless more individuals are introduced to the population, mating options will be limited thus decreasing variation in the gene pool (decreasing genetic diversity).

27. Genetic Drift Activity

28. #3 MECHANISMS OF EVOLUTION MIGRATION After a group of individuals migrates from one population to another, both populations can experience a change in their allele frequencies and, consequently, experience evolution. MIGRATION (GENE FLOW) 1BEFORE MIGRATION Two populations of the same species exist in separate locations. In this example, they are separated by a mountain range. Population 1 Population 2

29. #3 MECHANISMS OF EVOLUTION MIGRATION After a group of individuals migrates from one population to another, both populations can experience a change in their allele frequencies and, consequently, experience evolution. MIGRATION (GENE FLOW) 2MIGRATION A group of individuals from Population 1 migrates over the mountain range. Population 1 Population 2

30. #3 MECHANISMS OF EVOLUTION MIGRATION After a group of individuals migrates from one population to another, both populations can experience a change in their allele frequencies and, consequently, experience evolution. MIGRATION (GENE FLOW) 3AFTER MIGRATION The migrating individuals are able to survive and reproduce in the new population and they may experience evolutionary changes from population 1. Population 1 Population 2

31. 3 Conditions that must occur for Natural Selection Mechanism of evolution NaturalSelection #4 1. VARIATION OF A TRAIT IN A POPULATION The tiniest dog in a litter has reduced differential reproductive success. Its more robust siblings prevent access to the food it needs to grow and thrive. 2. The trait must be inheritable 3. One version of the trait must be in greater abundance than a different version of the trait.

32. 4. Natural Selection There is indirect and direct evidence of I. Indirect – we find it, not witness it II. Direct – we are witness to the development of Will be seen when there is: Over population Inheritance variation Struggle for survival (abiotic factors too) • Evidence: • Fossils 4. Embryos • Comparative Anatomy 5. Biogeography • Adaptation 6. Field/lab Experiments

33. Evidence of NS: Adaption The honeycreepers of Hawaii have adapted to a wide range of habitats, yet still closely resemble a finch-like shared ancestor found nearly 2,000 miles away---the major difference is the bill . BIOGEOGRAPHY: HAWAIIAN HONEYCREEPERS Mainland finch (probable shared ancestor) ’Akeke’e honeycreeper Maui Parrotbill honeycreeper ’I’iwi honeycreeper BIOGEOGRAPHY: HONEYCREEPERS--- A MODERN DAY DARWIN’S FINCH SCENARIO

34.  Though less related to each other than you are to a shrew, these marsupials and their placentalcounterparts (both mammals) have come to resemble each other as natural selection has adapted them to similar habitats. Evidence of NS: biogeography BIOGEOGRAPHY: AUSTRALIAN MARSUPIALS AND THEIR PLACENTAL COUNTERPARTS AUSTRALIAN MARSUPIALS Sugar glider Numbat Tasmanian wolf PLACENTAL COUNTERPARTS Gray squirrel Giant anteater Gray wolf

35. EVOLUTION BY NATURAL SELECTION: A SUMMARY 1 VARIATION FOR A TRAIT Different traits are present in individuals of the same species 2 HERITABILITY Traits are passed on from parents to their children. 3 DIFFERENTIAL REPRODUCTIVE SUCCESS In a population, individuals with traits most suited to reproduction in their environment generally leave more offspring than individuals with other traits. MECHANISMS OF EVOLUTION NATURAL SELECTION When these three conditions are satisfied, the population’s allele frequencies change and, consequently, evolution by natural selection occurs.

36. NATURAL SELECTION IN NATURE Running speed in rabbits can vary from one individual to the next. 1 VARIATION FOR A TRAIT Speed The trait of running speed is passed on from parents to their offspring. 2 HERITABILITY In a population, rabbits with slower running speeds are eaten by the fox and their traits are not passed on to the next generation. 3 DIFFERENTIAL REPRODUCTIVE SUCCESS

37. EVOLUTION OF ANTIBIOTIC RESISTANCE When first used as medicine in the 1940s, penicillin was uniformly effective in killing the bacterium Staphylococcus aureus. Today, natural selection has led toan increase in antibiotic-resistant alleles, and humans are increasingly at risk from untreatable Staphylococcus infections.(this is ongoing evolution taking place right now ) Most of the Staphylococcus is killed. Staphylococcus Penicillin Very little of the Staphylococcus is killed. Kill zone 1940s Today

38. A single species of grass is planted on a golf course. On the putting greens, it is cut very frequently / on the fairways it is cut only occasionally / in the rough it is almost never cut at all. EVOLUTION IN PROGRESS: GREEN GRASS ON A GOLF COURSE  Over the course of only a few years, grass plants from the same stock had developed into three distinct populations as a result of the frequency at which they were cut. Fairway Rough Putting green SELECTIVE PRESSURE Monthly mowing schedule LIFE IS SHORT SO MUST REPRODUCE RAPIDLY WITH LARGE SEED PRODUCTION SEXUAL MATURATION SLOWEST SLOW RAPID SEED PRODUCTION LOWEST LOW HIGH

39. Evolution does not work this way

40. Wooly Worm lab • Outside activity

41. Follow-up Q/A Board Problem solving issues in class Additional activities: Understanding Evolution website- Berkley Evolution of Cetaceans

42. Florida Next Generation Sunshine State Standards SC.912.L.15.1* Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. (HIGH) SC.912.L.15.10Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. (Moderate) (Also assesses SC.912.N.1.3, SC.912.N.1.4, SC.912.N.1.6, SC.912.N.2.1, SC.912.N.3.1, and SC.912.N.3.4.)

43. High Complexity 10% - 20% High complexity benchmarks make heavy demands on student thinking. Students must engage in more abstract reasoning, planning, analysis, judgment, and creative thought. These benchmarks require students to think in an abstract and sophisticated way, often involving multiple steps. Skills related to high complexity benchmarks include the following.  Construct models for research. Generalize or draw conclusions. Design an experiment, given data and conditions. Explain or solve a problem in more than one way. Provide a justification for steps in a solution or process. Analyze an experiment to identify a flaw and propose a method for correcting it. Interpret, explain, or solve a problem involving complex spatial relationships. Predict a long-term effect, outcome, or result of a change within a system

44. Item Specs Benchmark Clarifications Students will identify evidence and/or explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observable evolutionary change. Students will identify examples of and basic trends in hominid evolution from early ancestors to modern humans. (e.g., through scientific argumentation, critical and logical thinking, and consideration of alternative explanations). Students will assess the reliability of sources of information according to scientific standards. Students will describe how scientific inferences are made from observations and identify examples from biology. Students will identify what is science, what is not science, and what resembles but fails to meet the criteria for science. Students will explain the development of a theory. Students will recognize the differences between theories and laws.

45. Content Limits • Items assessing evolution will focus on a conceptual understanding of the supporting scientific evidence. • Items will not require memorization of the names of specific human fossils or the names of the different hominid species. • Items assessing the fossil record must focus on the fossil rather than geologic formations in isolation. • Items assessing the fossil record will not require understanding of the specific mechanisms used for relative dating and radioactive dating. • Items will not require the memorization of the geologic time scale, including era, period, and/or epoch. • Items will not assess the origin of Earth. • Items will not assess specific knowledge of the formation of microspheres or the evolution of RNA and DNA. • Items will not address or assess the endosymbiotic theory.

46. Items referring to adaptive radiation, convergent evolution, coevolution, or punctuated equilibrium should focus on the concepts rather than on the definition of the terms. • Items referring to the development of language or the manufacturing of tools will relate this development to changes in the skull or brain size. • Items will not assess types of genetic mutation or how these mutations occur. • Items referring to comparative anatomy and comparative embryology will assess anatomical similarities such as homologous structures and vestigial organs but will not require specific knowledge of embryologic stages or structures. • Items will not require knowledge of changes to specific species or geographic location of those species

47. Items will not assess genes, alleles, genetic drift, or gene flow. • Items may assess how the overall contributions of scientists such as Darwin, Lamarck, Lyell, Malthus, Mendel, or Wallace aided in the development of the scientific theory of evolution. • Items will not assess the differences among intelligent design, creationism, and the scientific theory of evolution. • Items assessing a scientific claim, the development of a theory, or the differences between theories and laws are limited to the scientific theory of evolution. Stimulus Attributes • Scenarios referring to specific species will include a description of the species in relation to context of the item. • Scenarios addressing scientific inferences are limited to the scientific theory of evolution and trends in hominid evolution. Response Attributes None specified Prior Knowledge • Items may require the student to apply scientific knowledge described in the NGSSS from lower grades. This benchmark requires prerequisite knowledge of SC.7.L.15.1, SC.7.L.15.2, SC.7.L.15.3, SC.8.E.5.10, SC.6.N.2.1, SC.6.N.2.2, SC.6.N.3.1, SC.6.N.3.2, SC.6.N.3.3, SC.7.N.1.6, SC.7.N.1.7, SC.7.N.2.1, SC.7.N.3.1, SC.8.N.1.6, SC.8.N.2.1, SC.8.N.2.2, and SC.8.N.3.2.

48. Bell ringer

49. Evidence of Evolution • Fossils • Embryos • Comparative Anatomy • Biogeography • Adaptation • Field/lab Experiments

50. Evidence for evolution in Darwin’s time came from several sources. • Fossils provide evidence of evolution. • Fossils in older layers are more primitive than those in the upper layers.