Evolution Webquest

1. Evolution Webquest Created by Trina Mitchell Summer 2010

2. Introduction The theory of evolution has been and continues to be taboo, highly controversial, and drastically misunderstood my many people. The theory is complicated, but is supported by much evidence. Despite its rocky history, evolution effects everyone’s lives even today. Let’s explore these aspects of the theory of evolution.

3. Task • As a group, answer one of four questions: • What is evolution/how does it work? • How does evolution impact my life? • What evidence exists for evolution? • What is the history of evolutionary theory? • Use the resources and guide questions provided to answer your question. • Create a presentation answering your question. Your presentation should include a visual aid (ex. PowerPoint presentation or poster). • Present your information as a group to the rest of the class.

4. Process • The class will be split into four groups by the instructor. • Each group will be assigned one of the four questions about evolution and provided with a list of questions to guide your research to answer the question. • All group members will work together using the resources provided to research an answer to your topic question.

5. Process Continued Resources http://evolution.berkley.edu/ http://www.pbs.org/wgbh/evoltion/index.html http://www.actionbioscience.org/evolution http://ncse.com/evolution http://www.biologyinmotion.com/evol/index.html For Clip Art and Graphics http://www.biologylessons.sdsu.edu/cartoons/concepts.html http://www.classroomclipart.com/ http://school.discoveryeducation.com/clipart http://www.enchantedlearning.com/Home.html

6. Process Continued • Design a 10 (or more) minute presentation using the information you gathered through your research. The presentation should include at least the information obtained by answering your guide questions, but you are encouraged to include any other interesting information you may have found. • Create a visual aid to use during your presentation. • Present your evolution presentation to the class to share all of the great information you have found answering your question.

7. Evaluation • Oral Presentation: • Presentation is at least 10 minutes long. (5 pt) • Voice is properly projected. (5 pt) • Proper body language—no fidgeting. (5 pt) • Use proper grammar/pronunciation. (5 pt) • Presentation is properly organized. (5 pt)

8. Evaluation Continued • Visual Aid: • Organized and flows. (5 pt) • Proper balance of graphics and text. (5 pt) • Aesthetically appealing. (5 pt) • Uses proper grammar and spelling. (5 pt) • Collaboration: • Cooperate effectively as member of group. (5 pt) • Able to resolve conflicts quickly and civilly. (5 pt) • All members put forth equal effort in all stages. (5 pt)

9. Evaluation Continued • Analysis: • All guide questions are answered in presentation. (5 pt) • Resources are used effectively. (5 pt) • Information is used and presented accurately. (5 pt) • Total points possible: 75 points • A = 67-75 pts • B = 60-66 pts • C = 52-59 pts • D = 45-51 pts • F = 0-44 pts *Up to 3 BONUS points may be awarded for information included that was not required by your guide questions.*

10. Conclusion Once your group has completed your research and presented it to the rest of your classmates you should all be well versed in four basic areas of evolution. Everyone should be able to explain what evolution is and how it works, how evolution impacts your lives, what evidence currently exists in support of evolution, and the history of evolutionary theory. Congratulations!

11. Teacher’s Page:Living Environment Standards Living Environment Core Curriculum Standard 1 • Major Understanding 1.1a Scientific explanations are built by combining evidence that can be observed with what people already know about the world. • Major Understanding 1.1b Learning about the historical development of scientific concepts or about individuals who have contributed to scientific knowledge provides a better understanding of scientific inquiry and the relationship between science and society. • Major Understanding 1.3a Scientific explanations are accepted when they are consistent with experimental and observational evidence and when they lead to accurate predictions. • Major Understanding 1.4a Well-accepted theories are ones that are supported by different kinds of scientific investigations often involving the contributions of individuals from different disciplines.

12. Teacher’s Page Continued:Living Environment Standards Living Environment Core Curriculum Standard 4 • Major Understanding 3.1a The basic theory of biological evolution states that the Earth’s present-day species developed from earlier, distinctly different species. • Major Understanding 3.1e Natural selection and its evolutionary consequences provide a scientific explanation for the fossil record of ancient life-forms, as well as for the molecular and structural similarities observed among the diverse species of living organisms. • Major Understanding 3.1f Species evolve over time. Evolution is the consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuing selection by the environment of those offspring better able to survive and leave offspring.

13. Teacher’s Page Continued:Living Environment Standards Living Environment Core Curriculum Standard 4 Continued • Major Understanding 3.1g Some characteristics give individuals an advantage over others in surviving and reproducing, and the advantaged offspring, in turn, are more likely than others to survive and reproduce. The proportion of individuals that have advantageous characteristics will increase. • Major Understanding 3.1h The variation of organisms within a species increases the likelihood that at least some members of the species will survive under changed environmental conditions. • Major Understanding 3.1i Behaviors have evolved through natural selection. The broad patterns of behavior exhibited by organisms are those that have resulted in greater reproductive success.

14. Teacher’s Page Continued:Living Environment Standards Living Environment Core Curriculum Standard 4 Continued • Major Understanding 3.1j Billions of years ago, life on Earth is thought by many scientists to have begun as simple, single-celled organisms. About a billion years ago, increasingly complex multi- cellular organisms began to evolve. • Major Understanding 3.1k Evolution does not necessitate long-term progress in some set direction. Evolutionary changes appear to be like the growth of a bush: Some branches survive from the beginning with little or no change, many die out altogether, and others branch repeatedly, sometimes giving rise to more complex organisms.

15. Teacher’s Page Continued:Living Environment Standards Living Environment Core Curriculum Standard 4 Continued • Major Understanding 3.1l Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Fossils indicate that many organisms that lived long ago are extinct. Extinction of species is common; most of the species that have lived on Earth no longer exist. • Major Understanding 6.2a As a result of evolutionary processes, there is a diversity of organisms and roles in ecosystems. This diversity of species increases the chance that at least some will survive in the face of large environmental changes. Biodiversity increases the stability of the ecosystem. • Major Understanding 6.2b Biodiversity also ensures the availability of a rich variety of genetic material that may lead to future agricultural or medical discoveries with significant value to humankind. As diversity is lost, potential sources of these materials may be lost with it.