Title III Technology Literacy Challenge Grant

Learning Unit

LU Title: Dogs & Darwin	Author(s): Verna Docteur
Grade Level: 9	School : Belleville Henderson Central School
Topic/Subject Area: Biology	Address: Belleville, NY 13611
Email: vdocteur@bell-henderson-csd.moric.org	Phone/Fax: 315-846-5121 / 315-846-5846

OVERVIEW

The theory of evolution is the unifying theme of biology. This unit deals with the roles of genetics and natural selection in change over time. The unit concludes with theories and experiments dealing with the origin of life and the reasons for the extinction of many of these life forms. The unit should take 10 class periods and all of 6 lab periods. The lab on Rapid Radishes will take approximately 10 minutes of a lab period for 30-35 days.

CONTENT KNOWLEDGE

Declarative	Procedural
Present day species developed from earlier, distinctly different species	Construct and conduct a laboratory experiment illustrating the transfer of mutations.
New inheritable characteristics can result from new combinations of existing genes or from mutations of genes in reproductive cells.	Compare and contrast natural selection in organisms with long and short reproductive cycles.
Mutation and the sorting and recombination of genes during meiosis and fertilization produces new gene combinations.	Extract and interpret information from specified Internet Websites
Mutations occur as random chance events and may be caused by environmental factors.	List the steps of Natural Selection
Only mutations occurring in sex cells can be passed on to offspring.	Compare and contrast past and present day life on Earth
Natural selection provides a scientific explanation for the fossil record and similarities among present day living organisms.	Use Internet Search Engines
Biological evolution occurs through natural selection.
Life on Earth originated billions of years ago as simple, single-celled organisms.
Evolution does not always progress in a linear pattern but often branches outward with some branches surviving and others dying out.
Extinction of species is common.

ESSENTIAL QUESTIONS

How did life on Earth originate?
What was life of the past like?
Where did all the variety of life on Earth today come from?
Why are some species of life extinct?

CONNECTIONS TO NYS LEARNING STANDARDS

Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions..

Standard 4: Student will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Key Idea 3: Individual organisms and species change over time.

Performance Indicator 3.1: Explain the mechanisms and patterns of evolution..

INITIATING ACTIVITY

As students enter the room have a teacher-prepared Power Point program cycling on the TV. The program contains a series of slides on a variety of dog breeds. Emphasize the variety in breeds by including such diverse breeds as a Great Dane and a Chihuahua. These may be obtained from the website www.akc.org. Have on display in the front of the room a large photo or poster of a wolf. Tell students that according to Simon and Schuster's Guide to Dogs, archeological findings trace the dogs origins back 25-30 million years and indicate that a wolflike animal called Tomarctus was the ancestor of the wolf, jackal, fox, coyote, and all the canines. The American Kennel Club recognizes 148 breeds eligible for registration. Ask students: "How is it possible for so much variety to have originated from a common ancestor?" Have students begin a K-W-L that they will keep with them throughout this unit and may add to at any time. They will be discussed at the completion of the unit.

LEARNING EXPERIENCES

DECLARATIVE KNOWLEDGE	EXPERIENCES ACTIVITIES	STRATEGIES	ACTIVITIES (WHAT WILL BE DONE)
Present day species Developed from earlier, distinctly different species	Overhead transparencies of horse evolution	K-W-L from initiating activity Individual Reflection Group Discussion Class presentation	Elaborate on the initiating activity of modern day dog breeds. Show students the overhead of horse evolution according to fossil evidence. As students have completed the genetics unit, they have previous genetic knowledge. Ask students to use their knowledge of genetics to explain how changes like these could occur. Emphasize to students that the time span is approximately 60 million years. If you have additional transparencies or diagrams of fossil evidence (camel) show these also. Give students 5 minutes to reflect and write their explanation. Then have them compare their explanation with other students at their table. Give students 5 minutes to compare and discuss their explanations. Have them select a representative to report the groups theories to the class.
Mutation and the sorting and recombination of genes during meiosis and fertilization produces new gene combinations. New inheritable characteristics can result from new combinations of existing genes or from mutations of genes in reproductive cells.	Lecture/Discussion Review of Mendel's Law of Segregation Review of DNA structure	Linking Previous Knowledge Reciprocal Teaching Concept Modeling	Review Mendel's Law of Segregation with students. Use example of how two brown-eyes parents can have a blue-eyed child. Use initiating activity and have students theorize about the results of a cross between a collie and a black lab. Use "pound puppies" as examples of new combinations of existing genes. If students have a dog as a pet, ask them the breed or combination of breeds of their dog. Have students work in groups of 3. Have each student be a "dog chromosome" with their right and left hands representing contrasting genes for a dog trait (length of ears, tail, hair, legs, etc.) Have them write a letter for the trait on their hands and then at random stack either their left or right hand with their two partners so there are three stacked hands. Have them record the letter combination. Repeat 5 more times. Have each group report on the different variety of traits in their "dogs."
Mutations occur as random chance events and may be caused by environmental factors.	Text	Graphic Organizer Arch Diagram: Main Idea and Supporting Details	Have students read about the experiments performed by Hermann Muller on mutations in Drosphilia and current scientific knowledge of mustions in their textbooks. Have students complete the Arch Diagram with mutations as the topic and Environmental Causes as the main idea. Students should start the Procedural Knowledge laboratory experiment on cause and transfer of mutations now.
Only mutations occurring in sex cells can be passed on to offspring.	Pictures of an albino rabbit and a black or brown rabbit. Discussion Linking of previous knowledge	Questioning	Show students a picture of a brown or black rabbit and another picture of an albino rabbit. Tell them the brown rabbit is male and the albino is female. From their knowledge of genetics ask students to predict the color of offspring of these two rabbits. Remind them that the albino trait is inherited as a recessive gene. Ask for a volunteer to diagram the cross in a Punnett square on the board. Ask students where the mutated gene for albinism must be located if the gene is to be passed on to the baby rabbits. Students should link the mutated gene to gametes.
Natural selection provides a scientific explanation for the fossil record and similarities among present day living organisms. Biological evolution occurs through Natural Selection.	Overhead transparency of horse evolution	Cooperative Learning Groups Induction Graphic Organizer-Arch Diagram:Main Idea and Supporting Details	Teacher starts the class with the overhead transparency of horse evolution according to fossil evidence. Diagrams of the leg, foot, and skull fossils should be included on the transparency. Teacher then writes the main points of Darwin's Theory of Natural Selection on the blackboard. Have students work in groups of three and give then two copies of the graphic organizer. Use Natural Selection as the main idea for both organizers. On one organizer have students complete the supporting detail blocks with examples from the transparency that support parts of Darwin's Theory. Have them use the second organizer to do the same for the evolution of the dog. Have students complete the Procedural Knowledge Activity on Natural Selection.
Life on Earth originated billions of years ago as simple, singled-celled organisms.	Text Lecture	Pictograph Graphics in note-taking System Analysis Graphic Organizer	Have students examine the diagram of primitive earth typically found in Biology texts in the section on the heterotroph hypotheses. Have then translate the picture into a word-type pictograph illustrating the sequence of events taking place in the oceans and the atmosphere. The teacher should then, with class input, list the steps of the board. When the list is complete and accurate, have students list the sequence of events in a graphic organizer using words. Then have them branch a line off each word to a graphic diagram they they can associate with that word. Have students do the Procedural Knowledge Researching the Origin of life.
Evolution does not always progress in a linear pattern but often branches outward with some branches surviving and others dying out. Extinction of species is common	Text Overhead Transparency of Adaptive Radiation in Reptiles Fossils of trilobites	Analysis of diagrams Observation Compare and Contrast	Have students observe the various types of blue jeans being worn in their school, by their parents, and by characters in T.V. shows set in past decades. Have them construct a diagram beginning with the original style of jeans and branching it off to include modern styles.Ask if there are any styles no longer being worn. Show them the overhead transparency of Adaptive Radiation in Reptiles. Ask students to relate the two diagrams. Give students a copy of a Compare and Contrast form. Have them complete the form for blue jean evolution and reptile evolution. Show them the trilobite fossil as an example of an extinct species. Extinction will be further explored in the culminating experience.

PROCEDURAL KNOWLEDGE

What procedural knowledge will students be in the process of acquiring and integrating? As a result of this unit, students will be able to:	What will be done to help students construct models, shape & internalize the knowledge?	Describe what will be done.
Construct and conduct a laboratory experiment illustrating the cause and transfer of mutations.	Error Analysis Written Set of Steps Cooperative Learning Groups Journal Keeping	Obtain irradiated Rapid Radish Seeds from WARD"S. Explain to students that you have radish seeds that have been exposed to varying degrees of radiation--some at 50, 100, and 500 mrads of radiation as well as some nonirradiated seeds. Instruct them to design an experiment to test the effects of radiation on radish seeds. Have laboratory groups write up a set of steps (procedure) they need to follow to reach a conclusion. Have a representative of each group read their steps. Ask students to listen carefully for any procedural errors. When groups and the teacher are in agreement on a procedure, have them conduct the experiment. They are to keep a journal and make observations each lab period. This should take about 10 minutes each lab period for a total of 30 to 35 days. Students will then share observations and conclusions with other groups in their lab period.
Compare and contrast natural selection in organisms with long and short reproductive cycles.	Data Keeping Cooperative Learning Groups Observation Compare and Contrast Discussion Reaching a Conclusion	Students will conduct concurrent labs. This experiment may be started after the Rapid Radish experiment has begun. Students will conduct an experiment on mutations in bacteria using WARD"S Antibiotic Resistance Kit. This would be a good time to review bacterial cell structure and reproduction. Students are provided with nonpathogenic bacteria, some of which are resistant to penicillin, some not resistant. Penicillin-impregnated discs are provided. Students are to measure the zones of inhibition around each disc and record their data. The bacteria with natural resistance should completely cover the plate. Ask students to relate their observations with natural selection. Explain the role of mutations in bacterial resistance. Have students compare the timeframe of this experiment with the Rapid Radish experiment with the length of time it takes to observe natural selection. Have students complete a Compare/Contrast graphic organizer as part of their lab report.
List the steps of Natural Selection	Text Internet Research Power Point	Students are to use the websitehttp://www.literature.org/authors/darwin-charles containing the Journals of Charles Darwin to prepare a presentation in which they will prepare a power point presentation in which they will role play Charles Darwin visiting their Biology class as a guest speaker. The teacher will have previously presented information on the Theory of Natural Selection and a brief history of Darwin and the Voyage of the Beagle. The purpose of the role play is to further internalize this knowledge. In their presentation students are to concentrate on Darwin's journals of his Galapago Islands observations and how they stimulated his thoughts on Natural Selection. They should include the history of how Darwin became the Beagle's naturalist and the observations that led Darwin to think that living things changed slowly over long periods of time. The presentation should conclude with a summerization of the theory of Natural Selection. "Darwin" should be prepared to answer questions from the Biology Class.
Research the Origin of Life	Internet Class Presentation Cooperative Groups	Working in groups of 3, students will go to the website www.geocities.com/cape canaveral/lab/2948/originoflife.html and click on the section titled 3.8 billion years ago. They are to prepare a brief, 2-3 minute power point presentation on the experiments done by Miller and other scientists to test the heterotroph hypothesis. They are to describe the experiments and use pictures from the website to accompany their descriptions.

CULMINATING PERFORMANCE

Biologists believe that many species have become extinct over the millions of years of evolutionary time. You are to research the factors of extinction. In an oral report, you are to describe eight of these factors and give an example of a species that was eliminated by that factor. Include how the lack of species variation, unfavorable mutations, and the principles of natural selection are involved in these factors. You are to use websites previously used in this unit as well as your own internet and library research.

Your report should include the following:

_____ Eight factors causing extinction.
_____Explanation of how variation, mutation, and natural selection relate to these factors.
_____One species that was eliminated by each of these factors.
_____Your opinion as to whether you think humans will become extinct.
_____Use of visual material (Power Point slides, overhead transparencies, posters, drawings, etc.) to add

an additional interest element to your presentation.

You are to keep a list of resources used and hand in this list to your teacher. Include websites used.

Elements

Weight

Report

Oral Presentation

Visuals

Resources

Accurate Information

Eight factors for extinction

Completed on time

Prepared

Organized

Easily understood

Attractive

Correlates with oral part of presentation

Uses several resources including internet.

Provides teacher with list of resources.

Information is mostly accurate

At least 6 factors

Completed on time

Prepared

Some disorganization

Usually understood

Attractive

Not always correlating with presentation

Several resources but limited to encyclopedias or textbooks

Inaccuracies in information

At least four factors for extinction

Not prepared

Difficult to understand

Not attractive

No correlation to factor

Used only one resource

Not ready on time

Less than three factors for extinction

Not prepared

Incoherent

Giggles

No visuals

No list of resources

PRE-REQUISITE SKILLS

Completion of the Reproduction and Development Unit. Completion of the Genetics Unit. Ability to use Power Point.

MODIFICATIONS

UNIT SCHEDULE/TIME PLAN

TECHNOLOGY USE

Internet use. Power Point use.